Instructions for Reviewers: To complete this review, please:
1) Read the BOD P12 Committee Chair’s Proposal summary and the proposal itself.
2) Remind yourself about the ASEE Goals and BOD P12 Committee Strategic Goals (see below and page 2)
3) Include your name, the date the review was assigned to you, and the date of completion of the review, replacing Xs in the appropriate places on the top of the first page of the rubric.
4) Complete this rubric by:
- a) Replacing all X’s with scores and comments throughout Parts 1 and 2
- b) Including a summary score for Part 1 (after scoring Criteria 1.1 – 1.5) out of 20 points
- c) Including a summary score for Part 2 (after scoring Criteria 2.1 – 2.5) out of 20 points
5) Delete the first two pages of this document (Instructions / Goals) and send your review electronically to the Chair.
ASEE Mission, Vision, Values and Goals
Mission: ASEE advances innovation, excellence, and access at all levels of education for the engineering profession.
Vision: ASEE is the pre-eminent authority on the education of engineering professionals.
Values: Excellence, engagement, innovation, integrity, diversity and inclusion.
Goals: ASEE recognizes the term “engineering education” to encompass the full academic spectrum of instruction, research, scholarship, practice, and service. ASEE also has an enduring commitment to continuous improvement. ASEE pursues the following goals:
- Innovation – ASEE will advance the development of innovative approaches and solutions to engineering education.
- Excellence – ASEE will advance excellence in all aspects of engineering education while continuously improving the member experience.
- Advocacy and Public Policy – ASEE will be the leading advocate for advancing the broad interests of engineering education.
- Communities – ASEE will cultivate an inclusive community that engages all members and values the contributions of all stakeholders.
- Communication – ASEE will implement a robust and transparent communication strategy effectively linking all stakeholders.
- Internal Organization – ASEE will be a strategic and dynamic organization, with a knowledgeable and responsive staff, that enhances stakeholder engagement.
- Access – ASEE will advocate for equal access to engineering educational opportunities for all.
- Diversity and Inclusion – ASEE will promote diversity, broadly defined, by modeling equity and inclusion through its policies and practices.
ASEE Pre-College Engineering Education (PCEE) Division Mission: The Pre-College Engineering Education Division of the ASEE is focused towards supporting programs and activities that advance and enhance engineering experience for students in PreK-12 Partner classrooms. PCEE’s mission is to grow and sustain a community whose members collectively build expertise and capacity in pre-college engineering education knowledge and practice.
ASEE Board of Directors P12 Committee Strategic Goals:
- Internal Goal: Enhance and improve internal knowledge of and communication about P12 engineering education within ASEE. Specifically:
- Communicate to ASEE membership:
- The impact of P12 engineering education on the undergraduate and graduate engineering education diversity, recruitment and retention.
- The range of P12 efforts within ASEE, including those of the P12 BOD Committee on P12 Engineering Education, and the Pre-College Engineering Education (PCEE) Division.
iii. Funding opportunities appropriate to P20 engineering education.
- Encourage intra-divisional (e.g., between PCEE and First Year Program) and intra- committee (e.g., with Engineering Dean’s Council) initiatives related to P12 engineering education.
- Change the ASEE mission and vision to include its commitment to excellence in P12 engineering education (see above).
- External Goal: Support mutually beneficial partnerships, collaborations, and relationships between ASEE and other organizations.
- Explore partnerships with organizations:
- To utilize their existing infrastructure in P12, particularly with respect to professional development credits, teacher evaluation measures, etc.
- To connect with P12 STEM teacher preparation programs.
iii. To share best practices, resources, and research in engineering education (e.g., by participating in P12 STEM education conferences).
- Provide our engineering education expertise to outside organizations:
- To serve as a resource for states who have signed onto NGSS – or to those who have engineering education in P12 standards.
- To ensure that ASEE has a voice to contribute to national-level conversations about P12 engineering education (e.g., among national education and engineering organizations).
Reviewer Name: X Date Review was Assigned: XX/XX/XX Date of Review: XX/XX/XX
Scoring Rubric, Part 1: Substance of the Proposal and Alignment with ASEE & P12 Committee Goals
| CRITERION 1.1 | Absent
0 |
Poor
1 |
Average
2 |
Good
3 |
Excellent
4 |
|
| Project Purpose
|
The project proposal description lacks in identifying its purpose and/or activities within a timeline that address that purpose. | Either the stated purpose is unclear or overly broad or is lacking in connection to the activities and timeline within the scope of work. | The project proposal highlights includes a very broad purpose, but one that is not clearly or strongly connected to activities and timeline within the scope of work. | The project proposal states the purpose of the project. The purpose is connected to the activities and timeline within the scope of work. | The project proposal clearly states the purpose of the project. There is a strong connection between specific activities and the timeline within the scope of work will address that purpose. | |
| Score: | X | Comments:
X
|
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| CRITERION 1.2 | Absent
0 |
Poor
1 |
Average
2 |
Good
3 |
Excellent
4 |
|
| Educational Contribution & Research Basis | The majority of the project proposal description lacks in educational contribution and research basis. | The project proposal does not demonstrate much of an educational contribution and/or does not rely on a strong research basis. | The project proposal highlights some potential for educational contribution but does not rely on a strong research basis. There may be potential for educational contribution, although it is not well addressed. | The project proposal does a good job highlighting a good potential for educational contribution informed by solid research. | The project proposal does an excellent job highlighting a strong potential for educational contribution informed by robust research. | |
| Score: | X | Comments:
X
|
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| CRITERION 1.3 | Absent
0 |
Poor
1 |
Average
2 |
Good
3 |
Excellent
4 |
|
| Alignment to ASEE’s Goals,* i.e.:
¨ Innovation ¨ Excellence ¨ Advocacy and Public Policy ¨ Communities ¨ Communication ¨ Internal Organization |
The majority of the project proposal description fails to connect to ASEE’s goals. | The project proposal demonstrates very weak connections to ASEE’s goals. One or two may be addressed, albeit not directly. | The project proposal highlights some connections to ASEE’s goals, making connections with at least two goals. There is a potential for alignment although it is not well addressed. | The project proposal highlights some connections to ASEE’s goals, making connections with three or more of ASEE’s goals. These are addressed and demonstrate a good alignment. | The project proposal highlights strong connections to three or more of ASEE’s goals as they relate to P12 engineering education. This alignment is clearly addressed with rich explanation & examples. | |
| Score: | X | Comments:
X
|
||||
* Note: Connection to Access and Diversity & Inclusion goals are evaluated separately in #3.
| CRITERION 1.4 | Absent
0 |
Poor
1 |
Average
2 |
Good
3 |
Excellent
4 |
|
| Alignment to ASEE’s Access and Diversity & Inclusion Goals
|
The project proposal does not address diversity or seems to promote only traditionally represented students in engineering. | The project proposal poorly addresses diversity and inclusion. | The project proposal addresses diversity and inclusion but the plans are not likely to affect any change. | The project proposal does a good job of both discussing and addressing access, diversity and inclusion in engineering. | The project proposal does an excellent job of both discussing and addressing ASEE goals of access and diversity and inclusion in engineering. This project is likely to affect change with respect to access, diversity and inclusion. | |
| Score: | X | Comments:
X
|
||||
| CRITERION 1.5 | Absent
0 |
Poor
1 |
Average
2 |
Good
3 |
Excellent
4 |
|
| Alignment to Board of Director’s P12 Committee Strategic Goals, i.e.:
¨ Internal ¨ External
|
The majority of the project proposal description fails to connect to BOD P12 Committee strategic goals | The project proposal demonstrates very weak connections to BOD P12 Committee strategic goals. These are not directly addressed. | The project proposal highlights some connections to BOD P12 Committee strategic goals. There is a potential for alignment although it is not well addressed. | The project proposal highlights some connections to BOD P12 Committee strategic goals. These are addressed and demonstrate a good alignment. | The project proposal highlights strong connections to one or both of these BOD P12 Committee strategic goals. This alignment is clearly addressed with rich explanation & examples. | |
| Score: | X | Comments:
X
|
||||
Score for Part 1: Substance of the Proposal and Alignment with ASEE & P12 Committee Goals: X / 20
Scoring Rubric, Part II: Benefit (and Cost) Analysis
| CRITERION 2.1 | Significant investment required
0 |
Some investment required
2 |
No investment required
4 |
|
| Financial Investment by ASEE | There is a significant (>$1K) financial investment or requirement to purchase materials, licenses, etc. by ASEE. | There is some (~$1K) financial investment or requirement to purchase materials, licenses, etc. by ASEE. | There is no financial investment or requirement to purchase materials, licenses, etc. by ASEE. | |
| Score: | X | Comments:
X
|
||
| CRITERION 2.2 | Significant investment required
0 |
Some investment required
2 |
No investment required
4 |
|
| Human Resources/ Time Investment by HQ Staff | There is a significant need (>5 hrs/person) for ASEE HQ staff in planning meetings or events, etc. | There is some need (1-5 hrs/person) for ASEE HQ staff in planning meetings or events, etc. | There is no need/ or minor need for ASEE HQ staff in planning meetings or events, etc. | |
| Score: | X | Comments:
X
|
||
| CRITERION 2.3 | Significant investment required
0 |
Some investment required
2 |
No investment required
4 |
|
| Human Resources/ Time Investment by ASEE Volunteers | There is a significant need (>5 hrs/person) for ASEE volunteer time in planning meetings or events, etc. | There is some need (1-5 hrs/person) for ASEE volunteer time in planning meetings or events, etc. | There is no need/ or minor need for ASEE volunteer time in planning meetings or events, etc. | |
| Score: | X | Comments:
X
|
||
| CRITERION 2.4 | No profit
0 |
Some net profit to ASEE
2 |
Significant net profit to ASEE
4 |
|
|
Financial Return
|
The project does not generate profit for ASEE. | The project generates income (<$1K) for ASEE. | The project generates income (>$1K) for ASEE. | |
| Score: | X | Comments:
X
|
||
| CRITERION 2.5 | No prestige / brand recognition
0 |
Some prestige or brand recognition to ASEE
2 |
Significant prestige or brand recognition to ASEE
4 |
|
|
Prestige & Brand Recognition
|
The project is unlikely to increase (or may decrease) the prestige and brand recognition of ASEE. | The project may increase the prestige and brand recognition of ASEE. | The project has a strong likelihood to increase the prestige and brand recognition of ASEE. | |
| Score: | X | Comments:
X
|
||
Score for Part 2: Benefit Analysis: X / 20