There
are vital learning outcomes in the professions which are taught
and reinforced through academic course work in conjunction with
well-planned student development programming and supervised training
experiences. This is true for management, health care, law, social
work, education, military leadership, and many other fields of study
offered at today's colleges and universities.
At
the US Air Force Academy in Colorado Springs, for example, the capacity
to respond to ill-defined problems of many different kinds is an
outcome that is expected of all cadets. There are manifestations
of those capacities in the military leadership training hat cadets
receive, as well as in their athletic competitions and academic
work. To evaluate progress in the dealing with ill-defined problems,
the faculty and staff of the USAF Academy developed a three level
rubric. They first experimented with a five level rubric, but found
that the differentiation at the intermediate levels were unhelpful,
given that they were really only interested in differentiating satisfactory
from deficient performance and in recognizing excellence at those
times when it is manifested.
Levels
of Performance for Framing and Defining Ill-defined Problems - (1
page)