NDNU GRADUATE LEVEL INSTITUTIONAL LEARNING OUTCOMES

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1 S WORKING DRAFT FOR PILOT ACROSS GRADUATE PROGRAMS Approved by GASCC; Revised by the Assessment Council, Spring 2013 April 2 nd, 2013 Notre Dame de Namur University Note: Most rubrics adapted from AAC&U VALUE rubrics.

2 CRITICAL THINKING RUBRIC INTRODUCTION Institutional Learning Outcome Student will demonstrate Critical Thinking at a level commensurate with graduate-level education. Critical Thinking is defined as a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Intent This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply those habits in various and changing situations encountered in all walks of life. This rubric is designed for use with many types of assignments, from critical analysis of text, data, or issues, to students reflections on their critical thinking process. Performance Indicators 1. Approach the topic comprehensively, identifying relevant information that is critical to complete understanding. 2. Interpret information derived from multiple sources to develop a comprehensive analysis of their topic. 3. Examine the influence of context, varied perspectives and assumptions. 4. Demonstrate the complexities of the topic and the limitations of any particular exploration. 5. Demonstrate an informed evaluation and comprehensive analysis of the topic, using evidence and logic to support conclusions.

3 CRITICAL THINKING RUBRIC NDNU Institutional Learning Outcome: Student will demonstrate Critical Thinking at a level commensurate with graduate-level education. Critical Thinking is defined as a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Please evaluate each of the following as appropriate. If criteria do not apply, please leave blank. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet Level One performance. Explanation of issues Approach the topic comprehensively, identifying relevant information that is critical to complete understanding. Evidence Interpret information derived from multiple sources to develop a comprehensive analysis of their topic. 1: Competent 2: Proficient 3: Accomplished Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Issue/problem to be considered critically is stated, described, and clarified and relevant information identified so that understanding is not seriously impeded by omissions. Information is taken from multiple sources with sufficient interpretation/evaluation resulting in a coherent analysis or synthesis. Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. Information is taken from multiple primary sources with creative interpretation/ evaluation resulting in a comprehensive analysis or synthesis. Influence of context and assumptions Examine the influence of context, varied perspectives and assumptions. Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa). Identifies own and others' assumptions and several relevant contexts when presenting a position. Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position. Student's position (perspective, thesis/ hypothesis) Demonstrate the complexities of the topic and the limitations of any particular exploration. Specific position (perspective, thesis/hypothesis) describes complexities of issue and states limitation of the exploration. Specific position (perspective, thesis/hypothesis) analyzes the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis) and evaluated against content and assumptions. Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/hypothesis). Conclusions and related outcomes (implications and consequences) Demonstrate an informed evaluation and comprehensive analysis of the topic, using evidence and logic to support conclusions. Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); related outcomes (consequences and implications) are identified clearly. Articulates importance of conclusions. Conclusion is logically tied to a range of information, including analysis of opposing viewpoints; related outcomes (consequences and implications) are identified clearly and significant to the investigation. Articulates and defends significance and implications of investigation and conclusions. Conclusions and related outcomes (consequences and implications) are logical and reflect student s informed evaluation and ability to place evidence and perspectives discussed in priority order. Drawing from multiple disciplinary perspectives, articulates and defends significance and implications of investigation and conclusions.

4 WRITTEN COMMUNICATION RUBRIC INTRODUCTION Institutional Learning Outcome Student will demonstrate Written Communication at a level commensurate with graduate-level education. development and expression of ideas in writing and in appropriate genres and styles. Written Communication is defined as the Intent The first section of this rubric addresses the context and purpose for writing. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" A work sample or collection of work can convey the context and purpose for the writing tasks it showcases by including the writing assignments associated with work samples. But writers may also convey the context and purpose for their writing within the texts. The rubric then addresses the development of the content, adhering to the conventions of the particular genre or discipline and conventions used in scholarly and professional literature. Are ideas, concepts, and arguments clearly presented and fully explored? Finally, issues of documentation and syntax/mechanics are addressed. Does the writing aid or impede the reader s understanding? Is there evidence of advanced written communication skills? Is there evidence of rhetorical sophistication, polished narrative, and elegance of style? Performance Indicators 1. Demonstrate an awareness of context, audience, and purpose of the assigned task. 2. Select appropriate and relevant content for a clear exploration of the topic and develop clear arguments and discussions of the content in the service of a central question or thesis. 3. Applies formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields. 4. Document correctly all sources using appropriate biographical citations. 5. Use language that skillfully communicates meaning.

5 WRITTEN COMMUNICATION RUBRIC NDNU Institutional Learning Outcome: Student will demonstrate Written Communication at a level commensurate with graduate-level education. Written Communication is defined as the development and expression of ideas in writing and in appropriate genres and styles. Please evaluate each of the following as appropriate. If criteria do not apply, please leave blank. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet Level One performance. Context of and Purpose for Writing Demonstrate an awareness of context, audience, and purpose of the assigned task. 1: Competent 2: Proficient 3: Accomplished Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions). Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work. Content Development Select appropriate and relevant content for a clear exploration of the topic and develop clear arguments and discussions of the content in the service of a central question or thesis. Uses appropriate and relevant content to develop and explore ideas through most of the work. Demonstrates clear arguments and discussion of the content in the service of a central question or thesis. Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. Demonstrates multiple and compelling arguments and discussion of the content in the service of a central question or thesis. Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. Develops multiple, compelling, and nuanced arguments and discussion of the content in the service of a central question or thesis. Genre and Disciplinary Conventions Applies formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields. Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices Sources and Evidence Document correctly all sources using appropriate biographical citations. Demonstrates an attempt to use an adequate number of credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Bibliographical citations correct. Demonstrates consistent use of multiple credible, relevant, sources to support ideas that are situated within the discipline and genre of the writing. Citations correct and illustrate thoroughness of sources of evidence. Demonstrates skillful use of multiple highquality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. Citations correct and expansive use of evidence. Control of Syntax and Mechanics Use language that skillfully communicates meaning. Uses language that generally conveys meaning to readers with clarity. Writing conventions communicate essential information with clarity, precision, and coherence. Uses straightforward language that conveys meaning to readers. Writing conventions and vitality of writing style enhance readability and coherency of argument. Uses graceful language that skillfully communicates meaning to readers with clarity and fluency. Rhetorical sophistication and conventions are those used in scholarly and professional literature.

6 ORAL COMMUNICATION RUBRIC INTRODUCTION Institutional Learning Outcome Student will demonstrate Oral Communication at a level commensurate with graduate-level education. Oral Communication is defined as the ability to prepare and deliver a purposeful presentation designed to increase knowledge; to foster understanding; or to promote change in the listeners' attitudes, values, beliefs, or behaviors. Intent Oral communication takes many forms. This rubric is designed specifically to evaluate oral presentations of a single speaker at a time and is best applied to live or video-recorded presentations. For panel presentations or group presentations, it is recommended that each speaker be evaluated separately. This rubric best applies to presentations of sufficient length such that a central message is conveyed, supported by one or more forms of supporting materials, and includes a purposeful organization. An oral answer to a single question not designed to be structured into a presentation does not readily apply to this rubric. Performance Indicators 1. Demonstrate clear, consistent, and skillful organization of content for a cohesive presentation. 2. Demonstrate language choices that greatly enhance the effectiveness of the presentation, and are appropriate for the audience. 3. Demonstrate delivery techniques that make the presentation compelling; demonstrate polish and confidence. 4. Incorporate a variety of types of supporting materials that make appropriate reference to information that significantly supports the presentation or establishes the presenter's credibility on the topic. 5. Deliver a compelling central message (precisely stated, appropriately repeated, memorable, and strongly supported.)

7 ORAL COMMUNICATION RUBRIC NDNU Institutional Learning Outcome: Student will demonstrate Oral Communication at a level commensurate with graduate-level education. Oral Communication is defined as the ability to prepare and deliver a purposeful presentation designed to increase knowledge; to foster understanding; or to promote change in the listeners' attitudes, values, beliefs, or behaviors. Please evaluate each of the following as appropriate. If criteria do not apply, please leave blank. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet Level One performance. Organization Demonstrate clear, consistent, and skillful organization of content for a cohesive presentation. Language Demonstrate language choices that greatly enhance the effectiveness of the presentation, and are appropriate for the audience. Delivery Demonstrate delivery techniques that make the presentation compelling; demonstrate polish and confidence. Supporting Material Incorporate a variety of types of supporting materials that make appropriate reference to information that significantly supports the presentation or establishes the presenter's credibility on the topic. Central Message Deliver a compelling central message (precisely stated, appropriately repeated, memorable, and strongly supported.) 1: Competent 2: Proficient 3: Accomplished Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation. Language choices generally support the effectiveness of the presentation. Language in presentation is appropriate to audience. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative. Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that adequately supports the presentation or establishes the presenter's credibility/authority on the topic. Central message is understandable. Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation. Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that consistently supports the presentation or establishes the presenter's credibility/authority on the topic. Central message is clear and consistent with the supporting material. Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive. Language choices are imaginative, memorable, compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authority on the topic. Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)

8 SCHOLARSHIP RUBRIC INTRODUCTION Institutional Learning Outcome Students will demonstrate scholarship at a level commensurate with graduate-level education. Scholarship is defined as the discovery, communication, and application of knowledge that contributes to the body of work in a field through significant research, projects, and creative activities. Scholarship stems from a solid foundation in information literacy and is based in the ideas, theories, and methods of recognized disciplines. It involves the skillful interpretation and application of the most recent knowledge in the field of study, and it is always undertaken with openness to new information, debate, and criticism. 1 Intent This rubric is recommended for use in evaluating either a substantive project or a collection of work in order to fully gauge a student s scholarship skills. A collection of work might include such products as research papers, editorials, speeches, grant proposals, performances, marketing or business plans, presentations, posters, literature reviews, position papers, and argument critiques. Although a student s final work must stand on its own, evidence of a student s research and information gathering processes, such as a research journal/diary or an annotated bibliography, could provide further demonstration of a student s scholarship skills. Performance Indicators 1. Determine the extent of the information need by effectively defining the scope of the problem, project, research question, or thesis. 2. Access appropriate scholarly sources using information technologies and well-designed search strategies. 3. Critically evaluate scholarly information, its sources, and its contexts to present a position, proposal, or thesis. 4. Access, analyze, and cite information and evidence ethically and legally. 5. Use information to achieve a specific purpose (e.g., solve a problem, answer a research question, develop a product, create a performance) with clarity, creativity, and depth.

9 SCHOLARSHIP RUBRIC NDNU Institutional Learning Outcome: Students will demonstrate scholarship at a level commensurate with graduate-level education. Scholarship is defined as the discovery, communication, and application of knowledge that contributes to the body of work in a field through significant research, projects, and creative activities. Scholarship stems from a solid foundation in information literacy and is based in the ideas, theories, and methods of recognized disciplines. It involves the skillful interpretation and application of the most recent knowledge in the field of study, and it is always undertaken with openness to new information, debate, and criticism. Please evaluate each of the following as appropriate. If criteria do not apply, please leave blank. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet Level One performance. Determine Information Need Determine the extent of the information need by effectively defining the scope of the problem, project, research question or thesis. Access Scholarly Information Access appropriate information sources using information technologies and well-designed search strategies. Evaluate Scholarly Information Critically evaluate information, its sources, and its contexts to present a position, proposal, or thesis. 1: Competent 2: Proficient 3: Accomplished Defines adequately the scope of the problem, project, research question, or thesis. Determines key concepts. Types of information (sources) selected partially relate to concepts or answer research question. Uses information skills and technologies to access information about theories and practices in the field of study using simple search strategies. Retrieves information from limited and similar sources. Questions some assumptions. Identifies several relevant contexts when presenting a position, proposal, or thesis. May be more aware of others' assumptions than one's own (or vice versa). Applies evaluation criteria to identify sources of information. Demonstrates an awareness of research/work in the field. Defines the scope of the problem, project, research question, or thesis completely. Determines key concepts. Types of information (sources) selected relate to concepts or answer research question. Uses information skills and technologies to access information about theories and practices in the field of study using a variety of search strategies. Retrieves relevant information sources, including several primary sources. Demonstrates the ability to refine a search. Identifies own and others' assumptions and several relevant contexts when presenting a position, proposal, or thesis. Applies evaluation criteria to identify high quality, relevant, and appropriate sources of information. Demonstrates knowledge of significant research/works in the field. Effectively defines the scope of the problem, project, research question, or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question. Uses information skills and technologies to access information about theories and practices in the field of study using effective, well-designed search strategies. Retrieves most appropriate information sources including multiple primary sources. Systematically and methodically analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position, proposal, or thesis. Applies evaluation criteria to identify high quality, relevant, and most appropriate sources of information. Demonstrates extensive knowledge of significant research/works in the field. Access and Use Information Ethically and Legally Access, analyze, cite, and use information and evidence ethically and legally. Legally accesses information and evidence. Correctly uses citations and references and avoids plagiarism. Demonstrates a full understanding of ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Legally accesses information and evidence. Correctly uses citations and references and avoids plagiarism. Demonstrates a full understanding of ethical and legal restrictions on the use of published, confidential, and/or proprietary information and on research methods. Legally accesses information and evidence. Correctly uses citations and references and avoids plagiarism. Demonstrates a full understanding of ethical and legal restrictions on the use of information and on research methods in the discipline by developing a welldesigned project, research paper, proposal, or thesis. Use Information Effectively Achieve a specific purpose (e.g., solve a problem, answer a research question, develop a product, create a performance) with clarity, creativity, and depth. Communicates and organizes information from authoritative sources. Communicates, organizes, and synthesizes information from authoritative sources. Intended purpose is achieved. The product/performance contributes to the body of research/work in the field. Communicates, organizes, and synthesizes information from authoritative sources to fully achieve a specific purpose with clarity, creativity, and depth. The product/performance contributes significantly to the body of research/work in the field.

10 MISSION AND VALUES RUBRIC - INTRODUCTION S Institutional Learning Outcome Student will demonstrate engagement with the Mission and Values of NDNU at a level commensurate with graduate-level education, and emphasizing diversity, social justice, and global peace. Intent NDNU is a diverse and inclusive learning community that challenges each member to consciously apply values and ethics in his or her personal, professional, and public life. The Mission and Values rubric measures a student s actions that reflect the mission and values of NDNU and measures the student s meaningful participation in community engagement. Community engagement is defined as teaching, learning, and scholarship that engage faculty, students, and community in mutually beneficial and respectful collaboration. Their interactions address community-identified needs, deepen students civic and academic learning, enhance community well-being/public good, and enrich the scholarship of the institution. Preparing graduates for their public lives as citizens, members of communities, and professionals in society has historically been a responsibility of higher education. Community engagement learning outcomes are framed by personal identity and commitments, disciplinary frameworks and traditions, preprofessional norms and practice, and NDNU s mission and values. This rubric is designed to make learning outcomes related to NDNU s mission and values more explicit. Such outcomes can take many forms, from individual volunteerism to organizational involvement to electoral participation. For NDNU students, this could include community-based learning, community-based research, or service within the community. Performance Indicators 1. Demonstrate engagement with and promotion of diversity as a means of social and personal change. 2. Reflect upon and describe social and personal change that emerges from these community engagement activities. 3. Demonstrate participation in and continued commitment to community engagement through complex or multiple community engagement activities that reflect NDNU s mission and values. 4. Demonstrate how theories and practices related to social justice can be applied to promote change at the personal, community, and global levels.

11 MISSION AND VALUES RUBRIC - INTRODUCTION S NDNU Institutional Learning Outcome: Student will demonstrate engagement with the Mission and Values of NDNU at a level commensurate with graduate-level education. The Mission and Values emphasize diversity, social justice, and global peace. Please evaluate each of the following as appropriate. If criteria do not apply, please leave blank. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet Level One performance. Engagement with Diversity Demonstrate engagement with and promotion of diversity as a means of social and personal change. 1: Competent 2: Proficient 3: Accomplished Has awareness that own attitudes and beliefs are different from those of other cultures and communities. Exhibits moderate curiosity about what can be learned from diversity of communities and cultures. Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures. Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with diversity. Reflection Leading to Personal Growth Reflect upon and describe social and personal change that emerges from these community engagement activities. Reflects on community engagement and learning derived. Evidence suggests involvement in community engagement activities may be generated from expectations or course requirements rather than from a sense of community identity. Provides evidence of experience in community engagement activities and describes what she/he has learned about her or himself as it relates to a growing sense of community identity and commitment. Provides evidence of experience in community engagement activities and describes what she/he has learned about her/himself as it relates to a reinforced and clarified sense of community identity and continued commitment to public action. Participation and Commitment Demonstrate participation in and continued commitment to community engagement through complex or multiple community engagement activities that reflect NDNU s mission and values. Has clearly participated in community focused actions and begins to reflect or describe how these actions may benefit individual(s) or communities. Demonstrates independent experience and/or team leadership of community action, with reflective insights or analysis about the aims and accomplishments of one s actions. Demonstrates independent experience and/or team leadership of complex or multiple community engagement activities, accompanied by reflective insights or analysis about the aims and accomplishments of one s actions. Application of Social Justice Demonstrate how theories and practices related to social justice can be applied to promote change at the personal, community, and global levels. Has demonstrated through written and oral work a clear understanding of social justice and the ethics involved in applying social justice to the students field of study Through an individual project has demonstrated how a commitment to social justice and the ethics of peace can be applied to a specific situation in the students field of study Through written work and class participation demonstrates how social justice applies at the personal, community and global levels. Understanding of how ethics and peace issues are interwoven into social justice theory and practice.

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