Training Overview Mentoring Model Curriculum Evaluation Rubrics Roles/Practices/Photos  

Rubrics for Mentors, Super Mentors, Senior Mentors and Team Performance

 Mentor Performance Rubric

Activate meaningful learning, performance of engineering skills, and team contribution in your students.
Attribute/value 1 3 5
Your students are engaged in learning the engineering content.

Rote learning. "Looking for the right answer"

Learning but without context

Actively seeking to internalize their learning

Your students are engaged in practicing the engineering skills.

Rote practice, "looking for the right equation"

Practice with some connection to theory

Actively connecting practice to relevant theory

Your students are contributing within their teams.

Only as requested

Contributing and receiving

Seek team as resource and community

Prepare for mentoring each week.
You have concrete educational outcomes identified for your students before class begins.

Identified. Not focused

Identified. Some focus

Clear identification and focus

You have a concrete mentoring strategy to activate learning, practice, and team contribution.

"Shoot-from-the-hip" strategy.  No backup

Reviewed strategy before class

Pre-thought strategy to reach specific educational outcomes

Activate student growth each week.
Your students assess their learning, practices, and teamwork

Perfunctory, Only per request

By request but with clear focus

By habit, with clear focus

Your students assess the quality of their products.

Perfunctory, Only per request

By request but with clear focus

By habit, with clear focus

Use assessment to improve your mentoring skills and the mentoring process each week.
You assess how your mentoring activated/had no-effect/deactivated your students meaningful learning, skills performance, and team contribution. You act on the most important growth item.

Perfunctory

Good faith effort.  Make improvements in skills

By habit. Seek student feedback, wrestle improvements into practice

You help fellow mentors improve their mentoring skills.

Perfunctory

Active contributor

Leader in peer growth.

Keep a high quality Mentoring Logbook
You record your mentoring plan, mentoring observations, and self-assessment for each mentoring session.

Perfunctory

Good faith effort.  Make improvements.

By habit.  Thorough with reflections.

 

Super Mentor Performance Rubric

Safeguard, promote, and enable mentors to activate meaningful learning, performance of engineering skills, and contribution within engineering teams
Attribute/value 1 3 5
Your mentors are actively measuring meaningful learning, skills performance, and team contributions.

Perfunctory

After class.  Alert

Real time.  Alert

Your mentors are actively and positively intervening to activate meaningful learning, skills performance, and team contributions.

Perfunctory

Nearly real time.  Semi-active.  Most are positive

Real time. Active. Positive

Meaningfully deploy the mentors each week.
Your mentors have concrete educational outcomes identified for each class before interacting with the students.

Identified.  Not focused

Identified.  Some focus

Clearly identified.  Clear focus

Your mentors have a concrete strategy of how to engage the students to achieve the meaningful learning, skills performance, and team contribution.

"Shoot-from-the-hip Strategy"  No backup plan

Clear strategy.  No backup plan

Clear strategy.  Structured backup plan

Grow mentors each week using SII process (listing Strengths, Improvements, Insights)
Your mentors meaningfully reflect on how their interventions activated/had no-effect/deactivated the student's learning, skill performance, team contributions.

Perfunctory

Reflect

Seek awareness.  Seek student feedback,

Your mentors distill out the single most important growth item (strength or improvement) each week and incorporate it into their practice.

Perfunctory

Find a practice. Incorporate it

Wrestle it into practice. Seek alternative methods

Grow the mentoring process each week using SII
You actively collect insights from mentors to identify and create high level, but easy to follow, holistic mentoring processes.

Perfunctory

You create process from the best ideas

Your Team is actively engaged in process creation

You use the SII process to improve the mentoring processes in terms of visualization, effectiveness, and ease of use.

Perfunctory

You refine the processes with their insights

Your Team is actively experimenting to improve

 

Senior Mentor Performance Rubric 

Safeguard, promote, and enable super mentors to activate meaningful learning, performance of engineering skills, and contribution within engineering teams

Attribute/Value

1

3

5

Your mentors are actively measuring meaningful learning, skills performance, and team contributions.

Perfunctory

After class.  Alert

Real time.  Alert

Your mentors are actively and positively intervening to activate meaningful learning, skills performance, and team contributions.

Perfunctory

Nearly real time.  Semi-active.  Most are positive.

Real time.  Active.  Positive.

Meaningfully deploy the mentors each week.

Your mentors have concrete educational outcomes identified for each class before interacting with the students.

Identified

Not focused

Identified

Some focus

Clearly identified

Focused on

Your mentors have a concrete strategy of how to engage the students to achieve the meaningful learning, skills performance, and team contribution.

“Shoot-from-the-hip" strategy.  No backup plan

Clear strategy. No backup plan

Clear strategy.  Backup plan.

Grow mentors by SII each week

Your mentors meaningfully reflect on how their interventions activated/had no-effect/deactivated the students meaningful learning, skills performance, and team contribution.

Perfunctory

Reflect

Seek awareness.  Seek student feedback.

 

Your mentors distill out the single most important growth item (strength or improvement) each week and incorporate it into their practice.

Perfunctory

Find a practice.  Incorporate it.

Wrestle it into practice.  Seek alternative methods.

Grow the mentoring process by SII each week

You actively collect insights from mentors to identify and create high level, but easy to follow, holistic mentoring processes.

Perfunctory

You create process from the best ideas.

Your Team is actively engaged in process creation

You use the SII process to improve the mentoring processes in terms of visualization, effectiveness, and ease of use.

Perfunctory

You refine the processes with their insights

Your Team is actively experimenting to improve

 

Team Performance Rubric

Team processes:  Show the use of process. 

Attribute                              Value

1

2

3

4

5

Integrate the Professional Decision Making (PDM) process

Steps of PDM used in a haphazard way

 Steps of PDM used in a random way

Steps of PDM used in a general way.

Steps of PDM used in a targeted way.

Steps of PDM integrated into team strategy to achieve project goals..

Use action items

Occasional action items without documentation

Occasional action items with documentation

Routine use of action items

Routine use of action items and review for completion

Action items solicit team feedback prior to formal review and reporting.

Grow teamwork

Talks about growth but cannot cite any examples from their team

 Know areas for growth and cite examples in log book

Explains areas of growth and cites examples in action items and in logbook entries.

 Team is focused on growth. Several examples are apparent in their logbooks and artifacts. 

Assessment of teamwork is evident in logbooks and during conversations and discussions with mentors.

Demonstrate use of team feedback

Team struggling with the value and use of feedback during activities

Some examples of written feedback in logbooks.

Many examples of written feedback in logbooks

Written feedback plus improvement plans in logbooks

Written examples with improvement plans and teams can cite the benefits the feedback created

Total of scores:________  of 20 possible                      

Mechanism design: Show the improvements of each device.  Quantify the improvements.  Be able to explain where clever ideas surfaced and how you incorporated them.

Attribute                             Value

1

2

3

4

5

Improve between 1st design and each re-design.

Improvements from one device to the next seem random and unrelated.

 Improvements from one device to the next show haphazard thought.

Improvements for one device to the next show definite thought, with occasional unexplainable random jumps. 

 Process driven improvements from one device to the next.  Some evidence of  lessons being collected.

Process driven change  where earlier lessons result in documented change and iterative improvements in later models.

Note: Abandoning a poor design in favor of a better one is acceptable - clearly articulate why the new design was expected to be better.

Sketch ideas

Sketches of device are crude and key details are missing or assumed.

Sketches show concepts but minor details are missing.

Sketches enable building device.  Some minor details are missing.

Clearly detailed sketches enable easy fabrication of the device. 

Sketches lead to easy proto fabrication and facilitate clear feature explanations

Quantify reliability and cost

Cost and reliability of less than 3 devices has been measured.

 

Cost and reliability of 5 devices measured. Design improvements show attention to  data and measurements.

 

Cost and reliability of each device measured and clearly documented. Improvements driven by measurement data.

Show the progression of ideas from one device to the next

 Team can link only a few of the ideas they used to other ideas.

 

Shows connections between most ideas in the designs

 

Documented origin and progression of design ideas.