PERSONAL GROWTH Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations Rating 4 3 2 1 Articulates insights into own Recognizes new Identifies own cultural rules Shows minimal SLO 3.1 Demonstrates Cultural cultural rules and biases perspectives about own and biases related to the area awareness of own Self-Awareness related to the area of service cultural rules and biases of service (e.g. with a strong cultural rules and biases (e.g. seeks complexity; related to the area of preference for those rules related to the area of demonstrates awareness of service (e.g. not looking shared with own cultural service (even those how her/his experiences have for sameness; comfortable group and seeks the same shared with own shaped these rules; recognizes with the complexities that cultural rules in others) cultural group(s)) (e.g. and responds to cultural new perspectives offer) uncomfortable with biases, resulting in a shift in identifying possible self-description) cultural differences with others) SLO 3.2 Explains what she/he has Explains what she/he has Evidence suggests Provides little Explains Civic Identity learned during service-learning learned during involvement in description of her/his and Commitment activity about her or himself activity about her activities is experience in as it relates to a reinforced and or himself as it relates to a generated from expectations activities and clarified sense of civic identity growing sense of civic or course requirements does not connect and continued commitment to identity and commitment rather than from a sense of experiences to civic public action civic identity identity Demonstrates ability to Demonstrates ability to Demonstrates little or limited Unable to describe SLO 3.3 Describes impact of discuss the effects of describe potential and/or ability to give examples of potential or actual service-learning on project on his or her actual impacts of potential or actual impacts of impacts of student’s marketability in marketability in graduate project on his or service-learning project on project on his graduate studies and/or studies and/or chosen her marketability in his or her marketability in or her marketability in chosen profession profession graduate studies and/or graduate studies and/or graduate studies and/or chosen profession chosen profession chosen profession
PERSONAL GROWTH Exceeds Expectations 4 Meets Expectations 3 Approaches Expectations 2 Below Expectations 1 Rating SLO 3.1 Demonstrates Cultural Self-Awareness Articulates insights into own cultural rules and biases related to the area of service (e.g. seeks complexity; demonstrates awareness of how her/his experiences have shaped these rules; recognizes and responds to cultural biases, resulting in a shift in self-description) Recognizes new perspectives about own cultural rules and biases related to the area of service (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer) Identifies own cultural rules and biases related to the area of service (e.g. with a strong preference for those rules shared with own cultural group and seeks the same cultural rules in others) Shows minimal awareness of own cultural rules and biases related to the area of service (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others) SLO 3.2 Explains Civic Identity and Commitment Explains what she/he has learned during service-learning activity about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action Explains what she/he has learned during activity about her or himself as it relates to a growing sense of civic identity and commitment Evidence suggests involvement in activities is generated from expectations or course requirements rather than from a sense of civic identity Provides little description of her/his experience in activities and does not connect experiences to civic identity SLO 3.3 Describes impact of service-learning on student’s marketability in graduate studies and/or chosen profession Demonstrates ability to discuss the effects of project on his or her marketability in graduate studies and/or chosen profession Demonstrates ability to describe potential and/or actual impacts of project on his or her marketability in graduate studies and/or chosen profession Demonstrates little or limited ability to give examples of potential or actual impacts of service-learning project on his or her marketability in graduate studies and/or chosen profession Unable to describe potential or actual impacts of project on his or her marketability in graduate studies and/or chosen profession
CCGA_SLO_RUBRIC.docx