Core Course Review Documentation Foundational Component Area: SOCIAL & BEHAVIORAL SCIENCES Proposed Course: ECON2333, Principles of Macroeconomics Credit Hours: 3 hours Proposed by: Economics, Finance, and Legal Studies Date: September 26, 2012 Please document how the proposed course meets each of the following requirements. (You may provide a written explanation or copy and paste the appropriate information from the syllabus.) Content: Courses in this category focus on the application of empirical and scientific methods that contribute to the understanding of what makes us human. The critical role of economic institutions and government policies in economic well-being of the members of the society. The study of human behavior related to making choices and measuring trade- off among alternatives. The application of the scientific method for understanding basic economic issues. The empirical basis of economics requires an understanding of research design, specific methods of data collection, and the interpretation of empirical results. The development of mathematical models describing macroeconomic relationship. The study of human behavior related to motivations, incentives, and productivity in production, distribution, and business organizations in the society. Understanding the role of property rights, economic structure and the role of the market system in efficient resource allocations. An analysis of inequality in employment opportunities, income distribution, and wealth by socioeconomic classifications. The empirical study and theoretical explanations of unemployment, inflation, government budget, and economic welfare. The empirical study and theoretical explanations of government finance, expenditures, and public choice issues facing society. The empirical study and theoretical explanations of economic growth and development. The empirical study and theoretical explanations for and measurement of gains from international trade and globalization. Application of economic understanding in the political process of voting
Transcript
Core Course Review Documentation
Foundational Component Area: SOCIAL & BEHAVIORAL SCIENCES
Proposed Course: ECON2333, Principles of MacroeconomicsCredit Hours: 3 hoursProposed by: Economics, Finance, and Legal StudiesDate: September 26, 2012
Please document how the proposed course meets each of the following requirements. (You may provide a written explanation or copy and paste the appropriate information from the syllabus.)
Content: Courses in this category focus on the application of empirical and scientific methods that contribute to the understanding of what makes us human.
The critical role of economic institutions and government policies in economic well-being of the members of the society.
The study of human behavior related to making choices and measuring trade-off among alternatives. The application of the scientific method for understanding basic economic issues. The empirical basis of economics requires an understanding of research design, specific methods of data
collection, and the interpretation of empirical results. The development of mathematical models describing macroeconomic relationship. The study of human behavior related to motivations, incentives, and productivity in production,
distribution, and business organizations in the society. Understanding the role of property rights, economic structure and the role of the market system in
efficient resource allocations. An analysis of inequality in employment opportunities, income distribution, and wealth by socioeconomic
classifications. The empirical study and theoretical explanations of unemployment, inflation, government budget, and
economic welfare. The empirical study and theoretical explanations of government finance, expenditures, and public choice
issues facing society. The empirical study and theoretical explanations of economic growth and development. The empirical study and theoretical explanations for and measurement of gains from international trade
and globalization. Application of economic understanding in the political process of voting processes in the democratic
society.
SKILLS: Courses involve the exploration of behavior and interactions among individuals, groups, institutions, and events, examining their impact on the individual, society, and culture.
Students in Macroeconomic Principles develop the following skills:
Critical thinking skills to interpret and analyze incentives, motivations, and productivity in multiple media messages at the local, national, and global levels.
Example activities:1. Students will examine the current economic issues discussed in the local newspaper.
2. Students will learn from the local business leaders how market competition affect their businesses.
3. Students will assess the impact of inflation on their family budget.4. Students will examine the film, “the Great Depression”, to learn the social impact of an economic
depression.5. Students will examine what motivated commercial banks to loan to finance subprime
mortgages in the 2007-2009 recession.
The use of empirical and quantitative skills to analyze and interpret economic data and to make informed decisions on economic issues.
Example activities:1. Students will develop mathematical equations describing macroeconomic relation.2. Students will obtain Consumer Price Index (CPI) data available online from the Bureau of Labor
Statistics to calculate and interpret the inflation rate and how inflation affects the wellbeing of consumers.
3. Students will obtain labor force related data available online from the Bureau of Labor Statistics to calculate and interpret the unemployment rate.
4. An economist from the Dallas office of the Bureau of Labor Statistics will be invited to the class to discuss how employment data are collected in the North Texas area.
5. Students will obtain GDP data available online from the Bureau of Economic Analysis to analyze economic growth and changes in the standards of living of the people.
6. Students will obtain money supply and interest rate data available online from the Federal Reserve Bank to assess the change in the money supply.
The use of economic reasoning in making choices in personal matters, in work environment, and in social and political issues, leading to ethical and responsible decision-making.
Example activities:1. Students will check the accuracy of the statements made by political leaders using economic
data.2. Students will find examples of governments setting social policies using economic theories, for
example, the city raising parking fees to reduce congestion in downtown area.3. Students will learn how to prepare his/her budget and how the local government budget is
prepared from the finance director of the local community.4. A representative from the local chapter of the public credit counseling will speak to the
students to learn sound personal financial decision-making. 5. A representative from the local chapter of the Better Business Bureau will speak to the students
on the ethical business practices.
The use of economic reasoning and knowledge to assume social responsibility in political choice, in work environment with others, and in understanding of global economic changes that influence the welfare of the society.
Example activities:1. Students will learn how to determine the change in the purchasing power of the currency and
how it affects the well-being of the people.2. Students participate in the economic discussions by a local economic development specialist.3. Students will examine the film, “the Great Depression”, to learn the social impact of an economic
depression.4. Students will examine what motivated commercial banks to loan to finance subprime
mortgages in the 2007-2009 recession.
The ability to understand economic issues and communicate well with others in a regional, national, and global community.
Example activities:1. Students will keep a weekly blog using D2L to write about one economic event per week
relevant to course material being covered.
2. Students will participate in the economic discussions by a representative of the Federal Reserve Bank, the Congressman’s office, and/or the Business Editor of the local newspaper.
3. Students will participate in the economic discussions by a local economic development specialist.
4. Students will participate in the presentation by numerous national and international business leaders.
5. Students will participate in the Streich Family Lectureship, an annual event featuring a well-known business leader and/or economist.
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and direct. The following four Core Objectives must be addressed in each course approved to fulfill this category requirement:
The students in this class will be given a pre-test and a post-test to measure the value added of the course, beginning the spring semester 2013. The exam score from the end-of-semester final exam will be a part of the course grade for the students. The exam is made up of 30 multiple choice questions covering all the topics in the course. Some sample questions are listed in the different areas of assessment, as shown in Econ2333, Macroeconomic Principles Attachments A, B, D and E.
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
Student proficiency in critical thinking skills will be assessed by the use of embedded multiple-choice questions, such as those given in Attachment A as a sample. Those questions are designed to assess the students’ ability in critical analysis and synthesis of information. Those questions make up the exam to evaluate and assure the student’s learning.
The criteria used in selecting the multiple choice questions are:
1. Does the question help the student improve in thinking? (AACU Critical Thinking VALUE Rubric: Explanation of issues) (See Attachment AA)2. Does the answer require economic reasoning? (AACU Critical Thinking VALUE Rubric: Evidence) (See Attachment AA)
3. Doses the answer solve the given problem? (AACU Critical Thinking VALUE Rubric: Conclusions and related outcome) (See Attachment AA)
Communication Skills - to include effective development, interpretation and expression of ideas through written, oral, and visual communication
Student proficiency in written communication will be assessed by evaluating problems and short essay questions on the exams, such as those given in Attachment B as a sample.
The short essay/problem questions will be selected based on the following criteria:
1. Does the question require the understanding of economic reasoning?2. Can the answer be evaluated based on the DCOBA undergraduate writing Rubric (Econ2333) (Content/Information, Language, and Grammar/mechanics)?
Attachment C is a copy of the modified DCOBA undergraduate writing Rubric (Econ2333) to be used for assessment. This Rubric, adopted from AACU Written Communication VALUE Rubric, is used for AACSBI and SACS accreditation purposes. See also Attachment BB for AACU Written Communication VALUE Rubric.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions
The successful learning of economics requires empirical and quantitative skills of the student. The student proficiency in this area will be assessed by the use of embedded multiple-choice questions, such as those given in Attachment D as a sample. The concepts assessed in this area relate to the analysis of economic data, the application of some basic statistical methodologies, and the critical interpretation and evaluation of the data. The students will then apply the results in making informed decision on economic issues.
The questions will be selected based on the following criteria that align with the AACU Quantitative Literacy VALUE Rubric:
1. The question is selected based on one of AACU Quantitative Literacy VALUE Rubric (Interpretation, Representation, Calculation, and/or communication). See Attachment CC.
2. Does the answer to the question require economic reasoning?
Social Responsibility - to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities
Student proficiency in social responsibility will be assessed by the use of embedded multiple-choice questions, such as those given in Attachment E as a sample. Those questions are designed to assess the students’ ability in intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. Those questions make up the exam to evaluate and assure the student’s learning.
The following criteria are applied in the selection of the questions:
1. Is the question related to national economic issues related to different social groups (gender, ethnicity, or age)? (AACU Intercultural Knowledge and Competence VALUE Rubric: Skills-Empathy) (See Attachment DD)
2. Is the question related to the better understanding of the different culture and social backgrounds? (AACU Intercultural Knowledge and Competence VALUE Rubric: Attitudes-Openness) (See Attachment DD)
3. Would the question promote the student’s understanding of international or global issues? (AACU Intercultural Knowledge and Competence VALUE Rubric: Knowledge-Knowledge of cultural worldview frameworks) (See Attachment DD)
ADDITIONAL INFORMATION: Provide any additional information supporting course inclusion in the core (optional).
PLEASE ATTACH THE FOLLOWING1. Syllabus2. Assessment for Critical Thinking Skills3. Assessment for Communication Skills4. Assessment for Empirical & Quantitative Skills5. Assessment for Social Responsibility
ECON2333, Macroeconomic Principles
Attachment A
Sample Multiple-choice Questionsfor the Assessment of Critical Thinking Skills
Criteria: 1. Does the question help the student improve in thinking? (AACU Critical Thinking VALUE Rubric: Explanation of issues) 2. Does the answer require economic reasoning? (AACU Critical Thinking VALUE Rubric: Evidence)
3. Doses the answer solve the given problem? (AACU Critical Thinking VALUE Rubric: Conclusions and related outcome)
Sample Multiple-choice Questions:
1. Ceteris paribus, a decrease in the number of kids who play basketball will cause the equilibrium price of basketballs to:a. Rise and equilibrium quantity to fall.b. Fall and equilibrium quantity to fall.c. Fall and equilibrium quantity to rise.d. Rise and equilibrium quantity to rise.e. Remains the same and equilibrium quantity to rise.
2. If the multiplier is 5 and a change in government spending leads to a cumulative $500 billion decrease in aggregate spending in the economy, then initially:a. Government spending decreased by $500 billion.b. Taxes increased by $500 billion.c. Taxes decreased by $100 billion.d. Government spending decreased by $100billion.e. Both government spending and taxes increase by $100 billion.
3. Which explanation best describe the feedback effects of an easy money policy? The increase in GDP resulting from the policy will:a. Decrease the demand for money, and partially offset the interest-reducing effect of the policy.b. Increase the demand for money, and partially offset the interest-increasing effect of the policy.c. Increase the demand for money, and partially offset the interest-reducing effect of the policy.d. Decrease the demand for money, and partially offset the interest-increasing effect of the policy.e. None of the above.
4. Suppose the United States pursued a contractionary fiscal policy to reduce the level of inflation. The net export effect suggests that next exports would:a. Decrease, thus decreasing aggregate demand and partially reinforcing the fiscal policy.b. Decrease, thus increasing aggregate demand and partially reinforcing the fiscal policy.c. Increase, thus decreasing aggregate demand and partially reinforcing the fiscal policy.d. Increase, thus increasing aggregate demand and partially reinforcing the fiscal policy.e. None of the above.
ECON2333, Macroeconomic Principles
Attachment B
Sample Questions for the Assessment of Written Communication Skills
Criteria:
1. Does the question require the understanding of economic reasoning?2. Can the answer be evaluated based on the DCOBA undergraduate writing Rubric (Econ2333) (Content/Information, Language, and Grammar/mechanics)?
Problems/Short Essay Questions:
1. Explain in detail two (2) appropriate ways to address each of the following types of externality problems?
a. Noise pollution from a neighbor who insists on mowing his lawn at 6:30 Sunday morning.b. Overcrowding on a public beach at the Lake Arrowhead.
2. a. Explain in detail the two major differences between a private good and a pure public good using an example. b. Classify the following according to a private good (PG), a natural monopoly (NM), a common resource (CR), and a pure public good (PP). (You must choose only one for each.)
i. A textbook a student buysii. National defenseiii. Fish in the ocean (in international territory)iv. Cable TV v. Interstate 635 going through North Dallas (not toll way)
3. Suppose you are a member of the Board of Governors of the Federal Reserve System. The economy is experiencing a deep and prolonged recessionary trend. What changes in monetary policy using i) the reserve ratio, ii) the discount rate, and iii) open-market operations would you recommend? Explain how the change you advocate would affect aggregate demand, and thus the economy. (Trace the cause-effect chain.)
4. Explain in detail how each of the following changes (events) will affect demand (D), supply (S), equilibrium price (pe), and equilibrium quantity (qe) in a competitive market: that is, do demand, supply, equilibrium price and equilibrium quantity rise fall, or remain unchanged, or are the answers indeterminate, depending upon the magnitude of the shifts in demand and supply? In each case, you should rely on a demand and supply diagram to verify your answers.
a. MARKET EVENT Corn The price of fertilizer increases.
b. MARKET EVENT Beef A dreadful news of the “Mad Cow” disease has sprung up and the
unusual dry weather increases the price of hay bales.
Content/Information Clarity of purpose Critical and
original thought
Central idea is well developed and clarity of purpose is exhibited throughout the paper
Abundance of evidence of critical, careful thought and analysis and/or insight
Central idea and clarity of purpose are generally evident throughout the essay
Evidence of critical, careful thought and analysis and/or insight
The central idea is expressed though it may be vague or too broad; Some sense of purpose is maintained throughout the essay
Some evidence of critical, careful thought and analysis and/or insight
Central idea and clarity of purpose are absent or incompletely expressed and maintained
Little or no evidence of critical, careful thought or analysis and/or insight
Language Vocabulary; use
of vocabulary
Vocabulary is sophisticated and correct as are sentences which vary in structure and length
Uses and manipulates subject specific vocabulary for effect
Vocabulary is varied, specific and appropriate
Frequently uses subject specific vocabulary correctly
Vocabulary is used properly though sentences may be simple
Infrequently uses subject specific vocabulary correctly
Vocabulary is unsophisticated, not used properly in very simple sentences
Uses subject specific vocabulary too sparingly
Grammar/mechanics Sentence
Structure Punctuation/mechanics
Manipulates complex sentences for effect/impact
No punctuation or mechanical errors
Uses complex sentences Few punctuation or
mechanical errors
Uses compound sentences Too many punctuation
and/or mechanical errors
Uses simple sentences
ECON2333, Macroeconomic Principles
Attachment D
Sample Multiple-choice Questionsfor the Assessment for Empirical and Quantitative Skills
Selection Criteria:1. The question is selected based on one of AACU Quantitative Literacy VALUE Rubric
(Interpretation, Representation, Calculation, and/or communication)2. Does the answer to the question requires economic reasoning?
Sample Multiple-choice Questions:
1. Assume the U.S. population is 300 million. If the working age population is 240 million, 150 million are employed, and 6 million are unemployed, what is the size of the labor force?a. 300 million.b. 240 million.c. 156 million.d. 150 million.e. 144 million.
2. Real GDP is $9 trillion in the current year and $8.6 trillion in the previous year. The economic growth rate between these years has been:a. 10.31 percent.b. 4.65 percent.c. 5.67 percent.d. 7.67 percent.e. $0.4 trillion.
3. If $200 is saved for 2 years at an interest rate of 5 percent, after two years the sum has grown to:a. $210.00.b. $220.00.c. $220.50.d. $240.00.e. None of the above answers are correct.
4. Since 1854, the NBER has identified:a. 83 complete business cycles.b. 34 expansions and 25 recessions.c. 34 complete business cycles.d. 25 expansions and 34 recessions.e. 18 complete business cycles.
ECON2333, Macroeconomic Principles
Attachment E
Sample Multiple-choice Questionsfor the Assessment for Social Responsibility
Criteria:
1. Is the question related to national economic issues related to different social groups (gender, ethnicity, or age)? (AACU Intercultural Knowledge and Competence VALUE Rubric: Skills-Empathy)2. Is the question related to the better understanding of the different culture and social backgrounds? (AACU Intercultural Knowledge and Competence VALUE Rubric: Attitudes-Openness)3. Would the question promote the student’s understanding of international or global issues? (AACU Intercultural Knowledge and Competence VALUE Rubric: Knowledge-Knowledge of cultural worldview frameworks)
Sample Multiple-choice Questions:
1. In the United States, the highest unemployment rates occur among:a. White teenagers.b. Black teenagers.c. White females aged 20 and over.d. Black males aged 20 and over.e. White males aged 20 and over.
2. Which of the following group of people would most likely be hurt by unexpected inflation?a. The lenders.b. The borrowers.c. The government.d. The variable income earners.e. The recipients of the Social security benefits with the COLA (cost-of-living adjustments).
3. The NAFTA has benefited:a. U.S. and Mexico, but not Canada.b. U.S. and Canada, but not Mexico.c. Canada and Mexico, but not U.S.d. All of the countries involved.e. None of the countries involved.
4. If a student from Midwestern State University travels to Germany, the money spent on hotels and sight-seeing in Germany is counted as services ___America and ___ Germany.a. Exported to; imported from.b. Imported from; imported from.c. Imported from; exported to.d. Exported to; exported to.e. Neither exported to nor imported from; imported from.
1. Campbell R McConnell, Stanley L Brue, and Sean Masaki Flynn, Macroeconomics, 19th ed. McGraw-Hill, New York, NY, 2012. ISBN:978-0-07-733772-8 (MBF) (Required)
2. Business week, The Wall Street Journal (Recommended) Course Description:
This course deals with the scope and methodology of economics and the development of principles useful for understanding the aggregate economy and for choosing policy to resolve problems such as unemployment, inflation, recession, economic stagnation and international trade imbalance.
This course is one of the nine courses comprising the Business Core in the Dillard College of Business Administration. The students must earn an overall GPA of 2.20 or higher in the Business Core in order to be admitted to the Dillard College of Business Administration.
Course Prerequisite:
None
Learning Goals:
The main objective of the course is to provide the student with an understanding of economics as a part of everyday life and introduce some basic macroeconomic concepts to help the student better understand the economy of the United States and the world.
A. General Learning Goals:
1. Critical Thinking and problem solving through critical analysis, evaluation,
and interpretation of business information. The students will demonstrate their abilities in critical thinking and problem solving and decision-making abilities by
applying economic concepts to the problem/short essay section of homework, quizzes and examinations.
2. Empirical and Quantitative Skills. The student will demonstrate their competency in analyzing and interpreting economic data to make informed decisions on economic issues.
3. Communication skills. The students will demonstrate their abilities in effective and efficient skills in writing by applying economic concepts to the problem/short essay section of homework, quizzes, and examinations.
4. Social Responsibilities. The students will demonstrate their abilities in intercultural competency, civic knowledge, and the abilities to engage effectively in regional, national, and global economic issues.
5. Personal Responsibilities. The students will demonstrate their abilities in connecting choices, actions, and consequences to economic reasoning and ethical decision-making.
These general learning goals represent or are similar to those established by the Dillard College of Business Administration. The goals represent the skills that graduates will carry with them into their careers. While assessing student performance in obtaining these general learning goals, the College hopes to assess its programs. The assessments will assist us as we improve our curriculum and curriculum delivery.
B. Course Specific Learning Goals:
Gain basic ideas behind economic science Understand the demand and supply model Learn basic roles of government in market Understand Macroeconomic measurements Understand the effect of inflation, unemployment, business cycles, and growth Learn basic concepts of the monetary system Understand basic macroeconomic policies, fiscal and monetary policies Become aware of open-economy macroeconomics Gain basic knowledge of international trade/finance and globalization
Course Policies:
A. Attendance Policy:
Students are expected to attend all class meetings for this course, following the university attendance policy. (See Midwestern State University Undergraduate Catalog, Vol. LXXVIII, No. 1 (2010-2012), p. 78. Each meeting of the class will run as scheduled. So as not to disturb the class, you are not to walk in and out of the classroom during the class hour except for an emergency. The students who fail to meet any of these policies may be dropped from the class with a grade of “F” by the instructor.
B. Other Related Policies:
If a student misses a regularly scheduled exam, the student must immediately notify the instructor of his/her intention to schedule a make-up exam and secure the instructor’s approval. A make-up exam consists of five problem/short essay questions is given during the final week. There is no other recourse available for a missed exam in the class. The exam dates are tentative and subject to change. There is absolutely no make-up for missed quizzes.
Grading and Evaluation:
Grades will be determined on the basis of the total points earned on three 100-point exams and ten 10-point quizzes. The final exam is available only to those who miss regularly scheduled exam and who has secured the instructor’s approval for a make-up. Letter grades will be given, with only minor adjustments, according to the following scale:
A 360 - 400 points (90-100%) D 240 - 279 points (60-69%)B 320 - 359 points (80-89%) F below 240 points (below 60%)C 280 - 319 points (70-79%)
The examination will cover the assigned chapters, in-class lectures, and any other assigned readings. Students are responsible for all assigned textbook material, even if it is not directly discussed in class. The final comprehensive exam is given during the final week. Each examination will have the following components:
In addition to the definitions and the problems/short essay questions, the examination will have 30 multiple choice questions, each worth 2 points. Please bring a Scantron sheet (Form No. 882-E, 4¼” x 11’) and some #2 pencils for the exam.
You are also required to take ten (10) unannounced quizzes. Each quiz will worth 10 points. The quizzes are based on handouts and at-the-end-of- chapter problems. A plain calculator, but not a telephone calculator, may be allowed for the exams and quizzes. You will be assigned a randomly selected 4-digit ID number for record keeping in this class when Quiz #1 is returned to you. Please record your number for future reference.
Keep all the exams and quizzes until the end of the semester to verify any discrepancy in records. If you happen to be absent on the day the quizzes or exams are returned in the class, you must come to my office to pick them up. The results of your exams and quizzes will be posted periodically.
1. The Phillips Curve MBF, Ch. 18 2. Current Issues in Macroeconomics MBF, Ch. 19 3. International Economics MBF, Ch. 20, 21
FINAL COMPREHENSIVE EXAMINATION:
Academic Integrity:
With regard to academic honesty, students are referred to the “Student Honor Creed” on p. 19 of Midwestern State University Undergraduate Catalog, Vol. LXXVIII, No. 1 (2010-2012).
Americans with Disability Act:
This class follows the guidelines suggested by the Center for Counseling and Disabilities Services for those students who qualify for disability services. Please notify the instructor of your special needs during the first week of classes. See Midwestern State University Undergraduate Catalog, Vol. LXXVIII, No. 1 (2010-2012), p. 21.
Dillard Building Classroom Policy:
No food or drink is allowed in the classroom. Keep cell phones dormant in the classroom.
Syllabus Change Policy:
This syllabus is a guide for the course and is subject to change.
Attachment AA
CRITICAL THINKING VALUE RUBRIC for more information, please contact [email protected]
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
DefinitionCritical thinking is a habit of mind characterized by the comprehensive
exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
Framing LanguageThis 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 different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Assignments that cut across presentation mode might be especially useful in some fields. If insight into the process components of critical thinking (e.g., how information sources were evaluated regardless of whether they were included in the product) is important, assignments focused on student reflection might be especially illuminating.
GlossaryThe definitions that follow were developed to clarify terms and concepts used in this
rubric only.• Ambiguity: Information that may be interpreted in more than one way.• Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are
"taken for granted or accepted as true without proof." (quoted from www.dictionary.reference.com/browse/assumptions)
• Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, ideas, artifacts, and events.
• Literal meaning: Interpretation of information exactly as stated. For example, "she was green with envy" would be interpreted to mean that her skin was green.
• Metaphor: Information that is (intended to be) interpreted in a non-literal way. For example, "she was green with envy" is intended to convey an intensity of emotion, not a skin color.
CRITICAL THINKING VALUE RUBRICfor more information, please contact [email protected]
DefinitionCritical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or
conclusion.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone4
Milestones3 2
Benchmark1
Explanation of issues Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.
Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.
Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.
Issue/problem to be considered critically is stated without clarification or description.
EvidenceSelecting and using information to investigate a point of view or conclusion
Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.
Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.Viewpoints of experts are subject to questioning.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.Viewpoints of experts are taken as mostly fact, with little questioning.
Information is taken from source(s) without any interpretation/evaluation.Viewpoints of experts are taken as fact, without question.
Influence of context and assumptions
Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.
Identifies own and others' assumptions and several relevant contexts when presenting a position.
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).
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Student's position (perspective, thesis/hypothesis)
Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.Limits of position (perspective, thesis/hypothesis) are acknowledged.
Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue.Others' points of view are acknowledged within position (perspective, thesis/hypothesis).
Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.
Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.
Others' points of view are synthesized within position (perspective, thesis/hypothesis).
Conclusions and related outcomes (implications and consequences)
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.
Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.
Attachment BB
WRITTEN COMMUNICATION VALUE RUBRICfor more information, please contact [email protected]
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
DefinitionWritten communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve
working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Framing LanguageThis writing rubric is designed for use in a wide variety of educational institutions. The most clear finding to emerge from decades of research on writing assessment is that the
best writing assessments are locally determined and sensitive to local context and mission. Users of this rubric should, in the end, consider making adaptations and additions that clearly link the language of the rubric to individual campus contexts.
This rubric focuses assessment on how specific written work samples or collectios of work respond to specific contexts. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing.
Evaluators using this rubric must have information about the assignments or purposes for writing guiding writers' work. Also recommended is including reflective work samples of collections of work that address such questions as: What decisions did the writer make about audience, purpose, and genre as s/he compiled the work in the portfolio? How are those choices evident in the writing -- in the content, organization and structure, reasoning, evidence, mechanical and surface conventions, and citational systems used in the writing? This will enable evaluators to have a clear sense of how writers understand the assignments and take it into consideration as they evaluate
The first section of this rubric addresses the context and purpose for writing. A work sample or collections 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. It is important for faculty and institutions to include directions for students about how they should represent their writing contexts and purposes.
Faculty interested in the research on writing assessment that has guided our work here can consult the National Council of Teachers of English/Council of Writing Program Administrators' White Paper on Writing Assessment (2008; www.wpacouncil.org/whitepaper) and the Conference on College Composition and Communication's Writing Assessment: A Position Statement (2008; www.ncte.org/cccc/resources/positions/123784.htm)
GlossaryThe definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Content Development: The ways in which the text explores and represents its topic in relation to its audience and purpose.• Context of and purpose for writing: The context of writing is the situation surrounding a text: who is reading it? who is writing it? Under what circumstances will the text be shared or circulated? What social or political factors might affect how the text is composed or interpreted? The purpose for writing is the writer's intended effect on an audience. Writers might want to persuade or inform; they might want to report or summarize information; they might want to work through complexity or confusion; they might want to argue with other writers, or connect with other writers; they might want to convey urgency or amuse; they might write for themselves or for an assignment or to remember.• Disciplinary conventions: Formal and informal rules that constitute what is seen generally as appropriate within different academic fields, e.g. introductory strategies, use of passive voice or first person point of view, expectations for thesis or hypothesis, expectations for kinds of evidence and support that are appropriate to the task at hand, use of primary and secondary sources to provide evidence and support arguments and to document critical perspectives on the topic. Writers will incorporate sources according to disciplinary and genre conventions, according to the writer's purpose for the text. Through increasingly sophisticated use of sources, writers develop an ability to differentiate between their own ideas and the ideas of others, credit and build upon work already accomplished in the field or issue they are addressing, and provide meaningful examples to readers.• Evidence: Source material that is used to extend, in purposeful ways, writers' ideas in a text.• Genre conventions: Formal and informal rules for particular kinds of texts and/or media that guide formatting, organization, and stylistic choices, e.g. lab reports, academic papers, poetry, webpages, or personal essays.• Sources: Texts (written, oral, behavioral, visual, or other) that writers draw on as they work for a variety of purposes -- to extend, argue with, develop, define, or shape their ideas, for example.
WRITTEN COMMUNICATION VALUE RUBRICfor more information, please contact [email protected]
DefinitionWritten communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It
can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone4
Milestones3 2
Benchmark1
Context of and Purpose for WritingIncludes considerations of audience, purpose, and the circumstances surrounding the writing task(s).
Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.
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 awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions).
Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).
Content Development Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.
Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
Uses appropriate and relevant content to develop and explore ideas through most of the work.
Uses appropriate and relevant content to develop simple ideas in some parts of the work.
Genre and Disciplinary ConventionsFormal and informal rules inherent in the expectations for writing in particular forms and/or academic fields (please see glossary).
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
Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices
Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation
Attempts to use a consistent system for basic organization and presentation.
Sources and Evidence Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
Demonstrates an attempt to use sources to support ideas in the writing.
Control of Syntax and Mechanics Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.
Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.
Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.
Uses language that sometimes impedes meaning because of errors in usage.
Attachment CC
QUANTITATIVE LITERACY VALUE RUBRICfor more information, please contact [email protected]
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
DefinitionQuantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical
data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
Quantitative Literacy Across the DisciplinesCurrent trends in general education reform demonstrate that faculty are recognizing the steadily growing importance of Quantitative Literacy (QL) in an
increasingly quantitative and data-dense world. AAC&U’s recent survey showed that concerns about QL skills are shared by employers, who recognize that many of today’s students will need a wide range of high level quantitative skills to complete their work responsibilities. Virtually all of today’s students, regardless of career choice, will need basic QL skills such as the ability to draw information from charts, graphs, and geometric figures, and the ability to accurately complete straightforward estimations and calculations.
Preliminary efforts to find student work products which demonstrate QL skills proved a challenge in this rubric creation process. It’s possible to find pages of mathematical problems, but what those problem sets don’t demonstrate is whether the student was able to think about and understand the meaning of her work. It’s possible to find research papers that include quantitative information, but those papers often don’t provide evidence that allows the evaluator to see how much of the thinking was done by the original source (often carefully cited in the paper) and how much was done by the student herself, or whether conclusions drawn from analysis of the source material are even accurate.
Given widespread agreement about the importance of QL, it becomes incumbent on faculty to develop new kinds of assignments which give students substantive, contextualized experience in using such skills as analyzing quantitative information, representing quantitative information in appropriate forms, completing calculations to answer meaningful questions, making judgments based on quantitative data and communicating the results of that work for various purposes and audiences. As students gain experience with those skills, faculty must develop assignments that require students to create work products which reveal their thought processes and demonstrate the range of their QL skills.
This rubric provides for faculty a definition for QL and a rubric describing four levels of QL achievement which might be observed in work products within work samples or collections of work. Members of AAC&U’s rubric development team for QL hope that these materials will aid in the assessment of QL – but, equally important, we hope that they will help institutions and individuals in the effort to more thoroughly embed QL across the curriculum of colleges and universities.
Framing LanguageThis rubric has been designed for the evaluation of work that addresses quantitative literacy (QL) in a substantive way. QL is not just computation, not just the
citing of someone else’s data. QL is a habit of mind, a way of thinking about the world that relies on data and on the mathematical analysis of data to make connections and draw conclusions. Teaching QL requires us to design assignments that address authentic, data-based problems. Such assignments may call for the traditional written paper, but we can imagine other alternatives: a video of a PowerPoint presentation, perhaps, or a well designed series of web pages. In any case, a successful demonstration of QL will place the mathematical work in the context of a full and robust discussion of the underlying issues addressed by the assignment.
Finally, QL skills can be applied to a wide array of problems of varying difficulty, confounding the use of this rubric. For example, the same student might demonstrate high levels of QL achievement when working on a simplistic problem and low levels of QL achievement when working on a very complex problem. Thus, to accurately assess a students QL achievement it may be necessary to measure QL achievement within the context of problem complexity, much as is done in diving competitions where two scores are given, one for the difficulty of the dive, and the other for the skill in accomplishing the dive. In this context, that would mean giving one score for the complexity of the problem and another score for the QL achievement in solving the problem.
QUANTITATIVE LITERACY VALUE RUBRICfor more information, please contact [email protected]
DefinitionQuantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data. Individuals with
strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone4
Milestones3 2 1
InterpretationAbility to explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words)
Provides accurate explanations of information presented in mathematical forms. Makes appropriate inferences based on that information. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events.
Provides accurate explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph.
Provides somewhat accurate explanations of information presented in mathematical forms, but occasionally makes minor errors related to computations or units. For instance, accurately explains trend data shown in a graph, but may miscalculate the slope of the trend line.
Attempts to explain information presented in mathematical forms, but draws incorrect conclusions about what the information means. For example, attempts to explain the trend data shown in a graph, but will frequently misinterpret the nature of that trend, perhaps by confusing positive and negative trends.
RepresentationAbility to convert relevant information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words)
Skillfully converts relevant information into an insightful mathematical portrayal in a way that contributes to a further or deeper understanding.
Competently converts relevant information into an appropriate and desired mathematical portrayal.
Completes conversion of information but resulting mathematical portrayal is only partially appropriate or accurate.
Completes conversion of information but resulting mathematical portrayal is inappropriate or inaccurate.
Calculation Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem. Calculations are also presented elegantly (clearly, concisely, etc.)
Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem.
Calculations attempted are either unsuccessful orrepresent only a portion of the calculations required to comprehensively solve the problem.
Calculations are attempted but are both unsuccessful and are not comprehensive.
Application / AnalysisAbility to make judgments and draw appropriate conclusions based on the quantitative analysis of data, while recognizing the limits of this analysis
Uses the quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work.
Uses the quantitative analysis of data as the basis for competent judgments, drawing reasonable and appropriately qualified conclusions from this work.
Uses the quantitative analysis of data as the basis for workmanlike (without inspiration or nuance, ordinary) judgments, drawing plausible conclusions from this work.
Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work.
AssumptionsAbility to make and evaluate important assumptions in estimation, modeling, and data analysis
Explicitly describes assumptions and provides compelling rationale for why each assumption is appropriate. Shows awareness that confidence in final conclusions is limited by the
Explicitly describes assumptions and provides compelling rationale for why assumptions are appropriate.
Explicitly describes assumptions. Attempts to describe assumptions.
accuracy of the assumptions.CommunicationExpressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized)
Uses quantitative information in connection with the argument or purpose of the work, presents it in an effective format, and explicates it with consistently high quality.
Uses quantitative information in connection with the argument or purpose of the work, though data may be presented in a less than completely effective format or some parts of the explication may be uneven.
Uses quantitative information, but does not effectively connect it to the argument or purpose of the work.
Presents an argument for which quantitative evidence is pertinent, but does not provide adequate explicit numerical support. (May use quasi-quantitative words such as "many," "few," "increasing," "small," and the like in place of actual quantities.)
Attachment DD
INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRICfor more information, please contact [email protected]
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
DefinitionIntercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate
interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)
Framing LanguageThe call to integrate intercultural knowledge and competence into the heart of education is an imperative born of seeing ourselves as members of a
world community, knowing that we share the future with others. Beyond mere exposure to culturally different others, the campus community requires the capacity to: meaningfully engage those others, place social justice in historical and political context, and put culture at the core of transformative learning. The intercultural knowledge and competence rubric suggests a systematic way to measure our capacity to identify our own cultural patterns, compare and contrast them with others, and adapt empathically and flexibly to unfamiliar ways of being.
The levels of this rubric are informed in part by M. Bennett's Developmental Model of Intercultural Sensitivity (Bennett, M.J. 1993. Towards ethnorelativism: A developmental model of intercultural sensitity. In Education for the intercultural experience, ed. R. M. Paige, 22-71. Yarmouth, ME: Intercultural Press). In addition, the criteria in this rubric are informed in part by D.K. Deardorff's intercultural framework which is the first research-based consensus model of intercultural competence (Deardorff, D.K. 2006. The identification and assessment of intercultural competence as a student outcome of
internationalization. Journal of Studies in International Education 10(3): 241-266). It is also important to understand that intercultural knowledge and competence is more complex than what is reflected in this rubric. This rubric identifies six of the key components of intercultural knowledge and competence, but there are other components as identified in the Deardorff model and in other research.
GlossaryThe definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Culture: All knowledge and values shared by a group.• Cultural rules and biases: Boundaries within which an individual operates in order to feel a sense of belonging to a society or group, based on the values
shared by that society or group.• Empathy: "Empathy is the imaginary participation in another person’s experience, including emotional and intellectual dimensions, by imagining his or
her perspective (not by assuming the person’s position)". Bennett, J. 1998. Transition shock: Putting culture shock in perspective. In Basic concepts of intercultural communication, ed. M. Bennett, 215-224. Yarmouth, ME: Intercultural Press.
• Intercultural experience: The experience of an interaction with an individual or groups of people whose culture is different from your own.• Intercultural/cultural differences: The differences in rules, behaviors, communication and biases, based on cultural values that are different from one's
own culture.• Suspends judgment in valuing their interactions with culturally different others: Postpones assessment or evaluation (positive or negative) of
interactions with people culturally different from one self. Disconnecting from the process of automatic judgment and taking time to reflect on possibly multiple meanings.
• Worldview: Worldview is the cognitive and affective lens through which people construe their experiences and make sense of the world around them.
INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRICfor more information, please contact [email protected]
DefinitionIntercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural
contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone4
Milestones3 2
Benchmark1
KnowledgeCultural self- awareness
Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.)
Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.)
Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.)
Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.)
KnowledgeKnowledge of cultural worldview frameworks
Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
SkillsEmpathy
Interprets intercultural experience from the perspectives of own and more than one worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group.
Recognizes intellectual and emotional dimensions of more than one worldview and sometimes uses more than one worldview in interactions.
Identifies components of other cultural perspectives but responds in all situations with own worldview.
Views the experience of others but does so through own cultural worldview.
SkillsVerbal and nonverbal communication
Articulates a complex understanding of cultural differences in verbal and nonverbal communication (e.g., demonstrates understanding of the degree to which people use physical contact while communicating in
Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences.
Identifies some cultural differences in verbal and nonverbal communication and is aware that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding.
Has a minimal level of understanding of cultural differences in verbal and nonverbal communication; is unable to negotiate a shared understanding.
different cultures or use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences.
AttitudesCuriosity
Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives.
Asks deeper questions about other cultures and seeks out answers to these questions.
Asks simple or surface questions about other cultures.
States minimal interest in learning more about other cultures.
AttitudesOpenness
Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/his interactions with culturally different others.
Begins to initiate and develop interactions with culturally different others. Begins to suspend judgment in valuing her/his interactions with culturally different others.
Expresses openness to most, if not all, interactions with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, and is aware of own judgment and expresses a willingness to change.
Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, but is unaware of own judgment.
