Distinguished - Thoroughly describes the backlash that women face with the glass cliff and class ceiling.

Proficient - Describes the backlash that women face with the glass cliff and class ceiling. Minor details are missing.

Basic - Minimally describes the backlash that women face with the glass cliff and class ceiling. Relevant details are missing.

Below Expectations - Attempts to describe the backlash that women face with the glass cliff and class ceiling; however, significant details are missing.

Non-Performance - The description of the backlash that women face with the glass cliff and class ceiling is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively discusses the differences between public and private universities and their promotions of women and women of color.

Proficient - Discusses the differences between public and private universities and their promotions of women and women of color. The discussion is slightly underdeveloped.

Basic - Minimally discusses the differences between public and private universities and their promotions of women and women of color. The discussion is underdeveloped.

Below Expectations - Attempts to discuss the differences between public and private universities and their promotions of women and women of color; however, the discussion is significantly underdeveloped.

Non-Performance - The discussion of the differences between public and private universities and their promotions of women and women of color is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly and accurately identifies the reasons why training programs that prepare underrepresented groups for top positions fail.

Proficient - Identifies the reasons why training programs that prepare underrepresented groups for top positions fail. Minor details are slightly unclear or inaccurate.

Basic - Minimally identifies the reasons why training programs that prepare underrepresented groups for top positions fail. Relevant details are unclear and/or inaccurate.

Below Expectations - Attempts to identify the reasons why training programs that prepare underrepresented groups for top positions fail; however, significant details are unclear and inaccurate.

Non-Performance - The identification of the reasons why training programs that prepare underrepresented groups for top positions fail is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively explains the inclusion of cultural humility as an addition to cultural competency training programs and the factors that encourage cultural sensitivity of higher education administrators and governing boards.

Proficient - Explains the inclusion of cultural humility as an addition to cultural competency training programs and the factors that encourage cultural sensitivity of higher education administrators and governing boards. The explanation is slightly underdeveloped.

Basic - Minimally explains the inclusion of cultural humility as an addition to cultural competency training programs and the factors that encourage cultural sensitivity of higher education administrators and governing boards. The explanation is underdeveloped.

Below Expectations - Attempts to explain the inclusion of cultural humility as an addition to cultural competency training programs and the factors that encourage cultural sensitivity of higher education administrators and governing boards; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of the inclusion of cultural humility as an addition to cultural competency training programs and the factors that encourage cultural sensitivity of higher education administrators and governing boards is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively analyzes the factors associated with recruitment and hiring of women of color as campus presidents.

Proficient - Analyzes the factors associated with recruitment and hiring of women of color as campus presidents. The analysis is slightly underdeveloped.

Basic - Minimally analyzes the factors associated with recruitment and hiring of women of color as campus presidents. The analysis is underdeveloped.

Below Expectations - Attempts to analyze the factors associated with recruitment and hiring of women of color as campus presidents; however, the analysis is significantly underdeveloped.

Non-Performance - The analysis of the factors associated with recruitment and hiring of women of color as campus presidents is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly, clearly, and accurately defines the governing board’s role with gender parity and hiring of women to hold the top positions in higher education.

Proficient - Defines the governing board’s role with gender parity and hiring of women to hold the top positions in higher education. Minor details are missing or slightly unclear.

Basic - Minimally defines the governing board’s role with gender parity and hiring of women to hold the top positions in higher education. Relevant details are missing and/or unclear.

Below Expectations - Attempts to define the governing board’s role with gender parity and hiring of women to hold the top positions in higher education; however, significant details are missing or unclear.

Non-Performance - The definition of the governing board’s role with gender parity and hiring of women to hold the top positions in higher education is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively discusses three solutions that may combat the systemic issues against diversity, equity, and inclusion in the hiring of women of campus president positions.

Proficient - Discusses three solutions that may combat the systemic issues against diversity, equity, and inclusion in the hiring of women of campus president positions. The discussion is slightly underdeveloped.

Basic - Minimally discusses two or three solutions that may combat the systemic issues against diversity, equity, and inclusion in the hiring of women of campus president positions. The discussion is underdeveloped.

Below Expectations - Attempts to discuss three solutions that may combat the systemic issues against diversity, equity, and inclusion in the hiring of women of campus president positions; however, the discussion is significantly underdeveloped.

Non-Performance - The discussion of three solutions that may combat the systemic issues against diversity, equity, and inclusion in the hiring of women of campus president positions is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly and accurately identifies strategies to develop and foster cultural humility.

Proficient - Identifies strategies to develop and foster cultural humility. Minor details are slightly unclear or inaccurate.

Basic - Minimally identifies strategies to develop and foster cultural humility. Relevant details are unclear and/or inaccurate.

Below Expectations - Attempts to identify strategies to develop and foster cultural humility; however, significant details are unclear and inaccurate.

Non-Performance - The identification of strategies to develop and foster cultural humility is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.