Informational Interview Report Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Informational Interview Report Essay Assignment
Informational Interview Report
I was lucky to interview the Provost of California State University Channel Islands, Geoffrey W. Chase. As a large
educational institution, California State University Channel Islands has a broad organization structure and culture which
emphasizes on the classification and cooperation of teamwork so as to achieve the strategic goals set for each team,
department, or faculty. For example the executive leadership team is made up of the President, Provost, Vice President
for Business and Financial Affairs, Vice President for Student Affairs, Vice President for University Advancement, Chief
of Staff, and Senior Director of Community and Government Relations who ensure the all issues affecting the university
are efficiently addressed to ensure that the institution achieves and maintains its vision (Channel Island). The position
of the Provost is one of the most important executive positions which comes just after the President in the executive
leadership team. Mr. Chase has been an active leader in the institution as a senior academic officer who directed the
strategic planning and leadership of all the operations associated with the university. Most importantly, I was
impressed by the methods used by Mr. Chase in implementing academic policies within the institution which ensured
that all the students accessed the necessary academic resources which could benefit their learning.
I chose this position since I once got to interact with Mr. Chase on a professional level during research which brought
me to the university. It was easier to get to witness Mr. Chase’s leadership skills and approaches first hand since this
research required me to make periodic visits to the institution. The reason why I chose to meet Mr. Chase once again is
that throughout my employment I have seen a close relationship between the practice teaching and administrative
roles whereby each role affects the results of the other. Mr. Chases model of leadership and service to California State
University Channel Islands was more of a merger between these two functions whereby he ensured that the same
person who addressed the institutional leadership was the same person responding to the faculties’ and students’
query. This would be beneficial to my future career since, as a leader and an educator, I will be able to know when and
how to perform these roles effectively without one being weaker than the other.
- What is your background as a professional in higher education?
- What impact has your previous roles had in your present position?
- What would you say is your most important role/responsibility?
- How would you advise a professional who wishes to be in your position?
Mr. Chase has served in different positions in various institutions of higher learning where he was assigned different
responsibilities. Nonetheless, his background has been based on one policy; “to improve graduation rates and expand
student’s diversity.” He conveyed that his previous responsibilities improved his experience in addressing different
issues so as to result to the desired result. According to Mr. Chase, it is the role of every professional in higher
education to ensure that students get to graduate in a timely manner and that they are well prepared to handle the challenges that they will face in their careers and in their future lives (Moore, 2017). As such, he advised that every professional should look towards learning from each other’s commitment as an approach to helping solve the challenges experienced in higher education
From this interview, I learned that I need to take time to learn and discover the challenges being experienced at my level before being ready to handle other greater challenges in the future. This will equip me with problem-solving skills which is one of the most important skills needed in my profession. Besides this, I have learned that as a professor, I have a greater role in helping students graduate successfully and not just to offer instructional guidance in the classroom.
Channel Island website. https://www.csuci.edu/provost/
Jean Cowden Moore, (2017). CSU Channel Islands names provost. Retrieved from https://www.vcstar.com/story/news/education/schoolwatch/2017/03/30/csu-channel-islands-names-provost/99833902/
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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