Capstone Vision 2009

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E6925 CAPSTONE PROJECT

GUIDE TO THE CAPSTONE PORTFOLIO

Education Program

SEATTLE CAMPUS

ARGOSY UNIVERSITY

SCAU Capstone Guide, 1


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Table of Contents

Introduction 3

Overview of Capstone Project 3

Argosy University Learning Outcomes 3

The Comprehensive Professional Portfolio 5

Construction of the Portfolio 7

Materials Needed 7Written Requirements 8Introductory Materials 8Section I 9Section II 11Section III 11Appendices for Portfolio 12

Appendices 13



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Introduction

Welcome to E6925 The Capstone Seminar. The Capstone is the culminating

activity of the Masters programs in Education at the Seattle Campus, of Argosy

University. Thus, it should be the very last class you take while at Argosy. Make sure that

all of your other coursework has been completed prior to enrolling in the Capstone

Seminar including finishing all incomplete coursework.

Graduation Requirements

A student is eligible for graduation in the MAED program when the following

requirements are met:

Satisfactory completion of all requirements in the program of study (a minimum

of 36 credit hours), including foundation, general program or concentration,elective requirements and the Capstone Project.

A grade point average of 3.0 or higher (on a scale of 4.0).

A completed Petition to Graduate submitted to campus administration.

Overview of the Capstone

This is a Capstone Project, determined by the advisor and campus, which focuses

on learning outcomes. The project may include a comprehensive examination,

comprehensive portfolio, or other relevant projects that incorporates reflection, analysis,

and application of theoretical material and classroom experience. The Seattle Campus of

Argosy University employs a Comprehensive Professional Portfolio to demonstrate

student mastery over the Argosy University Learning Outcomes.

The Learning Outcomes

There are two masters concentrations; Educational and Instructional Leadership

at the Seattle Campus of Argosy University. Each masters program has a required course



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of study. Your chosen course of study has prepared you to demonstrate mastery over

Argosy Universitys Learning Outcomes for your chosen degree. The Learning Outcomes

are:

1. Research and Theory: (Philosophy, Capstone Project, Best Products)

Educational Leaders make decisions based on research and supported theory.They use prominent research from best practices and other contextual data tomake recommendations about organizational operations, curriculum, assessment,and professional development.

2. Communication and Informational Literacy: (Philosophy, C.V., Reflections,Summative Statement)

Educational leaders effectively communicate a vision of educational excellence tothe learning community. They demonstrate multiple literacies (i.e., oral andwritten communication, information technology skills) to effectively support suchcommunication.

3. Critical Thinking and Problem Solving: (Capstone Project, Best Products)

Educational leaders develop systems that monitor their own thinking and reflecton past and present practices in analyzing complex educational issues andevaluating potential solutions.

4. Collaboration: (Best Products)

Educational leaders promote democratic values by respecting the ideas and talentsof those with whose care they are charged. They seek continuous improvementand use their knowledge and skills to collaborate with various stakeholders andconstituencies of the educational community.

5. Leadership: (C.V. and Best Products)

Educational leaders have an evolved leadership style that supports thedevelopment of others, is harmonious with democratic principles and besteducational practices, and focuses on student achievement as the ultimate goal ofthe learning community. They provide leadership at the institutional, state, andnational levels in various roles and responsibilities.

6. Ethics and Principles: (Philosophy, Reflections, Summative Statement)



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Educational leaders are bold in exhibiting and expecting accountability inintegrity, fairness, and ethical behavior. They demonstrate the ability to combineimpartiality, sensitivity, and concern for others in dealing with all constituencies.

7. Diversity: (Reflective Summary, Best Products)

Educational leaders appreciate the value of every individual and are committed totheir success. They implement educational policies and instructional practicesthat reflect cultural diversity.

8. Internship: (Best Products)

Through a program of field study, educational leaders have had the opportunity todemonstrate their knowledge and skills that contribute to their professionaldevelopment. They apply their knowledge and skills in a sustained and extensive

internship activity in a real world context to further develop the knowledge, skills,and dispositions required by national leadership standards.

9. Interpersonal Effectiveness: (Best Products and Reflective Summary)

Educational Leaders demonstrate positive relationship skills that promotepersonal and ethical professional development via effective communication,encouragement, empathy, and respect for others, self-awareness, and other-awareness.

Outcomes are evaluated through the Comprehensive Professional Portfolio and the

specific rubric associated with your program degree.

The Comprehensive Professional Portfolio

There are two types of portfolios; formative and summative. Portfolios used for

assessment during a students career are most commonly characterized by collections of

student work that exhibit to the faculty and other stakeholders the student's progress.

These formative portfolios are often known as working portfolios and are used to provide

guidance to students during their tenure in a class or program. Formative portfolios are



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generally started at the beginning of ones time in a program and travels with the student

throughout the program.

Summative portfolios are used for evaluation at the end of a students career and

are most often characterized by formal essays such as a philosophy statement and a

resume, revised collections of student work, and a culminating work product which can

be used by the student in future career or educational endeavors. Summative portfolios

also exhibit to the faculty and other stakeholders the student's comprehensive

achievement in given areas. Summative portfolios hence are comprehensive and are

constructed at the end of a students program.

Information about the students' skills, knowledge, development, quality of

writing, and critical thinking can be acquired through a comprehensive collection of work

samples. The department chair currently determines what information or students'

products should be collected and how these products will be used to evaluate or assess

student learning. These decisions are based on the academic unit's educational goals and

objectives and are guided by Argosy Universitys Program Outcomes. Portfolio

evaluation is a useful assessment tool because it allows faculty and stakeholders to

analyze an entire scope of student work in a timely fashion.

The Comprehensive Professional Portfolio used at the Seattle Campus of Argosy

University is a prescribed format which must include the following components outlined

below and explained in greater detail later in the Capstone Guide:

Currently there are no books required for the Capstone Seminar but the following

list of titles might be helpful to students who are not familiar with the various portfolios

and portfolio assessment.



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Costantino, P. M. (2002)Developing a professional teaching portfolio : a guide for

success. Boston: Allyn and Bacon

Satterthwaite, F. (2003). The career portfolio workbook: using the newest tool in your

job-hunting arsenal to impress employers and land a great job. New York:

McGraw-Hill.

Construction of the Comprehensive Professional Portfolio

Materials Needed:

A sturdy professional three ring binder that is large enough to hold all of the items

you will include in your portfolio. You may want to start assembling your portfolio first

to gauge how big a binder you will require. For example, if you are including a compact

disc in your portfolio you will need a binder large enough to hold that item. If on the

other hand, you have a VHS tape you will need a slightly larger binder to house that item.

Avoid the inclusion of oversize items such as bulletin boards or large projects. You may

wish to take pictures of such items and place them in your binder.

You will need tabbed dividers for each section of your portfolio. You may wish to

use plastic covers for various work products but do not use plastic covers for every one of

your exhibits.

Writing Requirements

Argosy University follows the American Psychological Association (2001).

Publication Manual of the American Psychological Association (5th ed.). The portfolio

should follow correct pagination, double spacing, headings, and citation formatting from

APA. Products created in other classes that were not required to be in APA format are not



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required to be revised into APA format. If the Capstone Project is a written product, it

must be in APA format.

Introductory Materials:

Cover Page

The cover page must be in the same format as prescribed by the American

Psychological Association (APA) style manual (see Appendix 1 for example).

Capstone Project Sign Off Sheet

The project sign off sheet needs to be toward the front of your portfolio. This

form is found in the appendix and must follow the cover page (see appendix 2).

Acknowledgements

Your journey through Argosy did not happen in a vacuum and it is professionally

responsible to acknowledge those: family, friends, teachers, colleagues, children, spouses,

partners, schools, businesses, etcetera who helped you complete your degree.

Table of Contents

Following the acknowledgements you will include a table of contents with correct

page location for each item of your portfolio.

Section 1

A Summative Statement for Your Professional Portfolio

You should have a summative statement introducing the items in your portfolio.

Such statements should include such questions as where your philosophical influences



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are derived from, a brief description of your employment and educational history, a brief

description of why you selected and included your course work projects, and what you

learned from your time in your chosen program concentration. You should allow between

3-7 pages for the summative statement which must be authored in APA style. You may

wish to use this statement to introduce your portfolio or you may wish to close it. I have

seen students divide their summative statement into an opening and a closing. Either is

fine by me. The point is that you should construct a narrative that provides an over view

or summary of what you learned during your tenure in your masters program at Argosy

University Seattle.

Philosophy of Education

Ideally your philosophy of education was already required of you from one of

your Educational Foundations classes. If not, the following are some views you may

wish to include in your philosophy statement:

TeachingAssessment and evaluationTeacher student relationshipKnowledgeLearningManagementLeadership

Curriculum Vita

A curriculum vita (c.v.) is similar to a resume in that it is a chronological history

of your educational career. Similar to a resume a c.v. begins with personal information

e.g. name, address, phone, etcetera. The next entry is education starting with the last

institution you earned a degree from followed by the next institution where you earned a



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degree. You should include the degree and certificates earned from each institution. You

also include any other post secondary institutions attended but you DO NOT include your

high school attendance.

Next list out the positions in education you have held including teaching or

academic internships. Next, follows publications, presentations at professional

organizations, grants applied to and funded. A sample c.v. is found Appendix 3. Below is

a link which can be of help in creating your curriculum vita.

http://www.quintcareers.com/curriculum_vitae.html

Section 2

Course work products (with reflective notes)

In section two you are to choose five (5) work projects or assignments from five (5)

different classes you have taken at Argosy University. These projects ought to be the best

examples of your work and should be revised before submitting them into your portfolio.

The projects can be any assignment, from any class, but they do need to be final

revisions. The projects can also be of any media be it Power Point, audio, video, essay.

You will need to construct a reflective note for each entry. Inclusive in the note should be

the reason why you include the item in your portfolio and how the project connects to the

other projects you selected in your portfolio. Each reflective passage ought to be between

200 500 words in length and must be in APA format.

Section 3

Capstone Project (something you will use after you graduate)

http://www.quintcareers.com/curriculum_vitae.htmlhttp://www.quintcareers.com/curriculum_vitae.html


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If you need to include items in an appendix from either Section 2 or Section 3 of your

portfolio make sure to do so in the Portfolio Appendix. (Remember to include the

appendices in your table of contents).

Rubrics for Capstone

There will be three rubrics for your capstone: one that the student fills out in a self

evaluation and two rubrics for the Official Readers of the Capstone. It is the students

responsibility to insure that the 3 rubrics are in place in the Portfolio Appendix. You will

find the rubrics for grading the Capstone in Appendix D of this document. Make sure to

use the correct Degree Rubric for your degree: Educational Leadership or Instructional

Leadership.

Portfolio Sign Off Sheet

You must include as the last page of your portfolio the official Sign Off form. The Chair

of the Department and the sign off is the last page of your Capstone Portfolio, see

Appendix 5.



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Appendices for Capstone Guide

Appendix A Cover Page Example

Appendix B Approval to Submit

Appendix C C.V. Example

Appendix D Rubrics for Grading Portfolio

Appendix E Portfolio Sign Off Page



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APPENDIX A

Cover Sheet for Capstone Project

Title of Your Capstone

A Capstone Project

Submitted to theFaculty of Argosy University/Campus

in partial fulfillment ofthe requirements for the degree of

Master of Arts of Education

Your Full Name

Argosy University/Your Campus

Month Year



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Appendix BApproval to Submit

This is to certify that the Capstone Project of

(Insert Student Name)

Has been approved by the Chair of the School of Education

For the Capstone requirement for the

Master of Arts in Education (MAED)

At the (month and year) graduation

Chair of the School of Education Date



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Appendix C

CURRICULUM VITAEDaniel Mark Kmitta, Ed.D.

17650 134th Avenue #H304

Renton, WA 98058

425-277-2317 (Home)

425-923-3906 (Cell)

[email protected]

EDUCATION BEYOND HIGH SCHOOL:

Ed.D., Foundations of Education, Research Methods, Peace Studies, June 1997,University of Cincinnati, Cincinnati, Ohio. Dissertation: Peaceful possibilities: three years of evaluative research of school based conflictresolution programs. Nominated for the Garvin Dissertation of the YearAward, College of Education, University of Cincinnati, 1997.

M.Ed., June 1991, Harvard University Graduate School of Education, Cambridge,Massachusetts.

B.S. Ed., June 1990, Secondary Education/Social Studies, Indiana University at

South Bend, South Bend, Indiana.Two years liberal arts education, 1984-86, Goshen College, Goshen, Indiana.

Chair, Division of Education and Human Development

Argosy University, Seattle, WA:

February, 2007

Recruited by the University President, Dr. Tom Dyer, to fill the role of;Director, Education and Human Development Program.

SELECTED TEACHING EXPERIENCE:

Adjunct Professor

Division of Education and Human Development

Argosy University, Seattle,WA:(Completed Socrates Training, Summer, 2006)

Graduate Course: E7136 History of Higher Education, Fall 2005 & Summer, 2006.Graduate Course: E7345 College Teaching, Summer, 2006.



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Graduate Course: E7805 Integrating Technology in the Classroom, Summer & Fall,2006.Graduate Course: E6100 Educational Research, Spring, 2006.Graduate Course: E6912 Secondary Education Teaching Methods, Spring, 2006.Graduate Course: R7036 Program Evaluation, Spring, 2006.

Graduate Course: E7111 Intro to Advanced Academic Study and Writing, Spring & Fall,2006 & Spring, 2007.Graduate Course: E7340 Curriculum Design, Summer & Fall, 2006.Graduate Course: E7834 Writing for Research and Professional Publication 2006.

Teaching Experience (cont.):

Adjunct Professor of Education

Education Program

University of Washington Tacoma, Tacoma, WA:

Graduate Courses:

TEDUC 503 Educational Measurement, Summer, 2006TEDUC 504 Understanding Ed. Research, Fall, 2005 & 06

Adjunct Professor of Education

Center for Education

Antioch University, Seattle, WA:

Graduate Courses:

EDU 502 Elementary Education Social Studies Methods, Spring, 2005EDU 556 Foundations of Education, Spring, 2005

Assistant Professor of Education,

College of Education,

University of Idaho, Moscow, ID:

Graduate Courses:

ED 687 Advanced Quantitative Data Analysis in Education, 2002 & 2003ED 684 Intermediate Quantitative Data Analysis, 2002-04ED 581 Introduction to Quantitative Data Analysis in Education, 2002ED 686 Advanced Planning and Design of Quantitative Research, 2000-03ED 582 Introduction to Research Methods, 1999-2004ED 582 IVC Introduction to Research Methods, 2001-03 (internet)ED 580 IVC Foundations of Educational Research, 2003 & 2004 (internet)EDTE 572 IVC Assessment and Evaluation in Education, 2001 (internet)

Undergraduate Courses:



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ED 468 History and Philosophy of Education, 1999-2001

Teaching Experience (cont.):

Visiting Professor,

College of Education and Allied Professions

Miami University, Oxford, OH:

Graduate Courses:

EDP 621 Classroom Group Behavior, Spring 1998 & 1999EDP 667 Behavioral Statistics for Educators, Summer 1998EDP 651 Research Methods and Techniques, Summer 1997 & 1998


EDP303 Assessment and Evaluation in Educational Settings 1997-99.

Instructor,

Clermont College,

Batavia, Ohio:

Graduate Courses:

Cooperative Discipline, Spring 1997Mediation in Educational Settings, Summer 1996 & 1997The Theory and Practice of Conflict Resolution for Educators, Autumn 1995Research Methods and Techniques, Summer 1995

Instructor,

University of Cincinnati,

Cincinnati, OH:

Graduate Courses:

Research Methods and Techniques, Summer 1994-96, Winter 1997The Theory and Practice of Conflict Resolution for Educators, Summer 1993



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Assessment and Evaluation, 1995-96Schooling and Teaching, 1994-95

Selected Curriculum Development:

Graduate Research Course Sequence: College of Education, University ofIdaho, Moscow, ID, 2002. (Co-authored statement of purpose, sequenceobjectives, and course outlines and syllabus for the quantitative classes)

Urban Education Certificate: Department of Educational Foundations, CollegeOf Education, University of Cincinnati, 1997. (Co-authored statement ofpurpose, objectives, and core course selection.)

Selected Course Development:

ED 687 Advanced Quantitative Analysis in Education. College of Education,

University of Idaho, an introduction to multivariate statistical procedures.

ED 684 Intermediate Quantitative Analysis in Education. College of

Education, University of Idaho, intermediate statistical procedures used in thesocial sciences.

Honors and Awards:

Recipient Outstanding Professor Award, Disability Student Services,University of Idaho, April 2004

Inducted, Phi Delta Kappa, Moscow, Idaho, Spring 2000 Nominated for Outstanding Professor Award, The Associated Student

Government, Miami University, February 1999Certificate of Appreciation, Alpha Delta Pi and Alpha Xi Delta, Miami,

University, 1998 & 1999Finalist, University of Cincinnati Teaching Assistant of the Year Award,University of

Cincinnati, May 1995

Selected Public Teaching Experience:

Teacher Certification: Grades 9-12, Social Studies, Massachusetts Certificate Number:



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300931 (LIFE) 1991South Bend Public Schools, South Bend, Indiana 1987-90. Substitute Teacher, K - 12.(Three short term contracts and one extended contract, April - May, 1989).

Private Teaching Experience:

Kelly Services, Substitute Teaching, Grades 9-12, Seattle, WA. 2004 2006.Private Tutor, 1984-96. Provided tutoring services to a wonderful variety of clients overthe 12 year period. Most contracts lasted for approximately six weeks although I did tutorone handicapped child for a full year. Fees are always based on an ability to pay scale.

Selected esearch Experience:

Research Analyst, Office of Institutional Research and Planning, University ofWashington Tacoma, Tacoma WA: 2006-2007. Perform a wide variety ofresearch and assessment tasks utilizing multiple data bases: SQL,

Access, and SPSS to mine and analyze data for use in the day to dayoperations at the University of Tacoma. In addition, responsible for thedevelopment, deployment, retrieval, analyses and interpretation of newsurveys developed out of the OIRP.

Graduate Student Research: College of Education, University of Idaho,Moscow, Idaho. 1999-present. Chaired 3 completed graduate studentdissertation and thesis committees, research member on 18 completeddissertations and theses.

Research Consultant: The Idaho Comprehensive Reading Assessment.University of Idaho, Moscow, Idaho. 1999-present. (Provided extensiveconsulting on the validity of the assessment.)

Statistical Consultant, College of Education, University of Cincinnati,Cincinnati, Ohio, Summer 1993-1996. (Statistical analysis on teachereducation reform data.)

Research Consultant, Department of Special Education, University of Florida,Gainesville, Florida, Spring, 1994-96. (Provided literature review andtechnical support for a research grant which was funded by theDepartment of Education).

Selected Assessment and Evaluation Experience:

Scoring Consultant, Pearson Measurement, SAT Project, March, 2005.(Scored the new SAT essay at the Auburn, WA facility.)

Evaluation Consultant, Nurturing Neighborhoods Grant: Dispute ResolutionsServices, Inc. Los Angeles, California, 2001. (Provided backgroundassistance for research demonstrating efficacy of CRE.

Evaluation Consultant, Higher Education Conflict Resolution Network,Wayne State University, Detroit, Michigan, 2001. (Developed an internetmodule used in evaluating conflict resolution trainings for colleges anduniversities.)



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SELECTED SCHOLARSHIP ACCOMPLISHMENTS:

Books:

Jones, T., and Kmitta, D., (2001) Evaluating your conflict resolution program: a

guide for educators and evaluators. Columbus, Ohio, Ohio Commission onDispute Resolution and Conflict Management .

Jones, T., and Kmitta, D., (2000) Does it work: the case for conflict resolution inour nations schools. Washington, D.C. Association of Conflict Resolution.

Selected Book Chapters:

Kmitta, D., Cunningham, B.J., and Irvine, K.N. (2002) Evaluation of trainingmodule. Warters, B., and Irvine, K.N. (Eds.) Program evaluation tools forcampus conflict resolution & mediation programs. Ann Arbor, Michigan,

Conflict Management in Higher Education Resource Center, Wayne StateUniversity.

Kmitta, D. (1999). Critical trends in media literacy. Gabbard, D.A. (Eds.).Power/knowledge and the politics of educational meaning: a teachers guide.

Hillsdale, New Jersey: Lawrence Earlbaum Associates, Publishers.

Book Reviews:

Soled, S.W., and Kmitta, D. (1997 Spring/Summer). Towards a theory of discipline:a review of Roger Slees changing theories and practices of discipline.Teachers and Teaching: Theory and Practice, 3 (1), 148 - 153.

Selected Refereed Publications:

Kmitta, D., and Davis, J. (Winter, 2004). Why PT3?: The Impact of Educational

Technology Upon Student Achievement. Contemporary Issues in Technology

and Teacher Education. 4(3), 323-344.

Davis, J., Canney, G., and Kmitta, D. (2003) A study of the effectiveness of using

computers to assess the phonic knowledge of preservice teachers. Computers

in the Schoosl, 20,4, 37-48.

Abdo, A., Fischer, J., and Kmitta, D. (2003) The use of the parental alliancemeasure with women parenting children with disabilities. Dimensions ofCounseling: Theory, Research and Practice.



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Kmitta, D. Jones, T. and Prichard, H. (2000-2001 Winter), A peaceful pedagogy:what is known about conflict resolution education. Childrens Legal RightsJournal, 20, 4, 24-30.

Other Publications:

Selected Monograph:

Blakeway, M. and Kmitta, D. (1998). Conflict resolution in educationresearch and evaluation synopsis and bibliography. Washington, D.C.:The National Institute for Dispute Resolution.

Selected Eric Document:

Kmitta, D., and Berlowitz, M.J. (1994 January). Evaluation of the Center forPeace Education Programs 1992-1993: Final Report. (ERIC DocumentReproduction Service No. ED 405 390).

Selected Conference Proceedings:

Canney, G., Kmitta, D., and Goelner, L (2004). The Idaho StatewideComprehensive Literacy Assessment for Preservice Teachers, K-8. TheSecond Annual Hawaii Education Conference, Honolulu, Hawaii,January 2004. Proceedings published in the International Journal OfLearning, Volume 10, 2004.

Kmitta, D., & Davis, J. (2003). Why PT3?: The Impact of EducationalTechnology

Upon Student Achievement. The Second Annual Hawaii EducationConference, Honolulu, Hawaii, January 2004. Proceedings published inthe International Journal Of Learning, Volume 10, 2004.

Selected Newsletters:

Jones, T., and Kmitta, D. (2000 May/June). Report from the USDE/CREnetCRE Research and Evaluation Symposium. The Fourth R Newsletter of

the Conflict Resolution Education Network. 91 1, 3-6.

Selected Technical Report:

Cross, K., and Kmitta, D. (2002) Idaho Character Education Pilot Report.Center for Evaluation, Research and Public Service, Idaho Departmentof Education, Moscow/Boise, Idaho.



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Selected Editorial Review:

Huck, S. Reading statistics and research 4th Ed. (2005) Boston, MA: Allyn & BaconJournal for Language Learning and Technology (2002-2004). Reviewer

Selected Professional Meeting Papers:

Canney, G., Kmitta, D., and Goelner, L (2004). The Idaho StatewideComprehensive Literacy Assessment for Preservice Teachers, K-8. TheSecond Annual Hawaii Education Conference, Honolulu, Hawaii, January2004.

Guilfoyle, K., and Kmitta, D. (2003) Developing/Organizing/Teaching aPhilosophical Foundations Research Class. Annual Meeting of the NorthernRocky Mountain Research Association, Jackson, Wyoming, October 2003.

Davis, J., and Kmitta, D. (2003). Why PT3?: The Impact of EducationalTechnology Upon Student Achievement. The 10th Annual InternationalLearning Conference, The International Learning Conference, London,England, Summer 2003.

Christy, C., Trevison, M., Canney, G., Gentry, D., Kmitta, D., and Goelner, L.,(2002). Idaho Comprehensive Literacy Assessment. Learning CenterConference, Beijing, China, July 2002.

Badger, S., and Kmitta, D. (2002). Stress Levels and Coping Style DifferenceBetween Online and Onground Students, National Conference for OnlineLearning, Tuscaloosa, Alabama, June 2002.

Selected Conferences Convened:

Kmitta, D. (1995 July). The FLOM follow-up conference: conflict resolution inthe schools: research agenda for the next decade -- a dialogue betweenresearchers, practitioners, and school systems. Seattle, Washington.

Selected Professional Activities:



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Assessment Reform Network, (ARN) Fairtest, Cambridge, MA 2000-2004. (Idahostate coordinator for ARN).

Member of the Committee for Academic Standards in the Academy, National

Educational Studies Association, 2001 2003.

Workshop Coordinator Classroom Assessment of Mathematics Performances,Coeur dAlene, Boise, Idaho Falls, Summer 2002.

Selected Grants and Contracts Awarded:

Kmitta, D., Davis, J., and Ewers, T. (Winter 2002) Eisenhower Grant, IdahoDepartment of Education, C.A.M.P. ($42,700)

Kmitta, D. (Summer 2000). University of Idaho Travel Grant. The University ofIdaho ($900)

Jones, T., Dyer Vargas, C., Kmitta, D., Cole, B., Bleckman, F., and Mayer, K. (May1995.) The comprehensive peer mediation evaluation project. SanFrancisco, California: Hewlett Foundation. ($250,000)

SERVICE:

Selective Major Committee Assignments:

Member, Academic Affairs Committee, Argosy University, Seattle 2007Member, Administrative Council airs Committee, Argosy University, Seattle 2007Member, NASC Standard II Sub-Committee, University of Idaho, 2002-03Co-Chair, NCATE Standard II Sub-Committee, College of Education, University ofIdaho, 2001-03Member, Advisory Board, Division of Teaching, Learning, and Leadership, Collegeof Education, University of Idaho, 2001-02

Selective Professional and Scholarly Organizations:

American Educational Research Association (AERA), 1993-2003, current.Pacific Northwest Association for Institutional Research, (PNAIR) current.American Educational Studies Association (AESA), 1993-2004Association of Conflict Resolution, (ACR) 2000-2003.Conflict Resolution Education Network, 2000National Institute for Dispute Resolution (NIDR) 2000.



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Peace Studies Association (PSA), 1995 and 1997National Association for Mediation in Education (NAME), 1993-95

Community Service:

1982-present Speaker at alcohol and drug treatment meetings, Idaho, Indiana,Ohio, Washington and Oregon.2004-present Relay for Life cancer fundraising2000-2004 Fairtest.Org2001, Booster, Kendrick Public Schools, Kendrick, Idaho.1997-98, Secretary, Conflict Resolution Services, Inc., Oxford, Ohio1997, June, Jury Duty, Hamilton County Court, Cincinnati, Ohio1992-1996 Member, Cincinnati Coalition for Progressive Politics19841990 Member The Around the Bend Coalition, South Bend, IN1982-1987 Volunteer American Red Cross, Elkhart, IN



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technology skills) to effectively

support such communication.

The students responses do not

demonstrate knowledge of abroad range of technologicalliteracies (i.e., softwareapplications, hardware, Web-based tools, etc.).

with APA style.Some references arecited parentheticallyand included in thereference list.Inappropriate use ofdirect quotations.

The studentsresponsesdemonstrate minimalknowledge of abroad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).

with APA style. Mostreferences are citedparenthetically andincluded in thereference list.Minimal and correctuse of directquotations.

The studentsresponsesdemonstrateadequate andappropriateknowledge of abroad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).

references are citedparenthetically andincluded in thereference list.Minimal and correctuse of directquotations.

The studentsresponsesdemonstrate anadvanced knowledgeof a broad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).

3. Critical Thinking and

Problem Solving:

Educational leaders develop

systems that monitor their own

thinking and reflect on past and

present practices in analyzing

complex educational issues and

evaluating potential solutions.


address an educational problemand/or are based on opinionwithout support of appropriateresearch.

The students

responsessuperficially addressan educationalproblem withoutadequately assessingrelevant information,considering andevaluating possiblealternatives, anddefending an

The students

responses adequatelyexamine aneducational problemby gathering andassessing relevantinformation,considering andevaluating possiblealternatives, anddefending an

The students

responses fullyexamine aneducational issue bygathering andassessing relevantinformation,considering andevaluating possiblealternatives, anddefending an

SCAU Capstone Guide,


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appropriate, well-reasoned solution orcourse of action.



4. Collaboration:

Educational leaders promote

democratic values by respecting

the ideas and talents of those

with whose care they are

charged. They seek continuous

improvement and use their

knowledge and skills to

collaborate with various

stakeholders and constituencies

of the educational community.

The students responses do notidentify all stakeholders and theirroles pertinent to the educational

issue.

The student does not workcollaboratively with the educationteam including academic advisor,capstone advisor, and anyadditional involved parties.

The studentsresponses somewhatidentify all

stakeholders andtheir roles pertinentto the educationalissue.

Occasionally, thestudent workscollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involvedparties.

The studentsresponses mostlyidentify all


The student workssomewhatcollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involvedparties.

The studentsresponses clearlyidentify all


The student workscollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involvedparties.

5. Leadership:

Educational leaders have an

evolved leadership style that

supports the development of

others, is harmonious with

democratic principles and best

educational practices, and

focuses on student achievement

as the ultimate goal of the

learning community. They

provide leadership at the

The students responses include at

least one of the following:

a. Providing leadership indifferent roles andresponsibilities.

b. Training, coaching, delegating,and motivating staff and othermembers of the educationalcommunity.

The students

responses include atleast two of thefollowing:

a. Providingleadership indifferent roles andresponsibilities.

b. Training,

The students

responses include atleast three of thefollowing:


b. Training,

The students

responses include atleast four of thefollowing:


b. Training,



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institutional, state, and national

levels in various roles and

responsibilities.

c. Supervising and evaluatingteaching and staff performance.

d. Leading or managing within apersonal work ethic that reflectsnational leadership standards.

e. Developing and articulating aninstitutional vision of learning.

f. Assessing contemporary issuesand the larger political, social,economic, legal and culturalinfluences on education.

g. Improving curriculum,instruction and assessment andutilizing best practices and soundeducational research.

h. Managing human resourcesand providing a safe, efficient and

effective educational institution.

coaching, delegating,and motivating staffand other membersof the educationalcommunity.

c. Supervising andevaluating teachingand staffperformance.

d. Leading ormanaging within apersonal work ethicthat reflects nationalleadership standards.

e. Developing andarticulating aninstitutional visionof learning.

f. Assessing

contemporary issuesand the largerpolitical, social,economic, legal andcultural influenceson education.

g. Improvingcurriculum,instruction and




e. Developing andarticulating aninstitutional visionof learning.

f. Assessing






e. Developing andarticulating aninstitutional vision oflearning.

f. Assessing





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assessment andutilizing bestpractices and soundeducational research.

h. Managing humanresources andproviding a safe,efficient andeffective educationalinstitution.





6. Ethics and Principles:

Educational leaders are bold in

exhibiting and expecting

accountability in integrity,

fairness, and ethical behavior.

They demonstrate the ability to

combine impartiality,

sensitivity, and concern forothers in dealing with all

constituencies.

The students responses do notconvey a respect for the rights ofother, adherence to theprofessional values of anorganization, and the ideals of ademocratic society.

The students responses do notdemonstrate impartiality,sensitivity, and a concern for allappropriate constituencies.

The studentsresponses minimallyconvey a respect forthe rights of other,adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.

The studentsresponses minimally

demonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.

The studentsresponses adequatelyconvey a respect forthe rights of other,adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.

The studentsresponses adequately


The studentsresponses fullyconvey a respect forthe rights of other,adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.

The studentsresponses fully


7. Diversity:

Educational leaders appreciate

The students responses are notwell written with continuity,relevancy, bias free, and

The studentsresponses aremarginally written

The studentsresponses areadequately written

The studentsresponses are wellwritten with



31/40

the value of every individual

and are committed to their

success. They implement

educational policies and

instructional practices that

reflect cultural diversity.

consideration of diversity in theworkplace and learningcommunity

with continuity,relevancy, bias free,and consideration ofdiversity in theworkplace andlearning community

with continuity,relevancy, bias free,and consideration ofdiversity in theworkplace andlearning community

continuity, relevancy,bias free, andconsideration ofdiversity in theworkplace andlearning community

9. Interpersonal Effectiveness:

Educational Leaders

demonstrate positive

relationship skills that promote

personal and ethical

professional development via

effective communication,

encouragement, empathy,

respect for others, self-

awareness, and other-

awareness.

The responses do not demonstratestudents ability to utilize

effective communication skills toreduce conflict, promote thegrowth of others, and sustainpositive interpersonal andorganizational relationships.

The responses do not demonstratestudents ability to facilitateconsensus building among keystakeholders in interpersonal andorganizational relationships.

The responsesminimally

demonstratestudents ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others,and sustain positiveinterpersonal andorganizationalrelationships.

The responsesminimallydemonstrate

students ability tofacilitate consensusbuilding among keystakeholders ininterpersonal andorganizationalrelationships.

The responsesmostly demonstrate

students ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others,and sustain positiveinterpersonal andorganizationalrelationships.

The responsesmostly demonstratestudents ability tofacilitate consensus

building among keystakeholders ininterpersonal andorganizationalrelationships.

The responses fullydemonstrate

students ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others, andsustain positiveinterpersonal andorganizationalrelationships.

The responses fullydemonstratestudents ability tofacilitate consensus

building among keystakeholders ininterpersonal andorganizationalrelationships.



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MAEd IL College of Education

Capstone Project Rubric Capstone Project

Program Learning Outcome 1- Unacceptable 2-Emerging 3-Proficient 4-Exemplary

1. Research and Theory:

Instructional Leaders make

decisions based on research and

supported theory. They use

prominent research from best

practices and other contextual

data to make recommendations

about organizational

operations, curriculum,

assessment, and professional

development.

Minimum types and sources ofmaterials were not researched

Project lacked application,multiple citations, APA adherence

Problem not identified/supportedby research

Significance of research not noted

Moderate types andsources of materialswere researched

Project demonstratedminimal application,multiple citations,APA adherence

Problemidentified/supportedby research

Significance of

research moderatelynoted

Adequate types andsources of materialswere well researched

Project demonstratedadequate application,multiple citations,APA adherence

Problem readilyidentified/supportedby research

Significance of

research noted

Exemplary types andsources of materialswere well researched

Project demonstratedexemplaryapplication, multiplecitations, APAadherence

Problem highlyidentified/supportedby research

Significance ofresearch fully noted

2. Communication and

Informational Literacy:

Instructional leaders effectively

communicate a vision of

educational excellence to the


demonstrate multiple literacies

The students responses do no citesources in correct APA style.Responses are not clear, concise,organized, and well supported inadherence with APA style. Mostreferences are not citedparenthetically or included in thereference list. Inappropriate use

The studentsresponses cite somesources in correctAPA style.Responses are notalways clear,concise, organized,and well supported

The studentsresponses cite mostsources in correctAPA style.Responses are clear,concise, organized,and well supported

The studentsresponses citesources in correctAPA style.Responses are clear,concise, organized,and well supportedusing multiple



33/40

(i.e., oral and written

communication, information

technology skills) to effectively

support such communication.

of direct quotations.

The students responses do notdemonstrate knowledge of abroad range of technologicalliteracies (i.e., softwareapplications, hardware, Web-based tools, etc.).

using multiplesources in adherencewith APA style.Some references arecited parentheticallyand included in thereference list.Inappropriate use ofdirect quotations.

The studentsresponsesdemonstrate minimalknowledge of abroad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).

using multiplesources in adherencewith APA style. Mostreferences are citedparenthetically andincluded in thereference list.Minimal and correctuse of directquotations.

The studentsresponsesdemonstrateadequate andappropriateknowledge of abroad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-

based tools, etc.).

sources in adherencewith APA style. Allreferences are citedparenthetically andincluded in thereference list.Minimal and correct

use of directquotations.

The studentsresponsesdemonstrate anadvanced knowledgeof a broad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).

3. Critical Thinking and

Problem Solving:

Instructional leaders develop

systems that monitor their own

thinking and reflect on past and

present practices in analyzing

complex educational issues and

evaluating potential solutions.

The students responses do notaddress an educational problemand/or are based on opinionwithout support of appropriateresearch.

The studentsresponsessuperficially addressan educationalproblem withoutadequately assessingrelevant information,considering andevaluating possible

The studentsresponses adequatelyexamine aneducational problemby gathering andassessing relevantinformation,considering andevaluating possible

The studentsresponses fullyexamine aneducational issue bygathering andassessing relevantinformation,considering andevaluating possible



34/40

alternatives, anddefending anappropriate, well-reasoned solution orcourse of action.



4. Collaboration:

Instructional leaders promote

democratic values by respecting

the ideas and talents of those

with whose care they are

charged. They seek continuous

improvement and use their

knowledge and skills to

collaborate with various

stakeholders and constituencies

of the educational community.


identify all stakeholders and theirroles pertinent to the educationalissue.

The student does not workcollaboratively with the educationteam including academic advisor,capstone advisor, and anyadditional involved parties.

The students

responses somewhatidentify allstakeholders andtheir roles pertinentto the educationalissue.

Occasionally, thestudent workscollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involved

parties.

The students

responses mostlyidentify allstakeholders andtheir roles pertinentto the educationalissue.

The student workssomewhatcollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involved

parties.

The students

responses clearlyidentify allstakeholders andtheir roles pertinentto the educationalissue.

The student workscollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involvedparties.

5. Leadership:

Instructional leaders have an

evolved leadership style that

supports the development of

others, is harmonious with

democratic principles and best

educational practices, and

focuses on student achievement

as the ultimate goal of the

The students responses include atleast one of the following:

a. Synthesizing and mergingcurriculum and instructionaltheory to plan, teach instructionalprograms to increase studentachievement

The studentsresponses include atleast two of thefollowing:

a. Synthesizing andmerging curriculumand instructionaltheory to plan, teach

The studentsresponses include atleast three of thefollowing:


The studentsresponses include atleast four of thefollowing:




35/40


synthesize and merge

curriculum and instructional

theory and design, to plan,

teach instructional programs

leading to improved student

achievement.

b. Monitoring and evaluatinginstructional processes, strategies,techniques, and methodologies toimprove student learning

c. Leading and teaching within apersonal work ethic andprofessional educationdispositions

d. Supporting an institutionalvision of learning.

e. Assessing contemporary issuesand the larger political, social,economic, legal and culturalinfluences on education.

f. Responding to research-basededucational change and reform.

instructionalprograms to increasestudent achievement

b. Monitoring andevaluatinginstructionalprocesses, strategies,techniques, andmethodologies toimprove studentlearning

c. Leading andteaching within apersonal work ethicand professionaleducationdispositions

d. Supporting aninstitutional visionof learning.

e. Assessingcontemporary issuesand the largerpolitical, social,economic, legal andcultural influenceson education.

f. Responding to




d. Supporting aninstitutional visionof learning.


f. Responding to




d. Supporting aninstitutional vision oflearning.


f. Responding to



36/40

research-basededucational changeand reform.



6. Ethics and Principles:

Instructional Leaders are bold

in exhibiting and expecting

accountability in integrity,

fairness, and ethical behavior.

They demonstrate the ability to

combine impartiality,

sensitivity, and concern for

others in dealing with all

constituencies.

The students responses do notconvey a respect for the rights ofother, adherence to theprofessional values of an

organization, and the ideals of ademocratic society.

The students responses do notdemonstrate impartiality,sensitivity, and a concern for allappropriate constituencies.

The studentsresponses minimallyconvey a respect forthe rights of other,

adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.

The studentsresponses minimallydemonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.

The studentsresponses adequatelyconvey a respect forthe rights of other,


The studentsresponses adequatelydemonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.

The studentsresponses fullyconvey a respect forthe rights of other,


The studentsresponses fullydemonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.

7. Diversity:

Instructional Leaders

appreciate the value of every

individual and are committed to

their success. They implement

educational policies and

instructional practices that

reflect cultural diversity.

The students responses are notwell written with continuity,relevancy, bias free, andconsideration of diversity in theworkplace and learningcommunity

The studentsresponses aremarginally writtenwith continuity,relevancy, bias free,and consideration ofdiversity in theworkplace andlearning community

The studentsresponses areadequately writtenwith continuity,relevancy, bias free,and consideration ofdiversity in theworkplace andlearning community

The studentsresponses are wellwritten withcontinuity, relevancy,bias free, andconsideration ofdiversity in theworkplace andlearning community

9. Interpersonal Effectiveness: The responses do not demonstrate The responses The responses The responses fully



37/40

Educational Leaders

demonstrate positive

relationship skills that promotepersonal and ethical

professional development via

effective communication,

encouragement, empathy,

respect for others, self-

awareness, and other-

awareness.

students ability to utilizeeffective communication skills toreduce conflict, promote thegrowth of others, and sustainpositive interpersonal andorganizational relationships.

The responses do not demonstratestudents ability to facilitateconsensus building among keystakeholders in interpersonal andorganizational relationships.

minimallydemonstratestudents ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others,and sustain positiveinterpersonal andorganizationalrelationships.

The responsesminimallydemonstratestudents ability tofacilitate consensusbuilding among keystakeholders ininterpersonal andorganizationalrelationships.

mostly demonstratestudents ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others,and sustain positiveinterpersonal andorganizationalrelationships.

The responsesmostly demonstratestudents ability tofacilitate consensusbuilding among keystakeholders ininterpersonal andorganizationalrelationships.

demonstratestudents ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others, andsustain positiveinterpersonal andorganizationalrelationships.

The responses fullydemonstratestudents ability tofacilitate consensusbuilding among keystakeholders ininterpersonal andorganizationalrelationships.



38/40

Scoring Sheet for Rubric Capstone MAED EL Seattle Campus Argosy University Summer2009


Out Comes Score1-4*

Comments

Research & Theory

Communication andInformation Literacy

Critical Thinking and

Problem Solving

Collaboration

Leadership

Ethics & Principles

Diversity

Internship

InterpersonalEffectiveness

38


39/40

Scoring Sheet for Rubric Capstone MAED IL Seattle Campus Argosy University Summer2009


Out Comes Score1-4*

Comments

Research & Theory

Communication andInformation Literacy

Critical Thinking and

Problem Solving

Collaboration

Leadership

Ethics & Principles

Diversity

Internship

InterpersonalEffectiveness

39


40/40

Appendix E

Master of Arts in Education (MAED)

Proposal Cover Sheet

Name: _________________________________________________________

Advisor: ________________________________________________________

Title of Capstone Project

Advisor Signature and Date:

________________________________________________________________________

Student Signature and Date:

________________________________________________________________________

Documents

Capstone Vision 2009