Sacred Journey into the Indigenous, in Us All

Integrated Seminar ISEM 101 Section 3

Grading Criteria Rubrics


 

These rubrics are embedded in and applied to the ISEM 101 seminar student learning activities (exams, papers and class discussions).   The rubrics were derived, with modifications, from VALUE Association of American Colleges and University (located at either http://www.aacu.org/value/index.cfm or http://bblearnhelp.uidaho.edu/sample-rubrics.html ).   The instructor will utilize these rubrics to grade the seminar exams, in-class discussions and research papers, thus providing a uniform and systematic means of grading all students.    

 

Your final grade will be based upon the averaged point totals earned from the Quest participatory project (for proposal, and for project for 30% of grade), Neophyte exams (for 45% of grade), Re-telling one’s own (storytelling for 15%) and Pilgrimage in-class discussion and reflective writes (for 10% of grade).  In cases of boarder-line decisions, your class attendance, as well as questions and discussions brought up during class, will be taken into consideration.   We are using a 5-point scale, with only 1-4 receiving a value rubric, i.e., 0=incompetent

 

Learning Outcomes Minimal (1=D) Emerging (2=C) Emerging (3=B) Competent (4=A)
1. Differentiate Disciplines

When prompted, presents examples, facts, or theories from more than one field of study or discipline.

When prompted, connects examples, facts, or theories from more than one field of study or discipline.

Independently connects examples, facts, or theories from more than one field of study or discipline.

Independently creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or discipline.

1. Integrate Disciplines and Apply

Uses, in a basic way, skills, abilities, theories, or methodologies gained in own discipline or experience to interpret an issue.

In addressing themes of seminar, uses appropriate and relevant content to develop and explore ideas through most of the work.

Adapts and applies skills, abilities, theories, or methodologies gained from multiple disciplines to interpret or explore issues.

Adapts and applies, independently, skills, abilities, theories, or methodologies gained from multiple  disciplined to interpret a difficult issue or explore complex issues in original ways.

2.  Understanding Diversity

Expresses attitudes and beliefs as an individual, from a one-sided view.  Is indifferent or resistant to what can be learned from diversity of communities and cultures.

Has awareness that own attitudes and beliefs are different from those of other cultures and communities.  Exhibits little curiosity about what can be learned from diversity of communities and cultures.

Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures.

Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with diversity.

3.  Communicate: Writing

In addressing themes of seminar, uses appropriate and relevant content to develop simple ideas in some parts of the work.

In addressing themes of seminar, uses appropriate and relevant content to develop and explore ideas through most of the work.

In addressing themes of seminar, uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. 

In addressing themes of seminar, uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

3. Communicate: Oral

Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/authority on the topic.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that partially supports the presentation or establishes the presenter's credibility/authority on the topic.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/authority on the topic.

A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authority on the topic.

3. Communicate: Sources

Demonstrates an attempt to use sources to support ideas in the written and verbal communications.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and in the written and verbal communications.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and in the written and verbal communications.

Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and in the written and verbal communications.
4. Awareness of Self

At a surface level, reviews prior learning (past experiences inside and outside of the classroom) and the themes of the seminar, without revealing clarified meaning or indicating a broader perspective about educational or life events, and the self.

With some depth, reviews prior learning (past experiences inside and outside of the classroom) and themes of seminar, revealing slightly clarified meanings or indicating somewhat broader perspectives about educational or life events, and the self.

In depth review of prior learning (past experiences inside and outside of the classroom) and themes of seminar, revealing fully clarified meanings or indicating broader perspectives about educational or life events, and the self.

In depth review of prior learning (past experiences inside and outside of the classroom) and themes of seminar to reveal perspectives about educational or life experiences, and the self that are changed or celebrated, providing foundation for expanded knowledge, growth, and maturity over time.

5.  Respecting Others

Views the experience of others but does so through own cultural worldview.

Identifies components of other cultural perspectives but responds in all situations with own worldview.

Recognizes intellectual and emotional dimensions of more than one worldview and sometimes uses more than one worldview in interactions

Interprets intercultural experience from the perspectives of own and more than one worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group.

5. Collaborates with Others Experiments with civic contexts and structures, tries out a few to see what fits

Demonstrates experience identifying intentional ways to participate in civic contexts and structures.

Demonstrates ability and commitment to work actively within community contexts and structures to achieve a civic aim.

Demonstrates ability and commitment to collaboratively work across and within community contexts and structures to achieve a civic aim.

 

 

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