Locates selects, and uses number of sources that number of sources that that may not always be sources. Information is information to investigate are relevant, credible, are relevant, credible, relevant, credible, take from sources without multiples disciplinary integrative, and integrative, or purposeful. integrative, or purposeful. any perspectives purposeful. Information Information is taken from Information is taken from interpretation/evaluation. resources are evaluated sources with enough sources with some Alternative viewpoints are based on the information interpretation/evaluation interpretation/evaluation, not considered. need and the context in to develop a coherent but note enough to which the information will analysis or synthesis. develop a coherent be used. Alternative Alternative viewpoints are analysis or synthesis. viewpoints are thoroughly considered. Alternative viewpoints are explored. acknowledged/mentioned. Multiple disciplinary Provides significant, Provides adequate Provides limited Includes no integration of perspectives sophisticated, and integration of both integration of disciplinary disciplinary and general In the context of a imaginative integration of disciplinary and general and general education education perspectives. disciplinary perspective, both disciplinary and education perspectives. perspectives. demonstrates an general education understanding of broader perspectives. general education issues, ideas, objects, or events – past and present. Conclusions, implications, Consistently Demonstrates average or Demonstrates limited Lacks knowledge and and consequences demonstrates superior adequate knowledge and/ knowledge and awareness awareness of the issue or Include an analysis and knowledge and /or or performance. Reflects of the issue or problem. problem. No argument or evaluation of pros, cons, performance. Reflects logical scrutiny of the Lacks a clear argument. an illogical argument and compromises. logical scrutiny of the issue or problem. With additional effort, provided. Opposing viewpoints and issue or problem. Clearly Articulates an argument. competence may be alternatives are explored articulates the arguments attainable. and summarized. made.
Locates selects, and uses information to investigate multiples disciplinary perspectives number of sources that are relevant, credible, integrative, and purposeful. Information resources are evaluated based on the information need and the context in which the information will be used. Alternative viewpoints are thoroughly explored. number of sources that are relevant, credible, integrative, or purposeful. Information is taken from sources with enough interpretation/evaluation to develop a coherent analysis or synthesis. Alternative viewpoints are considered. that may not always be relevant, credible, integrative, or purposeful. Information is taken from sources with some interpretation/evaluation, but note enough to develop a coherent analysis or synthesis. Alternative viewpoints are acknowledged/mentioned. sources. Information is take from sources without any interpretation/evaluation. Alternative viewpoints are not considered. Multiple disciplinary perspectives In the context of a disciplinary perspective, demonstrates an understanding of broader general education issues, ideas, objects, or events – past and present. Provides significant, sophisticated, and imaginative integration of both disciplinary and general education perspectives. Provides adequate integration of both disciplinary and general education perspectives. Provides limited integration of disciplinary and general education perspectives. Includes no integration of disciplinary and general education perspectives. Conclusions, implications, and consequences Include an analysis and evaluation of pros, cons, and compromises. Opposing viewpoints and alternatives are explored and summarized. Consistently demonstrates superior knowledge and /or performance. Reflects logical scrutiny of the issue or problem. Clearly articulates the arguments made. Demonstrates average or adequate knowledge and/ or performance. Reflects logical scrutiny of the issue or problem. Articulates an argument. Demonstrates limited knowledge and awareness of the issue or problem. Lacks a clear argument. With additional effort, competence may be attainable. Lacks knowledge and awareness of the issue or problem. No argument or an illogical argument provided.
300%20level%20Integrative%20course%20template.docx