APPLY MATHEMATICS, SCIENCE, AND APPLIED SCIENCES TO AVIATION-RELATED DISCIPLINES

Aviation industries function using numerous disciplines that are derived from mathematical calculation and scientific research. They are
extremely dependent on environmental factors and fluctuation in numerical quantities. In order for professional aviators to successfully
perform these disciplines, one must have a strong understanding of the relationship between the mathematics and sciences used in
aviation and how to effectively apply them to situations that are encountered regularly within each flight operations profession.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

APPLIED MATHEMATICS Recognizes that
aviation-related disciplines
are heavily dependent on
mathematical calculations,
but does not understand
how to apply mathematical
concepts to these
disciplines. Minimal
understanding of the
required forms of
arithmetic.
Identifies aviation-related
disciplines that require the
use of mathematics.
Begins to understand how
to perform the required
arithmetic and how to
apply the arithmetic to
certain disciplines.
Demonstrates the ability to
perform the arithmetic
required for a certain
discipline and is capable of
successfully applying the
mathematics to the
discipline.
Demonstrates the ability to
successfully complete and
apply different forms of
required arithmetic and
mathematics to multiple
aviation-related disciplines.

APPLIED SCIENCES Recognizes that
aviation-related disciplines
are heavily dependent on
multiple sciences. Does
not understand the related
sciences or how to apply
knowledge of related
sciences to the disciplines.
Identifies aviation-related
disciplines that require
understanding and
utilization of science.
Begins to understand the
related science and how to
apply science to certain
disciplines.
Demonstrates knowledge
on the science utilized in a
certain discipline by
explaining the ways in
which it applies.
Demonstrates knowledge
of science and its
application to multiple
aviation-related disciplines
by explaining and
performing the utilization of
the science.
 ANALYZE AND INTERPRET DATA

Aviation professionals are faced with the challenges of sourcing appropriate data for various tasks, calculations, and decision making
processes, and having the ability to analyze and interpret this data so it can be utilized properly. The data can be analyzed and
interpreted through the process of breaking complex topics or issues into parts to gain a better understanding of them. Once data has
been analyzed and interpreted, the student or professional must be able to utilize it correctly to to complete the task or calculation,
solve problems, or make beneficial decisions.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

SOURCES OF DATA Recognizes the need for a
particular set of data, but is
not capable of acquiring
the data.
Identifies sources through
which a particular set of
data can be acquired, but
is not capable of accessing
the source.
Demonstrates acquisition
of a particular set of data
through a specific source.
Demonstrates the
knowledge of multiple
sources of data for various
data sets. Is capable of
accessing specific data
sets through each source.

ANALYSIS AND Recognizes the need to
INTERPRETATION OF analyze and interpret data
DATA to meet a specific purpose
or goal, but is not capable
of using a process to
analyze data.
Identifies patterns or
similar pieces of data
within a set of data, but
does not gain a better
understanding of the data.
Identifies patterns and
similar pieces of data and
is capable of gaining a
better understanding or
specific focus within the
data set.
Demonstrates the
capability of analysis and
interpretation of multiple
data set by breaking the
information down to
achieve a deeper level of
understanding.

USE OF DATA Recognizes forms of data Identifies forms of data that Implements proper data Demonstrates ability to
and its relevancy are effective and relevant into their research or utilize effective and
to their research or project project relevant data in their
research or project
 WORK EFFECTIVELY ON MULTIDISCIPLINARY AND DIVERSE TEAMS

Teamwork includes concepts and practice which applies in academic and co-curricular settings. Students who excel in teamwork
demonstrate self-awareness, understanding of effective group dynamics, and project management skills. This includes a clear
comprehension of the collaborative process and active participation in leadership. This also includes the ability to work on teams
involving or combining people or colleagues that have several academic disciplines or professional specializations.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

SELF AWARENESS Minimal self-reflection and
self-awareness of role
within the group, with little
demonstration of verbal or
written self reflection.
Minimal understanding of
leadership styles or
personal values.
Some level of
self-reflection and
evaluation of contributions
to the group is evident
through verbal and/or
written communication.
Can describe at least one
concept of leadership and
one concept of personal
values.
Able to effectively self
reflect and evaluate
contributions to the group
through verbal and/or
written communication.
Can use concepts of
leadership and values to
demonstrate self
awareness.
Able to accurately and
extensively self-reflect and
evaluate contributions to
the group through verbal
and written
communication. Can
compare and contrast
different leadership styles
and personal values.

GROUP DYNAMICS AND Minimal understanding of
TEAMWORK interpersonal
communications, concepts,
or role within the group.
Displays minimal
communication with others
and is, at times, ineffective
in communicating. Minimal
awareness or respect of
others needs or
differences. Minimal
understanding of concept
and/or practice of group
dynamics.
Moderate effort is seen in
taking initiative in the role
of active group member.
Displays effort and a
growing degree of skill in
communicating with others.
Begins to understand and
respect others differences
and needs. Can describe
effective communication
techniques and identify at
least one concept of group
dynamics.
Intentional effort and clear
understanding of
interpersonal
communications and the
role within the group.
Understands group vision.
Recognizes and respects
others differences and celebrates differences in
needs in the group.
Identifies a role within the
group and actively takes
initiative.
Shares own
skills/knowledge within the
group substantially, and
uses others attributes to
the betterment of the
group. Shares power and
recognizes, respects, and
the group. Intentionally
meets the needs of others.
Contributes high quality
work and effectively
facilitates conflicts to
ensure a successful project
result.
 MAKE PROFESSIONAL AND ETHICAL DECISIONS

Aviation professionals follow industry-expected standards regarding appearance, decorum, attitude, interactions with coworkers, and
work ethic. Ethical decisions require students to assess their own ethical values, recognize ethical issues in various situations, and to
contemplate how differing ethical perspectives might be used in the decision making process.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

PROFESSIONALISM Recognizes that Identifies expectations Demonstrates an Formulates a decision to

professional and ethical
standards exist but does
not always exhibit them
when expected to do so or
doesnt fully understand
their purpose.
regarding professional and
ethical standards and
makes attempts to exhibit
them when expected to do
so, but perhaps does so
inconsistently or not to the
level expected. Doesnt
always understand why the
standards exist.
awareness of and exhibits
the key elements of
professional standards.
Displays ethical behavior
and respect towards
others. Demonstrates an
understanding of the
reasons behind
professional expectations.
the key elements of
professional and ethical
standards on a consistent
basis. Explains the
reasons behind the
expectations and supports
and promotes the
professional development
of others.

ETHICAL AWARENESS Recognizes core beliefs or Identifies both their core Describes core beliefs and Evaluates and discusses
can discuss the origins of beliefs and the origins of their origins in detail. core beliefs and their
their beliefs, but not both. their beliefs. origins in detail.

DECISION MAKING Recognize the basic
framework of the decision
making process.
Identify and use the
decision making process.
Demonstrates a full
understanding of the
decision making process
and has the ability to apply
the decision making
process in context of
events.
Formulates appropriate
decisions in real-life
situations, and has the
ability to evaluate the
outcomes of the decision.
 COMMUNICATE EFFECTIVELY, USING BOTH WRITTEN AND ORAL COMMUNICATION SKILLS

Communication is the function of expressing an idea to an audience in oral, visual, and/or written form to establish knowledge, to
increase understanding, and/or to advocate for a particular position. Communication occurs in a variety of contexts in which oral, visual,
and written modes may be used in individual or interactive forms. The act of communication, used in either a single or an incorporated
form, emphasizes its interdisciplinary applicability while complying with the goals, values, and conventions of each discipline.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

CONTEXT AND Demonstrates minimal Demonstrates inconsistent Demonstrates consistent Demonstrates

PURPOSE awareness of context,
purpose, audience, and
objectives of the
communication product.
awareness of context,
purpose, audience, and
objectives of the
communication product.
awareness of the context,
purpose, audience, and
objectives of the
communication product
sophisticated awareness of
the context, purpose,
audience, and objectives of
the communication
product.

CONTENT Demonstrates minimal Demonstrates inconsistent Demonstrates consistent Demonstrates consistent

DEVELOPMENT, proficiency in generating
EVIDENCE, AND relevant content. Provides
REASONING limited detail or support
through the use of
inadequate or unrelated
sources. Reasoning is
faulty or insufficient.
proficiency in generating
relevant content. Supports
some observations or
claims with insufficient or
inappropriate examples,
with evidence that is
inadequate or does not
come from authoritative
sources, or with
underdeveloped reasoning.
proficiency in generating
relevant. Supports
observations or claims with
sufficient and appropriate
examples, with evidence
from authoritative sources,
and with thorough
reasoning.
proficiency in generating
relevant and complex
content. Provides
appropriate and compelling
and detailed support or
claims with skillfully chosen
examples, with compelling
evidence from authoritative
sources, and with
exhaustive reasoning.

DISCIPLINARY Shows minimal awareness
AWARENESS AND of conventions and types
FORM of writing within a particular
discipline. Does not
present ideas in a logical
or easy to follow manner.
Shows basic awareness of
conventions and types of
writing within a particular
discipline. Does not always
present ideas in a logical
and easy to follow manner.
Paragraphs, sections, or
sentences may appear out
of sequence or not relate
Shows consistent
awareness of key
conventions and types of
writing within a particular
discipline. Presents ideas
in a logical and easy to
follow manner, both across
the entire work and within
individual paragraphs or
Shows detailed and broad
awareness of conventions
and types of writing within
a particular discipline.
Presents ideas in a
controlled, fluid, and logical
manner, both across the
work and within individual
paragraphs or sections.

COMMAND OF Shows recurring problems
LANGUAGE with fluency, clarity,
wordiness, or lack of
variety in sentence
structure. Frequently uses
words inappropriately.
Contains recurring errors in
grammar, punctuation,
spelling, or capitalization.
VERBAL AND VISUAL Demonstrates limited
DELIVERY awareness of effective
communication elements.
Delivery techniques detract
from communication
product. Undetectable or
poor execution in the
following areas: Verbal
articulation, eye contact,
volume, pacing, vocal
variety, posture, and
gestures Visual Design,
visual aids, formatting,
margins, font
type/size/color
to those immediately
before and after.
Shows some problems
with fluency, clarity,
wordiness, or lack of
variety in sentence
structure. Uses some
words inappropriately.
Contains some errors in
grammar, punctuation,
spelling, or capitalization.
Demonstrates inconsistent
awareness of effective
communication elements.
Delivery techniques impact
communication product.
Erratic execution in the
following areas: Verbal
articulation, eye contact,
volume, pacing, vocal
variety, posture, and
gestures Visual Design,
visual aids, formatting,
margins, font
type/size/color.
sections.
States ideas in clear,
concise, and varied
sentences. Uses words
appropriately. May contain
occasional errors in
grammar, punctuation,
spelling, or capitalization.
Demonstrates consistent
awareness of effective
communication elements.
Delivery techniques
support communication
product. Stable execution
in the following areas:
Verbal articulation, eye execution in the following
contact, volume, pacing,
vocal variety, posture, and
gestures Visual Design, volume, pacing, vocal
visual aids, formatting,
margins, font
type/size/color
States ideas in clear,
concise sentences and
demonstrates a masterful
and distinct control of
sentence structure. Uses
words skillfully. Contains
few if any errors in
grammar, punctuation,
spelling, or capitalization.
Demonstrates
sophisticated awareness of
effective communication
elements. Delivery
techniques enhance
communication product.
Deliberate and strategic
areas: Verbal
articulation, eye contact,
variety, posture, and
gestures Visual Design,
visual aids, formatting,
margins, font
type/size/color
 ENGAGE IN AND RECOGNIZE THE NEED FOR LIFE-LONG LEARNING
Life-long learning is the ability to use formal and informal learning opportunities throughout ones life in order to foster continuous
development and improvement of knowledge and skills needed for future employment and personal development.
CRITERIA BEGINNING
PROFESSIONAL Looks beyond the
RESPONSIBILITY classroom/work
requirements, showing
interest in pursuing
knowledge independently.
CURIOSITY Explores a topic at a
surface level, providing
little insight and/or
information beyond the
very basic facts indicating
low interest in the subject.
INITIATIVE Completes required work.
REFLECTION Reviews prior learning
(past experiences inside
and outside of the
classroom) at a surface
level, without revealing
clarified meaning or
indicating a broader
perspective about
educational or life events.
DEVELOPING
Outside of the
classroom/work
requirements, pursues
additional knowledge
and/or shows interest in
pursuing independent
educational experiences.
Explores a topic with some
evidence of depth
providing occasional
insight and/or information
indicating mild interest in
the subject.
Completes required work
and identifies opportunities
to expand knowledge,
skills, and abilities.
Reviews prior learning
(past experiences inside
and outside of the
classroom) with some
depth, revealing slightly
clarified meanings or
indicating a somewhat
broader perspectives about
educational or life events.
ACCOMPLISHED
Beyond classroom/work
requirements, pursues
substantial additional
knowledge and/or actively
pursues independent
educational experiences
Explores a topic in depth,
yielding insight and/or
information indicating
interest in the subject.
Completes required work,
identifies and pursues
opportunities to expand
knowledge, skills, and
ability.
Reviews prior learning
(past experiences inside
and outside of the
classroom) in depth,
revealing fully clarified
meanings or indicating
broader perspectives about
educational or life events.
EXEMPLARY
Educational interests and
pursuits exist and flourish
outside classroom/work
requirements. Knowledge
and/or experiences are
pursued independently.
Explores a topic in depth,
yielding a rich awareness
and/or little-known
information indicating
intense interest in the
subject.
Completes required work,
generates and pursues
opportunities to expand
knowledge, skills, and
abilities.
Reviews past experiences
both inside and outside of
the classroom in depth to
reveal significantly
changed perspectives
about educational and life
experiences, which provide
foundation for expanded
knowledge, growth, and
maturity over time.
 ASSESS CONTEMPORARY ISSUES

A contemporary issue can be defined as any occurrence, idea, opinion, or topic in a given subject that is relevant to the present day.
The student must have the ability to recognize current issues that are related to the aviation field, and have the ability to assess their
impact or relevance within the field.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

AWARENESS OF Recognizes a broad range Identifies current issues Demonstrates ability to Demonstrates ability to
CURRENT ISSUES of current issues. and can relate them to the display in-depth display a creative, focused,
aviation field. information and and in-depth evaluation of
understanding of current current issues and how it
issue and how it relates relates within the aviation
within the aviation field. field.

ASSESSMENT Identifies evidence, but it is
not organized or focused
Organizes evidence, but
the organization is not
effective in revealing
important patterns,
differences, or similarities
Presents evidence in a
way that reveals important
patterns, differences, or
similarities related to focus.
Organizes and combines
evidence to reveal
insightful patterns,
differences, or reveal
insightful patterns,
differences, or similarities
 USE THE TECHNIQUES, SKILLS, AND MODERN TECHNOLOGY NECESSARY FOR PROFESSIONAL
PRACTICE

Careers in aviation require particular skill sets, techniques, and highly specialized technologies. Aviation professionals must be aware
of the skills, techniques and technologies required in their field of practice, and have the ability to utilize them properly in a given
situation.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

AWARENESS OF Is aware that careers in
CURRENT aviation require particular
PROFESSIONAL skills, techniques and
REQUIREMENTS technologies, but does not
identify specific examples.
Does not identify reasons
that the skills, techniques,
and technologies are
required.
Identifies a skill, technique,
or technology required by a
specific career, but does
not identify all three. Does
not identify reasons that
the skill, technique, or
technologies are required.
Identifies skills, techniques,
and technologies required
by a specific career, and
identifies the reasons that
the skills, techniques, and
technologies are required.
Identifies skills, techniques,
and technologies required
by multiple aviation careers
and identifies reasons that
the skills, techniques, and
technologies are required
for each professional
practice.

USE OF TECHNIQUES, Demonstrates minimal use Demonstrates the use of Demonstrates the use of a Demonstrates the use of a
SKILLS, AND of techniques, skills, or techniques, skills, or wide range of techniques, wide range of techniques,
TECHNOLOGY technology. technology for a specific skills, or technology for a skills, or technology for
professional practice. specific professional multiple professional
practice. practices.
 ASSESS THE NATIONAL AND INTERNATIONAL AVIATION ENVIRONMENT

It is crucial for aviation professionals to have a good understanding of what the national and international aviation environments consist
of. This includes the structure of airspaces, airports, and airlines, the Federal Aviation Regulations, and the differences between
national and international flight.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

AWARENESS OF Shows minimal Demonstrates inconsistent Able to effectively evaluate Able to accurately and
AVIATION understanding about the awareness of the structure the current issues and extensively reflect and
ENVIRONMENTS aviation environment. and purpose of the aviation events that affect the evaluate the issues and
environment. aviation environment. events that affect the
aviation environment. Able
to compare and contrast
how these issues and
events will impact their
professional lives.

ASSESSMENT Identifies evidence, but Organizes evidence, but
lacks the organization and the organization is not
focus. effective in revealing
important patterns,
differences, or similarities
Presents evidence in a Organizes and combines
way that reveals important evidence to reveal
patterns, differences, or insightful patterns,
similarities related to focus differences, or similarities.
 APPLY PERTINENT KNOWLEDGE IN IDENTIFYING AND SOLVING PROBLEMS

Aviation professionals are required to use their knowledge in difficult and stressful situations, such as an in-flight emergency. When a
problem occurs in the aviation industry, you must act on it immediately. Using your knowledge is vital in order to diagnose a potential
problem and have the tools to fix that problem.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

SITUATIONAL Identifies the aircrafts
AWARENESS location, describes the
flight conditions, and lists
any possible threats to the
airplane.
Explains where the aircraft Evaluates any possible Able to predict any
is located, discusses the risks associated with the possible conflicts in flight
flight conditions and any flight. Is able to predict any whether it is inside or
risks associated with the further threats and justify outside the airplane.
flight. why they are threats. Compiles different threats
and collaborates on what is
the best course of action to
take.

IDENTIFICATION OF Identifies and defines any
PROBLEMS minor problems with
guidance.
Describes what problems
are occurring and has the
ability to differentiate
between problems.
Analyzes the problem at
hand and categorizes the
problem due to severity.
Has the ability to formulate
any and all possible
solutions and create a plan
as to how they will
accomplish it.

PROBLEM SOLVING Observes the appropriate
course of action and is
able to define what next
steps would be.
Demonstrates the ability to
apply gained knowledge to
explain how to solve a
problem.
Able to devise a plan and
evaluate the different
outcomes of their actions.
Differentiates between a
few possible solutions.
Developed sense of
urgency with the ability to
adapt in different
scenarios. Formulates a
solution to any given
problem.
 APPLY KNOWLEDGE OF BUSINESS SUSTAINABILITY TO AVIATION ISSUES

Business sustainability is typically defined as as managing the triple bottom line - a process by which companies manage their financial,
social and environmental risks, obligations and opportunities. These three impacts are sometimes referred to as profits, people, and
planet. The student needs to be able to identify these areas and apply them towards the aviation field.

CRITERIA BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

IDENTIFICATION OF Recognizes a broad range Identifies current issues Demonstrates ability to Demonstrates ability to
ISSUES IN AVIATION of current issues. and can relate them to the display in-depth display a creative, focused,
aviation field. information and and in-depth evaluation of
understanding of current current issues and how it
issue and how it relates relates within the aviation
within the aviation field. field.

KNOWLEDGE OF Recognizes the broad Identifies specific topics Demonstrates ability to Demonstrates ability to
BUSINESS range of topics under the under the triple bottom line. apply knowledge of topics apply knowledge of topics
SUSTAINABILITY triple bottom line. to identified areas within to identified areas within
the real market, that fall the real market, that fall
within the triple bottom line. within the triple bottom line,
and evaluate the
outcomes.

APPLICATION OF Identifies evidence, but it is Organizes evidence, but
KNOWLEDGE not organized or focused. the organization is not
effective in revealing
important patterns,
differences, or similarities.
Presents evidence in a
way that reveals important
patterns, differences, or
similarities related to focus.
Organizes and combines
evidence to reveal
insightful patterns,
differences, or reveal
insightful patterns,
differences, or similarities.