Leadership Program

Leadership Program Brochure   Who understands students better than the students themselves? Student mentorship programs provide the unique opportunity for students to coach and engage with peers in the higher education community. Equipping student leaders with valuable skills and knowledge for them to coach fellow students through their academic journey, specifically the journey outside the classroom, is essential. Create an informational tri-fold brochure for a student mentorship program to be distributed to students and parents as they arrive on campus during freshmen orientation. Address the following: Provide an overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Describe the peer-to-peer nature of the program and its benefits for both student leaders and fellow students. Demonstrate how students will encounter learning experiences  with student leaders in an open and safe environment. Explain how students can reap the benefits of what the leadership program provides. Include links to resources for students and parents for more information. The brochure should include graphics that are relevant to the content, visually appealing, and use space appropriately. Support your brochure with 3-5 scholarly resources. Rubric: Leadership Program Brochure   Overview of Student Mentorship ProgramCriterion 1 20.0 Not addressed. Provides an unconvincing overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides a weak overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides a reasonable overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides an exceptional overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Nature of the Program and the Benefits 20.0 Not addressed. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is insufficient. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is unclear. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is clear. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is thorough. Learning Experiences 20.0 Not addressed. Inappropriately demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Inexplicitly demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Appropriately demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Skillfully demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Reaping the Benefits 10.0 Not addressed. Imprecisely explains how students can reap the benefits of what the leadership program provides. Partially explains how students can reap the benefits of what the leadership program provides. Concisely explains how students can reap the benefits of what the leadership program provides. Convincingly explains how students can reap the benefits of what the leadership program provides. Resources 10.0 Not addressed. The links to resources for students and parents for more information are incomplete. The links to resources for students and parents for more information are overly simplistic. The links to resources for students and parents for more information are credible. The links to resources for students and parents for more information are innovative. Aesthetic Quality 10.0 Not addressed. Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present. Design is clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message. Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation. Design is professional, visually appealing, and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error. Total Percentage  100

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