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
|
|
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. |
|