Analytic ReasoningGeneral Education: Collaboration Each General Education category is grounded in a set of learning outcomes. For the full set of learning outcomes for Analytic Reasoning courses see: This rubric is designed for faculty teaching a Scholarship in Practice course or any course that addresses student gains in the follow learning outcome: At the completion of this course, students will be able to: Collaborate in order to bring about a successful outcome. Criterion Descriptions of levels of student performance for review of students work Advanced Proficient Beginning Unacceptable Team Process -Develops and follows a plan to meet -Develops and follows a plan to meet -Engages in minimal planning -Has haphazard or no planning Involves planning, project deadlines. project deadlines. -Elicits uneven or lopsided participation during -Relies on one or two members to shared -Develops and follows a plan for -Elicits some participation and some team meetings and/or in contribution to team do most or all of the work; other responsibilities, equitably managing workload. All contribution from members during team work members do not contribute to task functional and members actively participate and offer meetings and team deliverables, -Establishes minimally constructive norms for completion interpersonal norms input in team meetings and in team although some members may working together: e.g., members have some -Develops dysfunctional norms for deliverables. contribute more than others communication and exchange information project management: including -Establishes and follows a set of -Establishes and follows some poor attendance of meetings, constructive norms for project constructive norms for working of members team This team…. management: regular meetings, together: e.g., members meet at agreed communication attendance, deadlines, and time for upon times & share info revision, -Establishes and follows some -Establishes and follows a set of constructive norms for team member constructive norms to support team interactions: e.g., shares ideas, helps member interactions: defines roles, members accomplish personal learning actively listens, openly shares ideas, goals helps members accomplish personal learning goals
Analytic ReasoningGeneral Education: Collaboration Each General Education category is grounded in a set of learning outcomes. For the full set of learning outcomes for Analytic Reasoning courses see: This rubric is designed for faculty teaching a Scholarship in Practice course or any course that addresses student gains in the follow learning outcome: At the completion of this course, students will be able to: Collaborate in order to bring about a successful outcome. Criterion for review of students work Descriptions of levels of student performance Advanced Proficient Beginning Unacceptable Team Process Involves planning, shared responsibilities, functional and interpersonal norms This team…. -Develops and follows a plan to meet project deadlines. -Develops and follows a plan for equitably managing workload. All members actively participate and offer input in team meetings and in team deliverables. -Establishes and follows a set of constructive norms for project management: regular meetings, attendance, deadlines, and time for revision, -Establishes and follows a set of constructive norms to support team member interactions: defines roles, actively listens, openly shares ideas, helps members accomplish personal learning goals -Develops and follows a plan to meet project deadlines. -Elicits some participation and some contribution from members during team meetings and team deliverables, although some members may contribute more than others -Establishes and follows some constructive norms for working together: e.g., members meet at agreed upon times & share info -Establishes and follows some constructive norms for team member interactions: e.g., shares ideas, helps members accomplish personal learning goals -Engages in minimal planning -Elicits uneven or lopsided participation during team meetings and/or in contribution to team work -Establishes minimally constructive norms for working together: e.g., members have some communication and exchange information -Has haphazard or no planning -Relies on one or two members to do most or all of the work; other members do not contribute to task completion -Develops dysfunctional norms for project management: including poor attendance of meetings, of members team communication
GeneralEducationCollaborationRubric.docx