Sacred Journey into the Indigenous, in Us All
Integrated Seminar ISEM 101 Section 3
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. |