Running head: FVE: Post University 1

Future Vision of Education: Post University

Erica McCarthy
Post University

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Abstract
Post University has its foundations in traditional New England educational systems. However, its
business model, as it stands, is not sustainable without retaining quality students. This paper will
discuss a future ideal for Post University. It will briefly cover the universitys history and
demographics, as well as the hope for the future of the university. It will also briefly cover two
different types of futuring techniques, scanning and scenarios, as part of the methodology of a
future vision of education case study. It will discuss various economic and public policy trends in
education and ideas regarding retention to keep those quality students.

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Future Vision of Education: Post University
Post University is a 125-year-old, four year accredited university in Waterbury,
Connecticut. Post services a wide variety of students, from high school graduates to senior
citizens, from stay at home moms to active duty servicemen and women and veterans. According
to the entry on U.S. News, only about 1% of new entrants are first time freshmen, with most
incoming students entering with at least 12 credits when they started the program. The vast
majority of students, roughly 65%, are between the ages of 23 and 39. There is an almost even
split of males and females, though females do outnumber males slightly. The diversity of the
student body is not completely known, though almost 30% of students identify as white, with
28.3% identifying as some type of non-white minority (U.S. News and World Report, 2015).
Currently, Post University offers 29 undergraduate degrees and certificates, and 17 graduate
degrees and certificates. Many of the undergraduate and graduate degrees offer varying
concentrations, so prospective students have numerous options within each degree program. The
universitys mission is to provide students with the knowledge, personal skills and experiences
required to become leaders in their chosen careers (Post University, n.d.).
History of Post University
Post University was founded in 1890 as the Matoon Shorthand School, a correspondence
school offering classes such as bookkeeping, typing, shorthand, and business writing. In 1939, it
became Post Junior College of Commerce, and in 1965, acquired its campus in Waterbury, CT.
By 1976, after becoming accredited by the New England Association of Schools and Colleges
(NEASC), Post Junior College became Post College, a four-year higher education institution.
That same year, Post offered its first accelerated degree programs to Vietnam veterans looking to
return to a productive work life. In 1990, Post College affiliated with Teikyo University in Japan

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and became Teikyo Post University, and in 1996, Teikyo Post offered its first online accelerated
degree programs. In 2004, changes in the Japanese economy caused Teikyo University to transfer
control of Post to a new Board of Trustees, and Post University, as we all know and love it, was
born. Post added new courses to the curriculum, including expanded liberal arts offerings, and an
even great emphasis on preparing students for their careers. Starting in 2006, and continuing
almost every year since then, Post University has added a new degree program (graduate and
undergraduate) that can be finished entirely online (Post University, n.d.). Post University has, it
seems, transferred hands a number of times since its founding 125 years ago; however, every
transfer has been a step forward in building and refining a top ranked online program
Trends in Education
Post University is currently overhauling the organization of its course structure (at least for the
first eight courses) in order to reduce the number of failures in those courses by students who are
unprepared for college. The goal is early identification, intervention, and retention of those
students who may be struggling (for a number of different reasons, including scheduling
conflicts, lack of support, and financial difficulties), setting them up for success moving forward.
This is a solid start, as the new schedule includes an introduction to computing class and a
writing course as two of the first four, but without a solid support system within the university,
students may still find themselves struggling. Introducing the academic success counselors
earlier, and requiring them to have more interaction with the students in their caseload
(regardless of the perceived requirement of that contact), will help retain those students and
increase their success. Additionally, introducing students early to the various support services
within the university is also an important component to increasing retention.

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Demographic Trends/Concerns. One of the biggest difficulties within college
admissions is showing prospective students the way. They wonder if they are able to finish a
program, or if they are able to keep up with the coursework, especially if they are single or
working parents. Generally speaking, online students are less likely to complete courses than
their more traditional counterparts (Jaggers, 2011); indeed, more than one report shows the same
thing. In fact, one such report indicated that most of the chief academic officers were concerned
about retention rates of their online students, with almost half of them indicating this concern
(Allen & Seaman, 2015). The question that should be asked here is why that is the case. Jaggers
(2011) indicates there could be three such reasonstechnical difficulties, lack of social
interaction, and a lack of structure within the courses. In terms of lack of structure, it can be
argued that Post University is taking steps to rectify that by requiring the first eight courses be
the same across the board for every student enrolled, with some program-specific exceptions
(management courses instead of leadership courses; business ethics rather than regular ethics,
etc.).
Lack of social interaction, or social distance, is another issue in regards to retention.
Students may not feel as connected to their classmates in an online setting. Though instructors at
Post University are trained in techniques for engaging students throughout the modules,
connection still remains an issue. Tied into the interaction aspect is the student support structure.
Post University utilizes admissions counselors as initial points of contact, but transfers to
academic success counselors upon completion of the students first week of class. Each academic
success counselor has a caseload of anywhere from 300-500 students they are responsible for,
which is an exorbitant amount. This can cause students to feel as though they are not given the
help they need. Instructors can pick up some of the slack here, in recommending support services

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like the Writing Center and Tutoring Center for students to utilize; however, this is nowhere near
a foolproof system, and while instructors might be a students first point of contact when theyre
having difficulties, the academic success counselors should act as a backup as needed. One study
indicated that students who received solid coaching and mentoring were significantly more likely
to still be enrolled in college even after the coaching had ended (Bettinger & Baker, 2011).
Additionally, Bettinger and Baker (2011) found that, using a system where the coaches worked
with the students regarding aspects of life outside of school, the students that were most at risk
could be identified and saved, as it were, much sooner.
Technology Trends. Post University already uses a number of technologies that have
been mentioned in the New Media Consortiums Report for Higher Education. One such
technology is the use of blended classrooms. Post University offers something called regional
site, in which students do their work onlinetheir readings, their discussion boards, their
assignments, etc.but also meet in a classroom setting with their instructor and classmates once
a week for approximately three hours on campus. The NMC Horizon Report indicates that
blended classrooms draw from best practices in both online and traditional face-to-face methods
(Johnson, Adams Becker, Estrada, & Freeman, 2015). The general opinion is that the quality of
the blended classroom is superior to that of a fully online or fully face-to-face classroom, with
one report showing that upwards of 90% of academic leaders view learning outcomes in blended
courses as superior (Allen & Seaman, 2015). Additionally, a Department of Education report
concluded that blended classrooms had more favorable outcomes than strictly online or
traditional face-to-face instruction (U.S. Department of Education, 2010).
Another technology listed in the Horizon report that Post University utilizes is Open
Educational Resources (OER). These are defined as teaching, learning, and research resources

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that reside in the public domain or have been released under an intellectual property license that
permits their free use and re-purposing by others (New Media Consortium, 2015, p. 14). OER
can include entire courses, course materials, textbooks, tests, or software, for example. OER
allows for more variety in terms of resources instructors use to teach their students, and many of
them have been, or are being, used by instructors all over. One study conducted in the UK
indicates that there is support for OER there, given the intercollegial culture of sharing and
borrowing materials; however, there is some push-back regarding wider use of materials (Rolfe,
2012). The point seems to be that OER are there for instructor use. YouTube videos could be
considered OER in some cases, as can many online open journals. There is a case for the
utilization of more, however. Many MOOCs could be considered OER as well, and of a
certainty, utilizing Ivy League MOOCs to supplement Post Universitys instruction could be
beneficial to students and instructors alike.
In an online program, technology reigns supreme. The entire purpose of an online
program is to utilize technology to ensure flexibility in education. However, this does not help
students who do not have access to a computer or regular internet access within their homes.
While the vast majority of their discussion boards can be completed from a smartphone or tablet
device (which is typically how those students access the Internet), they are required to make it to
a library or somewhere else with a computer they can use in order to get their schoolwork done.
Unfortunately, as of 2010, there are significant problems with that idea, as public library closures
and budget cuts across the country limit the option of using the Internet for free at the local
library (Brodsky, 2010). This can cause subsequent issues, especially (again) with students who
are working parents or single parents that cannot necessarily take the time to do the work. That
begs the question of how accessible is higher education when the students main focus is on

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keeping her head above water financially. Many students would cite the flexibility of the
schedule in regards to online learning; in fact, in admissions, when asked why they are pursuing
an online program, the number one answer is flexibility. How accessible does this make higher
education for low-income students then? Approximately half of the student population at Post
University is made up of minorities, and many of those students are low-income. Given that
information, and the fact that retention rates for open enrollment institutions (which, technically,
Post University qualifies as) have remarkably low retention and graduation rates, this should be
cause for concern indeed (Conner & Rabovsky, 2011).
Across the board with for-profit schools, students from low-income families make up
approximately 50% of students (U.S. Department of Treasury; U.S. Department of Education,
2012). Financial aid becomes part of the conversation at that point, as tuition costs across the
board in higher education have increased exponentially since 1980 (U.S. Department of
Treasury; U.S. Department of Education, 2012; Geiger & Heller, 2011). Given that most of the
financial aid awarded to students at Post University includes loans, the question then becomes is
it worth it?
Economic/Public Policy Trends. Federal student aid at Post University is comprised of
loans and grants, though grants are need-based. Post University does not offer merit-based
scholarships, though students are welcome to find them elsewhere. In the 2009-2010 school year,
the federal government provided $124 billion in aid (U.S. Department of Treasury; U.S.
Department of Education, 2012). From the perspective of an admissions counselor, many
students cite student loan debt as a concern. However, many studies indicate that yes, a college
education is worth the cost, even if they have to take out loans to do so, and that those with a
college education do better overall in the job market (Taylor, et al., 2014).

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Historically, Post University has catered to adult learnersthose who have been out of
education for a number of years, those who are parents themselves and require the flexibility of
online, and those who may not be able to attend a traditional brick-and-mortar campus for any
number of reasons. It would stand to reason that the University would do whatever necessary to
retain those students and ensure they receive a solid education, rather than simply a degree. The
best way to do this would be to solidify the support system and ensure a solid foundation in
course structure.
Methodology/Futuring Techniques
Futuring in education is a vital component to improving education institutions and
programs. When an educational institution has a certain goal in mind, futuring assists
organizations in planning and program development. By asking the question of how the
institution achieves its goal, futuring allows the institution to take the proper steps toward
achieving that goal. This gives the proper context for planning and new development (Mietzner
& Reger, 2005). Additionally, even if no planning actually occurs, using the steps of futuring
allows institutions to do what is, in essence, an analysis of the environment as it stands, and
make changes that it deems necessary. It is for these reasons that futuring remains a necessary
component to building, evaluating, and improving on educational programs. Futuring can be
done in a variety of ways, though the two that will be discussed in this paper are scenarios and
scanning. Scanning is defined as the process of collecting, analyzing, and distributing
information regarding potentially significant external changes, for the purpose of providing
intelligence (Macias, 2008). Scenarios, on the other hand, provide planners with a number of
possible futures, which aids them in making decisions without knowing what the future will
actually hold (Mietzner & Reger, 2005). These techniques, on their own or combined, provide an

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essential function in the planning and implementation of any educational changes, as two of the
seven steps required in futuring (Sobrero, 2004).
In general, scanning requires that the futuring team (whoever happens to be on it) look at
different trends, both internally and externally. Generally considered to be the first step, scanning
will, inevitably, include a large amount of significant data that needs to be analyzed (Sobrero,
2004). Scanning can be considered passive, such as reading journals or newspapers, or active.
The organizational consequences of passive scanning are that planners do not necessarily use that
information for planning, and miss many things that signal changes in the educational
environment as a whole since, by and large, they are not looking for it. Active scanning, on the
other hand, focuses the attention on information that spans industry environments as well as the
educational institution. Generally speaking, active scanning also includes information that
represents different views from social, technological, economic, environmental, and political
(STEEP) sectors (Morrison, 1992).
Generally speaking, scanning helps researchers and planners see whats comingwhat
the current trends are, and what trends are in the near future. There are also different types of
scanning, depending on what an institution might require. For example, if an institution requires
immediate information regarding an external issue, irregular/ad-hoc scanning might be best.
Irregular scanning allows for quicker turn around and less commitment of resources, but are
reactive, and the data retained may only be superficial at best (Macias, 2008). Periodic scanning
occurs more regularly, and is more pro-active, forecasting a number of years in advance and is
more in-depth; however, if something occurs in the environment unexpectedly, the institution
might require an irregular scan to supplement (Macias, 2008). Continuous scanning requires
more effort and resources, including funding, people, and time; however, continuous scanning

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also provides planners with more comprehensive data, allowing plans to be changed as needed in
a more proactive way (Morrison, 1992). Each type of scan has its uses, as well as its challenges,
but it is all dependent upon what the institution requires.
Scenarios are another matter entirely. Whereas scanning searches for what current trends
are and where they might be going, scenarios give planners a number of different futures that
could come about. Scenarios attempt to create images of how the future might evolve, while
providing context for planning and new development. They allow planners to view what is, in
essence, a utopian futureregardless of what institutions are planning for, scenarios help build
that future. Like scanning, there are different types of scenarios, depending upon the researcher
and the topic being studied. Additionally, there are a number of different methods for building
scenarios (Mietzner & Reger, 2005). This leads to some of the challenges regarding scenarios,
and there are many. First, it is challenging to formulate scenarios and plan for everything that
could possibly go wrong. Scenarios allow for at least some of futures to be planned for; however,
its difficult, if not impossible, to plan for every contingency. Additionally, because the future can
be shaped by not only past dynamics but also future choices and actions, a scenario can plan for
one outcome but, when those plans are put into practice, develop an entirely different problem or
outcome. Yet another challenge is in actually making decisions regarding those scenarios.
Mietzner and Reger (2005) state that its better to acknowledge and promote those who are
clearly doing it well (p. 233), as decision making takes timeboth to make the actual planning
decisions, as well as to see the effects of those decisions.
As it regards the Post University case, both of these tools will be helpful in planning.
Scenarios will help build the utopian ideal of what the student body might require from the
foundation classes, as well as what some of the pitfalls might be, and scanning will assist in

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seeing what the current trends are regarding incoming students and their readiness for
postsecondary education.
Vision/Plan
As it stands right now, Post University is a solid school but struggles with low retention
rates. One can argue that there are any number of reasons for that, though the university is taking
steps to rectify that.
Scenario. This vision holds that five years from now, Post University will have higher
quality studentsstudents that are both qualified and prepared for the rigors of a higher
education program, chosen through a more selective enrollment process. Students who attend
more selective universitiesregardless of income leveldo better than those who attend less
selective universities (Executive Office of the President, 2014). By increasing selectivity, Post
University will bring in students more likely to finish a degree program, which will increase
retention rates.
Students in foundational courses will be taught proper APA formatting and citations from
the start, with no confusion regarding standards, or what constitutes an acceptable academic or
scholarly source. Students will exhibit professional oral and written communication skills
coming out of those foundational classes to ensure success in higher-level courses. Concerns
regarding accidental plagiarism will be significantly reduced, as the foundation courses will
teach students the proper way to cite sources, as well as ensuring students fully understand the
penalties for plagiarism. There will be less room for error regarding instructors grading
assignments, as instructors will be required to grade based on stricter standards within rubrics.
Another part of the scenario for the future of Post University is in its support staff
specifically, the academic success counselors. The benefits of having a strong support staff and

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student coaching was mentioned earlier in the paper, but to recap, students with consistent
support and mentoring do better and are more likely to finish a degree program (Bettinger &
Baker, 2011). This means that Post Universitys current method of employing a small amount of
academic success counselors and burdening them with a large caseload is damaging the students.
Five years in the future, Post University will have more academic success counselors with a
lower caseload, so as to ensure each and every student feels like they have a point of contact that
will actually support and help them, because the staff will actually know them. Bettinger and
Baker (2011) mentioned that students from a certain demographic (first generation students and
those from low-income households) do not know that they need help, dont take the initiative to
seek it out or dont know what questions to ask (p7). Decreasing the student caseload for
academic success counselors at Post University will increase each ASCs ability to know their
students, which in turn will only help struggling students, as the ASCs will know to reach out
and be better able to do so.
Challenges/Opportunities. There are both challenges to and opportunities for this
scenario.
Challenges. Budgetary concerns are at the forefront of these challenges at the end of
the day, Post University is still a for-profit institution, for all that it is a well-established one.
How does Post University institute these changes without damaging the financial stability of the
university and its shareholders? Second, some of the ways to increase selectivity may, at the
front end, reduce enrollment numbers; as it stands, if a student can complete the three enrollment
steps, they will be registered for classes. Increasing selectivity may mean a lower number of
students coming in to be retained at all. This leads to a third challengethe possibility of
requiring layoffs in admissions to reduce the amount of money leaving the university as opposed

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to the amount of money coming in. Again, though Post University is in the business of education,
it is still a business and, as such, can fall victim to the whims of supply and demand economics.
Basically, a lower supply of students means a lower demand for admissions counselors, thus
leading to layoffs. The last two challenges focus on the courses themselvesnamely, that there
are certain difficulties in reworking every foundation course, and finally, that there could be
pushback from instructors who prefer to keep their individuality in teaching.
Opportunities. The opportunities for Post University in this scenario, however, outweigh
the challenges. The first opportunity is in increasing retention rate. As it stands right now, Post
University is putting some plans into action to help increase retention rate from the beginning,
but there are any number of ways to increase retention ratesincluding increasing the
communications between the ASCs and the students. With an increase in retention rates may also
come an increase in graduation rates, though graduation rates are generally very strict in the
requirements; however, implementing these plans for both online as well as main campus
students might help see that increase. Increasing both retention and graduation rates can only
help increase financial stability, which is the third opportunity, and further separate Post
University from other for-profit schools, reducing that stigma, which is the fourth opportunity. In
terms of financial stability, as retention and graduation rates increase, the reputation of the school
will also increase, thereby hopefully increasing enrollment. Increasing the reputation of the
school also directly relates to separating Post University from the pack of other for-profit
institutions, reducing that stigma of what for-profit means. This is especially important with
the current trends of for-profit universities filing bankruptcy and closing campuses, as was the
case for Corinthian Colleges (Yan, 2015), or being under SEC investigation, as is the current case
for ITT Tech (Cohen, 2015). While Post University has never, and most likely never will, be in

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the news for such breaches of public trust, the fact remains that Post University is a for-profit
institution. Separating itself from the other for-profit institutions, and increasing its standing in
online programs in general, will only help Post University in the long run. Finally, theres the
opportunity for increased job placement among graduates, as they will be more prepared for the
working world through the increased stringency of the coursework.
None of these ideas are required, of course. However, with the increase in online
programs across the board, Post University will only see more competition. More competition
without allowing itself to rise in rankings and selectivity will mean a greater chance of lower
enrollment and lower profits regardless, without any of the other opportunities to balance it.
That, in turn, means all of the challenges listed above could come to pass regardless. If theyre
going to happen either way, there should be no reason why the university would not want to put
this plan into action.
Plan for Change. Post University can very easily institute some of the changes required
to help move this future vision forward. Currently, Post University does not require an
admissions essay unless the student has a very low GPA or has earned a GED or high school
equivalency diploma. By requiring an admissions essay for all students, the admissions
counselors who enroll students will have a better time of assessing quality in prospective
students. This also brings Post University in line with the vast majority of four year institutions
within the state of Connecticut as it stands, including Yale University, Quinnipiac University, and
the University of Connecticutall of which require admissions essays with the application.
Another addition to the admissions requirements, and something that Graduate Admissions at
Post University does require, could be letters of recommendationalthough that idea requires
that prospective students have professional references, which is an assumption that cannot be

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made, making this idea slightly more of a long shot than requiring admissions essays across the
board. Additionally, while matriculation is required in order to release financial aid to the school
and the students, many students do not get their transcripts to the university in time to start
classes. This means that the students financial aid is delayed, which means students relying on
that financial aid to get a new computer are unable to do so, which in turn means they fall behind
in classes. Admissions counselors are often told that students who are fully matriculated and
finalized by the time classes start tend to do better in classes and are easier to retain. By requiring
matriculation before classes starteven if that means the university pays to acquire proof of high
school completionPost University can increase both quality of students and retention rates.
Speaking on retention rates, Post University needs more academic success counselors. As
it stands, there are significantly more admissions counselors than academic success counselors,
and those academic success counselors have a very high caseloadupwards of 300 to 500
students per ASC, which means there are larger cracks for students to slip through. Hiring more
ASCsor even transferring some admissions counselors to advisingwill reduce the caseload
and close those cracks. Along the same lines, requiring ASCs to reach out to their students more
often throughout the module, as opposed to when there is a problem or the student does not
participate in class for a certain number of days, will also close those cracks. This, obviously,
would be easier with a lighter caseload, meaning ASCs will be more likely to catch red flags
early, and those students can be retained. Additionally, there needs to be increased
interdepartmental communication across the board, meaning academic success counselors and
admissions counselors work closer together, academic success counselors work closer with a
students tuition planner, and academic success counselors work closer together with instructors
and vice versa. An instructor who notices a red flag with a certain student should not be afraid

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to contact that students ASC with those concerns, nor should the ASC downplay that instructors
concern. Admissions counselors and tuition planners work very closely together, with a number
of admissions counselors walking students through the first financial aid application and award
documentation, which makes the student more comfortable across the board. Academic success
counselors should be at least somewhat familiar with financial aid processes and communicate
more with tuition planners regarding a students concerns. Increased communication can only be
helpful to the student.
Finally, academic program managers should be setting up stricter standardization of
instruction in foundation classes and ensuring instructors of those classes are up to date on those
standards. Adjusting rubrics in the first eight courses and requiring instructors of those courses to
follow those rubrics to the letter, while also mentoring students and directing them to the proper
support services when necessary, will only help the students succeed as they get to higher level
courses and, inevitably, the working world. Students will be prepared for the rigors of writing
twenty page papers in proper format, and will be able to communicate clearly and efficiently in
discussion boardsboth skills that will translate to real world experiences.
Call to Action. While many of the ideas in the plan for change can be implemented
immediately, there are three things the university can do immediately to put this plan into place.
First is requiring admissions essays across the board as part of the admissions process. This
might mean turnaround time to get scores would be higher, lengthening the amount of time an
admissions counselor works with a student to get them admitted. However, that also weeds out
unqualified students much earlier in the enrollment process, ensuring that students who start
classes are better able to finish a degree program. Second is hiring more academic success
counselors, or transferring some of the admissions counselors down to Advising. There are over

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100 admissions counselors currently, and roughly 20-25 academic success counselors
realistically speaking, those number could be closer together to allow for more academic success
counselors with a lighter caseload. Finally, allowing enrollment coordinators to order all high
school transcripts rather than just those partnered with Parchment. Currently, only transcripts
from those schools can be ordered and while Parchment claims theyre partnered with 40% of
schools, one EC estimates theyve only been able to order 8% of all transcripts admissions
counselors ask them to order (Doe, 2015).
Nothing in this future vision of education is outside the realm of possibility for Post University.
It will take time and effort, but is in no way something the university could not put into action to
improve retention rates and student quality.

This number came in a conversation with one of the enrollment coordinators; her name
has been changed to reflect confidentiality and anonymity.

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http://www.joe.org/joe/2004june/comm2.php

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Taylor, P., Parker, K., Morin, R., Fry, R., Patten, E., & Brown, A. (2014). The Rising Cost of Not
Going to College. Retrieved from http://www.pewsocialtrends.org/2014/02/11/the-risingcost-of-not-going-to-college/
U.S. Department of Treasury; U.S. Department of Education. (2012). The Economics of Higher
Education. Retrieved from
https://www.treasury.gov/connect/blog/Documents/20121212_Economics%20of
%20Higher%20Ed_vFINAL.pdf
U.S. News and World Report. (2015). Post University. Retrieved from U.S. News-Education:
http://www.usnews.com/education/online-education/post-university1401/bachelors/student-body
Yan, S. (2015, April 27). Corinthian Colleges to close all remaining campuses. CNN Money.
Retrieved from http://money.cnn.com/2015/04/26/news/corinthian-colleges-close/

FVE: Post University 22

Appendix A

FVE: Post University 23

Self-Evaluation
CRITERIA
Overview of the
educational context

Trends

Deficient
(0 - 5 Points)
Does not provide
an adequate
introduction to the
educational context
or is missing
Trends section does
not cover the topics
presented
adequately or is
uncited

Futuring techniques Missing or

(scanning &
incorrectly
scenario)
described. Missing
description of how
it is used or not
appropriately
applied
Scenario

Five ways to
prepare

Effective and
appropriate call to
action
Presentation
effectively
summarizes paper

Scenario is missing
many of the
requirements above
or does not align
with literature
review
Missing methods
for preparing or
they do not match
the vision
No call to action
plan
Missing

Development
Needed to Proficient
(6 8 Points)
Educational context
overview is presented,
though may not be
clear or complete
Trends section covers
all topics but parts are
unclear, require
further development,
or are insufficiently
cited
Futuring technique(s)
described and
application to project
present, but parts are
unclear, require
further development,
or are insufficiently
cited
Scenario is
appropriate based on
the literature review,
but parts are unclear,
under-developed, or
not cited
The five ways to
prepare for the future
match the vision, but
parts are unclear or
under-developed
Call to action plan
present, but unclear or
not feasible
Presentation provides
basic summary,
though may not be
clear

Proficient to Exemplary
(9 - 10 Points)
Education context is
clearly presented
including all criteria
outlined above

10

Complete trends section

that covers all necessary
topics and is
appropriately cited

10

Futuring techniques are

fully described,
appropriately applied,
and cited

10

Scenario is fully
developed, clear, aligns
with literature review,
and is fully cited

The five ways to prepare

for the future match the
vision, and are clearly
and fully described

10

Call to action is clear,

feasible, and supported

10

Presentation provides
clear and succinct
overview of paper

10

FVE: Post University 24

WordPress
Page

Missing

Appropriate
citations,
APA format

References missing
or are not appropriate
caliber or connected
to vision
Errors impede
professional
presentation;
guidelines not
followed

Clear and
professional
writing and
format

The site is missing

key requirements or
has broken links
Less than
appropriate
references cited

The site is complete

and functions
correctly
Eight or more
appropriate references
cited

10

A few errors but they

do not impede
professional
presentation

Writing and format is

clear, professional,
APA compliant, and
error free

10