1. Revealing a Strategy for Advisors and Anyone Trying to Read the Hallmark Judges’ Minds Hallmark Awards Rubrics: 2014 Middle States Honors in Action Conferences-Fall 2014

2. Really? No One Can Read or Control the Hallmark Judges’ Minds (Unfortunately)

3. Wouldn’t You Like to know?

4. Honors in Action (115 Possible Points) FIRST College Project ( 45 Possible Points) SECOND However, there are some guidelines that can help!

5. Most Distinguished Region 2015 Middle States supports, encourages, promotes All chapters sucess in their Hallmarks entries It starts at each Honors In Action Conference Followed by each chapter’s leadership commitment to draft a competitive set of entries Hallmarks entries are a scholastic endeavor <> essence <> substance <> skillful writing Term paper analogies Chapters’ expectation for final entries?

6. Aim for nothing less than an A+ paper Normal mindset approach to course papers? Most often ‘A’ or ‘A-’ ‘B+’ or less simply won’t do –Not acceptable to most Kappans Strongly suggested mindset to Hallmarks? No longer individual but a collective effort Focused goal to produce “A +” entries Rubrics will give indication of 10, 7, 4 points For each question or scoring section: “10 points” only focus »A quick glance at “7 points” only to note the differences »Last step is final editing assisted by a different sets of eyes OPTION for all chapters: voluntary MSR review submission

7. A few points to consider in preparation Advisors set up collaboration teams for Honors In Action and College Project http://my.ptk.org/edge Who should be on each team? Advisors Officers and members involved in project Skillful writers & editors & other talented contributors Detailed-oriented members with sets of impartial eyes Who should NOT be on each team? Any officer or member unable or unwilling to surrender ego Advisors can add or subtract names to collaborating teams

8. Honors in Action (115 Possible Points) Look at all information that comes from Headquarters about Honors in Action. Judge your chapter’s work by the rubrics. Have someone who knows nothing about what your chapter has done judge your project by the rubrics (alumni can be a great resource)!

9. Setting Measurable Objectives TEAM Emphasize TEAM Collaboration! TEAM Emphasize TEAM Collaboration!

10. “Measurable Objectives”  Rubric “Academic Investigation”  “Leadership Roles and Development”  “Action”  “Collaboration”  “Outcomes”  “Academic Rigor of Research” “Exercise of Leadership and Leadership Development” “Service/Action” “Cooperative Effort/Outreach” “Impact”

11. Academic Rigor of Research 10/10 Points The research included 8 or more academic publications and experts that were wide-ranging and included different points of view on the chapter’s selected issue from the Honors Program Guide. Clear evidence shows the research activities allowed participants to develop critical thinking skills. The in-depth research provided substantial material for the chapter to carefully weigh and consider in determining a project to implement that would clearly address a finding from their research.

12. Academic Rigor of Research 7 /10 Points The research included 5-7 resources. The resources were academic and somewhat wide-ranging They appeared to provide good insight into the issue. Some evidence given that the research activities allowed participants to develop critical thinking skills. The investigation was sufficient in helping the chapter determine a project to implement that addressed a finding from their research on an issue from the Honors Program Guide.

13. Academic Rigor of Research 4/10 Points Four or fewer research sources were cited [Cite in-text, too, from the sources in your Annotated Bibliography (AB). Make sure the AB shows thoughtful comparison of sources and analysis of source credibility. Compare and contrast information from sources for validity]. The resources were not necessarily academic and did not necessarily provide much insight into the issue [Know the differences among popular, trade/professional, and academic/peer-reviewed sources. Avoid the Internet; make use of your college’s library databases. The inquiries were not explored in depth [Write about the questions generated by the research].

14. Exercise of Leadership and Development 10/10 Points Without question, the chapter members and other project stakeholders were provided substantive opportunities to exercise and advance their leadership skills. There is strong evidence of effective planning and teamwork. The project included clear evidence of effective, intentional, and thoughtful educational and training activities and opportunities that improved the exercise of leadership in multiple areas required specifically for the success of the project.

15. Exercise of Leadership and Development 7/10 Points The chapter members and other project stakeholders were provided opportunities to exercise and advance their leadership skills. There is evidence of effective planning and teamwork. The project entry included evidence of intentional educational and training activities and opportunities that related to the exercise of leadership specifically required for the success of the project.

16. Exercise of Leadership and Development 4/10 Points Only the chapter members were provided with limited opportunities to exercise and advance their leadership skills. Not enough details were provided to indicate effective planning and teamwork. The project included only limited examples of educational and training activities or opportunities that related to the exercise of leadership.

17. Service/Action 10/10 Points Project objectives clearly emphasized the importance of taking action or serving. Solid evidence is given that the participants heightened their awareness of self and community in relation to global issues. The entry provided strong evidence that participants increased their appreciation for the value of informed action and service as a lifelong endeavor, and the project clearly shows how the action developed from research conclusions.

18. Service/Action 7/10 Points Project objectives indicated service to others was a motivating factor. Some evidence is given that the participants heightened their awareness of self and community in relation to global issues The project shows how the action developed from research conclusions. The entry provided some evidence that participants increased their appreciation for the value of informed action and service as a lifelong endeavor.

19. Service/Action 4/10 Points Little or no evidence is given that the participants heightened their awareness of self and community in relation to global issues. It is unclear whether chapter members increased their appreciation for the value of informed action and service as a lifelong endeavor.

20. Cooperative Effort/Outreach 10/10 Points The chapter’s project reached a wide variety of audiences, including ALL the following: the college, community and others in OR beyond the region There is clear and compelling evidence that communication among the participating individuals and/or organizations was effective and efficient They shared common objectives.

21. Cooperative Effort/Outreach 7/10 Points The chapter’s project reached a variety of audiences including TWO of the following: the college, community OR others in or beyond the region. Details indicate that communication among the participants was effective.

22. Cooperative Effort/Outreach 4/10 Points The chapter’s project was confined to the chapter and perhaps reached out to one other audience. The response does not provide enough detail to determine if communication was effective.

23. Impact 10/10 Points The project made a substantial contribution to improving an issue. Without question, the project had significant short-term impact and clear potential for long-term impact. The project’s outcomes were exceptional and both quantitative and qualitative. The chapter assessed in an intentional and reflective way what they learned, how they grew as scholar-servant-leaders They clearly stated what opportunities remain to further impact this issue.

24. Impact 7/10 Points The project made a noteworthy contribution to improving an issue. Short-term impact was impressive and there was Some evidence that the project has potential for long-term impact. The project had specific outcomes that were both quantitative and qualitative. The chapter assessed in an intentional and reflective way what they learned OR how they grew as scholar-servant-leaders AND what opportunities remain to further impact this issue.

25. Impact 4/10 Points The project’s contribution was not clear. The response didn’t provide enough details to assess impact. The chapter’s reflection about their impact and the opportunities that remain are minimal.

26. Total Possible Points 90 Possible Points Academic Rigor of Research (10 Points x 2) Leadership (10 Points x 2) Service/Action (10 Points x 2) Collaboration (10 Points) Impact (10 Points x 2) 25 Other Possible Points Resourcefulness (10 Points) Persistence (10 Points) Presentation (5 Points)

27. Resourcefulness 10/10 Points The project was ambitious required substantial research and inspired resourcefulness to implement the project effectively. 7/10 Points The project was somewhat challenging required considerable research and Development to implement satisfactorily. 4/10 Points Four or fewer research sources were cited. The resources were not necessarily academic and did not necessarily provide much insight into the issue. The inquiries were not explored in depth.

28. Persistence 10/10 Points Without question, the chapter members demonstrated a strong commitment to overcome obstacles or challenges to achieve their project’s objectives. They responded to any challenges with flexibility and creativity to keep their project on track. 7/10 Points The chapter members worked together to accomplish their project’s objectives and were not easily deterred. They remained focused on their project’s objectives and showed evidence of flexibility or creativity in addressing any challenges. 4/10 Points The chapter exerted ordinary effort to accomplish their project.

29. Presentation 5/5 Points Spelling and grammar are faultless. 3/3 Points A few errors in spelling and/or grammar. 1/1 Points Spelling and/or grammar errors throughout.

30. College Project (45 Possible Points) Look at all information that comes from Headquarters about College Project Judge your chapter’s work by the rubrics, looking to see if the work falls in the 10, 7, or 4 point category for each portion of the rubric. Have someone who knows nothing about what your chapter has done judge your project by the rubrics. Alumni can be a great resource!

31. Setting Measurable Objectives Preparation (10 Possible Points) Leadership Development (10 Possible Points) Cooperative Effort / Communications (10 Possible Points) Impact (10 Possible Points) Presentation (5 Possible Points)

32. Preparation 10/10 Points Chapter clearly made it a top priority to meet with appropriate administrator(s). They participated fully by being active listeners who shared and brainstormed ideas. Everyone gave careful consideration to what type of project would be most beneficial to the college to help it fulfill its mission.

33. Preparation 7/10 Points Chapter met with appropriate administrator(s) Listened to ideas Jointly decided on a college project consistent with the college’s mission. 4/10 Points Chapter had little input from college administration on selection of the College Project.

34. Leadership Development 10/10 Points Strong evidence of exceptional planning and teamwork. Members used this opportunity to exercise and advance their leadership skills. 7/10 Points Some evidence of effective planning and teamwork. 4/10 Points Little evidence of effective planning and teamwork.

35. Cooperative Effort and Communication 10/10 Points Without question, the chapter members demonstrated a strong commitment to working with college administrators before, during and after the project. They responded to any challenges with flexibility and creativity to keep their project on track. 7/10 points Chapter members were committed to communicating with college administrators before, during and after the project. They showed evidence of flexibility or creativity in addressing any challenges. 4/10 Points Little evidence of communication and cooperative effort throughout the project.

36. Impact 10/10 Points The project’s outcomes were exceptional and included both quantitative and qualitative elements. The chapter assessed in an intentional and reflective way what they learned, how they grew as scholar- servant-leaders and clearly stated what opportunities remain either to improve the project or to enhance the relationship with the college administration.

37. Impact 7/10 Points The project had specific outcomes that were both quantitative and qualitative. The chapter assessed in an intentional and reflective way what they learned OR how they grew as scholar-servant-leaders AND what opportunities remain to improve the project or to enhance the relationship with the college administration. 4/10 Points The project’s contribution was not clear. The response didn’t provide enough details to assess impact. The chapter’s reflection about their impact and the opportunities that remain are minimal.

38. Presentation 5/5 Points Spelling and grammar are faultless. 3/5 Points A few errors in spelling and/or grammar. 1/5 Points Spelling and/or grammar errors throughout.

39. Other Points to Consider Make sure members use words from the rubric (“qualitative,” “quantitative,” “communicated,” “after the conclusion of our project,” etc.) in responses. Encourage them to write about what they didn’t do well, what they learned from failures, and how they could better implement their plans in the future. Be sure to clearly answer the question at the beginning of your theme in the Honors Study Topic Guide.

40. > essence and substance in HIA & CP programs > excellence in scholarly writings programs > unselfish teamwork > attention to detail > success following instructions > careful adherence to Rubrics’ 10 pt. indicators > commitment to excellence = ‘A +’ Hallmarks chapter entries = MSR Chapters Hallmarks Awards = Middle States as 2015 Most Distinguished Region

41. Hallmark Awards-Deadline Dates December 10, 2014 for Administrator Awards (College Administrator, Gordon, Bennett and Community College State Director) January 14, 2015 for Individual Awards (Chapter Officer Team, Chapter Officer, Chapter Member, Paragon Advisor, Distinguished Advisor, Continued Excellence Advisor, Regional Officer Team and Regional Officer) January 28, 2015 for Chapter Awards (Honors in Action Project and College Project) Entries are due by 5:00 p.m. CST on the appropriate due date. February 6, 2015 Middle States Region Only Hallmark Awards

42. Regional Hallmark Awards Hallmark Awards Specific to the Middle States Hall of Honor Officer and Member Regional Coordinator Award Chapter Communication Award Middle States Gold Regional Hallmark Award Criteria can be found on ptkms.org

43. Finally… Keep in mind that your placement at the Regional and International levels will depend upon your combined Honors in Action and College Project scores. Questions?

44. Images Cited Phi Theta Kappa. “Setting Measurable Objectives.” Honors in Action: The Spirit of Exploration. Phi Theta Kappa Nerd Nation. The Swan and Dolphin Hotels, Disney World, Lake Buena Vista, FL. 24 April 2014. Educational Forum. “Professor X.” LiveFreeLiveNatural.com, 2014. Photo. 17 July 2014. https://www.livefreelivenatural.com/minds-can-now-read- literally/professor-x/. https://www.livefreelivenatural.com/minds-can-