Holistic Evaluation Rubric

Persistence & Commitment

Attribute	Strong evidence	Some evidence	Not evident
Support Person Availability	Can define a professional support network including mentors	Expresses support from one individual, or family, or community	Expresses little or no support from family or institution for goals
Leadership / Community Involvement	Demonstrates involvement and leadership ability in either academics, family, community, religious group, or athletics	Demonstrates involvement in groups in academia or extramural but has not shown leadership	Not involved in institutional or community group, no demonstrated leadership
Non-traditional Learning / Initiative	Has engaged in, and learned from, experiences outside the classroom, i.e., performed independent research, extramural activities, self-taught skills	Shows some evidence of non-traditional learning experience	Has not engaged in or indicated learning from experiences outside the classroom
Perseverance	Can describe a time they failed or encountered an obstacle and successfully coped	Can identify a time they hit an obstacle but has trouble defining how they overcame the challenge	Has little experience with failure/obstacles. Cannot provide an example or describe response

Individuality

Attribute	Strong evidence	Some evidence	Not evident
Positive Self-Concept	Expresses confidence they can complete challenging goals, makes positive statements about abilities	Shows confidence and independence but may be unsure about adequacy or skills	Is unsure they can complete the program, exhibits low self-esteem
Realistic Self-Appraisal	Can clearly and realistically delineate strengths and weaknesses, works on self-development	Has trouble identifying strengths and weaknesses but appreciates/seeks both positive and negative feedback	Over or understates abilities, does little to no self-assessment, does not appear to have learned from experiences
Personal and professional ethics	Can very clearly describe ethics within self and within a professional setting; also letter writers describe clear demonstration of integrity	Describes some ethics within self or professionally; alternatively, letter writers describe clear demonstration of integrity	Has very little to no ethics professionally or within self

Research Potential

Attribute	Strong evidence	Some evidence	Not evident
Preference for long vs. short term goals	Clearly communicates long-range goals beyond graduate school	Primary goal is graduate degree	Is vague about long-term goals or goals are short term such as coursework or a specific project
Alignment of goals	Stated goals are well aligned with the strengths and mission of the Biology Department and potential advisor	Stated goals are aligned with the goals of the potential advisor, but are somewhat outside the strengths and mission of the Biology Department	Stated goals are not well aligned with those of the potential advisor or the Biology Department
Research Experience	Has led in independent research	Has participated in directed research	No relevant research experience
Scientific communications - Publications	Has submitted a first-author publication	Has coauthored a publication	Has not participated in the publication process
Scientific communication - Presentations	Has presented research to a scientific audience in the form of an oral presentation	Has presented research to a scientific audience in the form of a poster presentation	Has not presented research to a scientific audience
Teaching & mentoring skills	Has experience teaching and mentoring with clear demonstration of positive outcomes	Has experience teaching or mentoring, perhaps some demonstration of positive outcomes	No experience teaching or mentoring or no indication of positive outcomes
Innovation & creativity	Several examples of problem solving in research	Some indication that applicant may be good at problem solving	No indication that applicant is good at problem solving in research
Planning & organization	Indication of ability to track research projects, data, and results	Has experience organizing either data or multiple projects with success	No indication of ability to track research projects, data, or results in an organized manner
Teamwork	Clear demonstration of ability to effectively function as a member of a research team in both leadership and supporting roles	Some indication of ability to effectively function as a member of a research team in either leadership or supporting roles	No indication of ability to effective function as a member of a team

Academic Performance

Attribute	Strong evidence	Some evidence	Not evident
Coursework	Has succeeded in a broad range of coursework that will provide a solid foundation for graduate work in Biology and has achieved high grades in the relevant classes	Some key courses are missing or grades are low in some areas, but an upward trajectory in performance is notable	Many key courses missing or grades consistently low
Recognition	Consistent record of scholastic achievement in the form of Dean List, Honors, Awards, or Scholarship throughout college. May also be noted in LoR (e.g., top 1% of class)	Some recognition of scholastic achievement noted toward the end of college education demonstrates an upward trajectory.	Scholastic achievement has not been formally recognized
Writing Skills	Statement of purpose is well written and conveys clear message	Statement of purpose conveys message, but the quality or organization of the writing could be improved	The message conveyed by the statement of purpose is not clear and the writing is of poor quality