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DEPAUL UNIVERSITY SCHOOL FOR NEW LEARNING GRADUATE PROGRAMS
1 E. Jackson (mailing); 14 E. Jackson (office location), Chicago, IL 60604 [email protected]
Graduate Narrative Transcript
for M.A. Program in Applied Professional Studies
INSTRUCTIONS:
Students who graduate from the MAAPS Program receive TWO separate transcripts: a University Registrar’s Transcript (credit hours,
course abbreviations, etc.) and a Program Narrative Transcript. The latter (prepared by the student and finalized during Graduation
Review) officially outlines the core curricular components of the MAAPS Program, documents the student’s individual GRADUATE
FOCUS AREA and records the specific COMPETENCIES demonstrated by the student. The Graduate Narrative Transcript is a
graduation requirement and, upon approval by one’s Faculty Mentor and the SNL Graduate Programs Office, is maintained on file with
the DePaul Registrar.
To prepare the Graduate Narrative Transcript, please see the following steps:
(1) Secure a copy of your approved Graduate Focus Area Learning Plan from your own personal files. (Hopefully, and in the
spirit of self-managed learning, you have kept it “up-to-date” in light any official changes you made as you progressed
through your program of study.)
(2) Secure copies of all assessment forms you were provided throughout the program—particularly those associated with Focus
Area Learning Product Assessments, etc. (Hopefully, and in the spirit of self-managed learning, you have kept copies of these
in your own personal files.)
(3) Secure copies of your grade reports.
(4) Print out this first page (for INSTRUCTIONS). Thereafter, delete “instructions”---do NOT include instruction page when
you submit your final narrative transcript.
(5) COVER PAGE: --Enter information as requested. Date of Admission and Date of Degree Completion can be written as
academic terms (e.g., Fall, 2015; Spring, 2016). Focus Area Title must be entered as it has been officially approved by the
Graduate Student Program Review Committee—when your plan was officially approved or subsequently/officially revised.
(6) PART I & II: --Enter grade and date (e.g., B+/Summ, 14; Pass/Fall, 15) for all parts.
(7) Part III: --RE: Competence—Enter individualized competence (outcome) statements for all of the nine competencies. See
Part V of your Learning Plan for exact wording or, if officially revised, insert approved final wording
per revision.
--RE: Evidence/Description—Enter brief description of the evidence you submitted for each competence. If
evidence was a formal course, include course number and title and where the course was taken (if not
DePaul).
--RE: Grade/Date—Enter grade earned and date (e.g., B+/Fall, 15).
(8) Part IV: --Complete the appropriate culmination option and delete the other one. If “Integrating Project,” please enter the
official title of Integrating Product as directed.
(9) Submit Narrative Transcript to Faculty Mentor in conjunction with the Graduation Review. Faculty Mentor then makes
final changes/corrections and submits it to the SNL Graduate Programs Office---clearing the student for graduation.
DEPAUL UNIVERSITY SCHOOL FOR NEW LEARNING GRADUATE PROGRAMS
1 E. Jackson (mailing); 14 E. Jackson (office location), Chicago, IL 60604 [email protected]
Graduate Program—NARRATIVE TRANSCRIPT
(MA Program in Applied Professional Studies/MAAPS)
STUDENT:
Support Data: DePaul ID #^ ____________^ DOB:^ ____________ ADDRESS: PHONE: (h)^ (w) EMAIL: Admission Status: Date of Admission: ____________ (Cluster # _____) Degree Status: Date of Degree Completion:^ ____________ Faculty Mentor: Professional Advisor: FOCUS AREA TITLE: xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxx
Graduate Student Program Review Committee Approval: __________
~PROGRAM OVERVIEW~ The MASTER OF ARTS IN APPLIED PROFESSIONAL STUDIES is a curriculum for adults who want to tailor their graduate studies to address focused personal and professional goals. As such, the program incorporates four major components: (I) Program Planning, Assessment and Integration—enabling students to develop a Graduate Focus Area Learning Plan to guide their study and keep it aligned and congruent from start to finish; (II) the Liberal Learning Seminars— designed to strengthen and refine skills in various aspects of personal, interpersonal, organizational, values & inquiry effectiveness; (III) the Focus Area—the individualized, career- related portion of the program designed and demonstrated (in terms of competencies) by each student in consultation with a Faculty Mentor from the School for New Learning and a Professional Advisor (an established practitioner in the student’s chosen field); and, (IV) Program Culmination—either a Final Integrating Project or Culminating Competencies in the Focus Area. The Faculty Mentor provides ongoing academic advisement throughout the Program and ensures that the student’s individualized plan for learning in the Focus Area meets the highest academic standards. The Professional Advisor serves as a master artisan for the student—refining and honing the Focus Area, identifying key learning activities and essential outcomes, and being actively engaged (along with other key resources) in assessing the student’s work/competence. OFFICIAL USE: Faculty Mentor Authorization (name & date):
PART III: THE GRADUATE FOCUS AREA The Graduate Focus Area is the individualized, career-related portion of the Program designed by each student in consultation with a Professional Advisor (an experienced, practicing professional in the student’s chosen Focus Area) and a Faculty Mentor (a resident faculty member from the School for New Learning). Within the Focus Area’s required areas of competence development and demonstration, students identify desired learning outcomes, learning activities to accomplish such, and forms of evidence (learning product) for demonstration and assessment of competence. FOCUS AREA TITLE: xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxx
Graduate Student Program Review Committee Approval: __________
I. THEORIES: Knowledge of main theories guiding & explaining practice in the field. Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., can describe and analyze X and Y as two significant ideas in my focus area and explain their implications for professional practice. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15) II. RESEARCH: Ability to engage various methods of research appropriate to the field. Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., can describe and analyze X and Y as two methods of gathering data appropriate to my focus area and develop a detailed protocol for implementing X or Y (either one) in professional practice. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15) III. SKILLS: Ability to apply various specialized skills appropriate to the field. Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., can describe and demonstrate X as a specialized skill (or set of skills) relevant to my focus area and explain its application to professional practice. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15) IV. COMMUNICATIONS: Ability to engage various comm. modes appropriate to the field. Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., can describe and demonstrate X as a communication mode/method to my focus area and explain how its applied to professional practice. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15)
V. INTERPERSONAL/ORGANIZATIONAL DYNAMICS: Ability to understand the organizational & interpersonal dynamics within which practitioners in the field define their roles and fulfill their responsibilities. Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., can describe and analyze X as an organizational or interpersonal dynamic (or set of dynamics) relevant to my focus area and explain its implications for professional practice. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15) VI. CHALLENGES FROM LARGER CONTEXTS: Ability to interpret issues and problems in the field within its larger contexts (e.g., temporal, social or global contexts). Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., can describe and analyze X as a challenge (or set of challenges) from the larger context impacting my focus area and explain its implications for professional practice. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15) VII. ETHICAL ISSUES: Ability to analyze ethical issues in the field. Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., can describe and analyze X as an ethical issue or dilemma (or set of issues/dilemmas) relevant to my focus area and explain its implications for professional practice. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15) VIII. REFLECTION IN/ON PRACTICE: Ability to engage reflection in the field. Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., can describe and analyze X as an approach to reflection and apply such to a particular situation in my professional practice in the focus area. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15) SUPPLEMENTAL COMPETENCE # Item Graduate Competence Evidence/Demonstration Grade/Date
AP-
(2 cr)
-insert here your approved competence statement, e.g., see examples above. -insert here brief description of the learning product, e.g., Research Paper and Annotated Bibliography Insert here the grade & Qtr/Yr, e.g., A (Fall, ‘15)
