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Respect: A Process of Universal Humanity In a student-centered classroom this experimental rubric is only a tool that we suggest our co-learners use individually. It can be used to guide your work in our program, it doesn't have the intention to "measure" anything but could be a tool that can stay on your desk beside you, interacting with you, assessing your own learning. Take your time and read it all, if you don't understand the meaning of an item, don't ask anybody just mark an x under the question mark. In week 5, or before, go through the rubric again, use the same copy and a different color pen. You will decide how to use it (or not) afterwards. Our great hope is that you will not mark any item under "?" at the end of your fourth year in Evergreen.
Expectations* of a Respect: A Process of Universal Humanity studentA. Define and assume responsibility for my own work.
| As a member of this learning community I will know that I fool myself if I think I can avoid acting, avoid exercising power, avoid engaging in the world. Consequently, I will know how to work with other people to get things done in the world, to engage in applied, practical and consequential actions. To this end I will need to define and assume responsibility for my own work. |
| Learning outcomes: | ? | Starting to do it |
Fully doing it |
| Articulate and investigate my questions. | - | - | - |
| Develop and continually assess an evolving academic plan based on development of my own questions and goals. | - | - | - |
| Articulate and explain my choice of academic experiences and integrate educational experiences from year to year as related to the evolution of my own questions and goals. | - | - | - |
| Articulate contexts of varying disciplines as related to my own questions. | - | - | - |
| Articulate and understand work within varying contexts and across significant differences. | - | - | - |
| Take responsibility for my own work in a collaborative context. | - | - | - |
| Work in my chosen medium to thoughtfully and competently conveys my learning | - | - | - |
| Engage with others in community-based project work | - | - | - |
| Understand the ethical use of information. | - | - | - |
| Identify the implications of my choice to act or not act in the world | - | - | - |
| Articulate and demonstrate the necessity of working with others to exercise power and effect change. | - | - | - |
| Possible ways to demonstrate these: | ? | Starting to do it |
Fully doing it |
| Discussing my work in a self evaluation | - | - | - |
| Starting discussions in Web Crossing and participating in other discussions | - | - | - |
| Doing an individually directed research project | - | - | - |
| Designing and implementing a collaborative project | - | - | - |
| Articulating the significance of my work as a culmination of personal learning and in terms of its relevance to a democratic society (address depth and breadth of college experience). | - | - | - |
| Producing a forum, exhibit, research paper, or artistic work that effectively communicates my learning. | - | - | - |
| Maintaining an up-to-date student portfolio | - | - | - |
| Maintaining and up-to-date academic plan | - | - | - |
| Working with other students to design a Student Originated Study | - | - | - |
B. Participate collaboratively and responsibly in our diverse society.
| As a member of this learning community I will have the intellectual range and emotional generosity to recognize the parochialism of my own viewpoint. I will understand that I belong to a community whose prosperity and well-being are crucial to my own and that I help that community flourish by giving of myself to make the success of others possible. No one ever acts alone. I will open myself through the study of perspectives, world views, and experiences very different from my own. To that end, I will develop the skills to act effectively as a local citizen in a global context. |
| Learning outcomes: | ? | Starting to do it |
Fully doing it |
| Articulate the partiality of my own assumptions and experiences. | - | - | - |
| Articulate the assumptions and experiences of people different from myself and know how to learn from culturally diverse perspectives. | - | - | - |
| Compare historical and cultural perspectives with my own. | - | - | - |
| Work in contexts where ambiguity and conflict are present, and work responsibly and efficiently on collaborative projects. | - | - | - |
| Ask good questions, elicit the ideas of colleagues, and listen actively. | - | - | - |
| Take responsibility for my own work in a collaborative context. | - | - | - |
| Paraphrase and articulate the potential legitimacy of contradictory interpretations of actions/events. | - | - | - |
| Represent experiences and issues I have studied using words, images, or other media to reflect the multi-faceted nature of collective experience | - | - | - |
| Articulate the ways to implicate and partially define my engagement with others. | - | - | - |
| Demonstrate the ability to engage, respect and negotiate competing claims from multiple communities and voices. | - | - | - |
| Demonstrate the ability to work with others to analyze a problem or create a project, plan and implement a strategy, and evaluate the results. | - | - | - |
| Demonstrate the ability to assume varying group process roles. | - | - | - |
| Possible ways to demonstrate these: | ? | Starting to do it |
Fully doing it |
| Producing seminar papers, portfolios, oral presentations, reflective writing, and research papers, documentary films, oral histories or works of art or fiction based on informed observation and research | - | - | - |
| Creating and leading seminars | - | - | - |
| Participating in seminar discussions. | - | - | - |
| Assuming varied roles in group projects, seminars, and community discussions | - | - | - |
| Facilitating small and large group work, group presentations, problem solving, mediation sessions, group planning activities. | - | - | - |
| Communicating orally, in writing, in performance or art, to a small or large group, in formal and informal situations. | - | - | - |
| Participating in internships and community service projects. | - | - | - |
C. Communicate creatively and effectively.
| As a member of this learning community I will know how to listen to others and to learn from the vast diversity of human experience, to hear people who agree with me and people who disagree with me, to hear the feelings, the arguments, the ideas and interconnections that make up the world. I will be able to talk with anyone by asking thoughtful questions and by developing a genuine interest in the lives and experiences of others. I will be able to communicate persuasively and movingly about what touches me and what I hope to persuade others to understand and do. I will be able to express myself creatively. To that end I will develop listening, speaking, writing and creative skills. |
| Learning outcomes: | ? | Starting to do it |
Fully doing it |
| Design and implement written and oral presentations appropriate to my audiences. | - | - | - |
| Communicate effectively in a variety of forms to a variety of audiences. | - | - | - |
| Ask good questions, elicit the ideas of colleagues, and listen actively, especially when I disagree with what I am hearing. | - | - | - |
| Analyze oral presentations and arguments. | - | - | - |
| Construct a theme, synthesize and build upon an argument. | - | - | - |
| Interpret and create symbolic representations of both concrete facts and more abstract relations. | - | - | - |
| Accurately paraphrase others’ assertions. | - | - | - |
| Describe emotional tone of argument to identify what is unsaid, but relevant. | - | - | - |
| Formulate nuanced questions and listen actively to responses. | - | - | - |
| Create persuasive, logical arguments in written form. | - | - | - |
| Create effective representations of emotional, aesthetic, and social realities through the use of written language. | - | - | - |
| Create expressive representations of reality through the use of images, music, performance, and creative writing. | - | - | - |
| Possible ways to demonstrate these: | ? | Starting to do it |
Fully doing it |
| Creating written essays, research papers | - | - | - |
| Starting discussions and participating in Web Crossing | - | - | - |
| Making films, photographs, paintings, murals, sculpture or mixed-media artistic work | - | - | - |
| Creating, producing or participating in an artistic performance using theatre, dance or music | - | - | - |
| Writing screenplays, poetry, journalism and creative nonfiction | - | - | - |
| Presenting in a public forum | - | - | - |
| Documenting oral histories | - | - | - |
| Completing and publishing ethnographic descriptions of situations, events, or communities | - | - | - |
| Demonstrating information literacy | - | - | - |
| Participating in seminar conversations | - | - | - |
D. Demonstrate independent, critical thinking.
| As a member of this learning community I will know how to read, understand, and be curious about a range of radically different discourses. I will learn to understand and critically evaluate a range of verbal and nonverbal discourses, including social analysis, science and natural history, popular culture, mathematics, fiction, and art. I will learn to encounter the world as a fascinating and extraordinarily intricate set of texts waiting to be read and understood. I will have the ability to appreciate a closely reasoned rigorous argument, while understanding that such arguments always serve distinct values. Assessing both the rigor and the values implicit in arguments is a fundamental skill. I will have the ability to appreciate complex creative works of art. To that end I will develop skills in critical thinking. |
| Learning outcomes: | ? | Starting to do it |
Fully doing it |
| Identify an author’s point of view and thesis, and the cultural context in which the work was created. | - | - | - |
| Analyze and evaluate arguments and the adequacy of evidence and supportive arguments. | - | - | - |
| Analyze oral presentations and arguments. | - | - | - |
| Create written work or works of art. | - | - | - |
| Interpret written works and works in performance, visual, and media arts. | - | - | - |
| Make careful observations of the natural world and interpret them. | - | - | - |
| Take more than one position on a particular issue and defend each position reasonably and respectfully. | - | - | - |
| Suspend disbelief enough to grasp another person’s points of view by careful, active reading. | - | - | - |
| Construct a theme, synthesize and build upon an argument. | - | - | - |
| Demonstrate the ability to assume varying group process roles. | - | - | - |
| Interpret and create symbolic representations of both concrete facts and more abstract relations. | - | - | - |
| Efficiently make estimates and critically evaluate their limits of validity. | - | - | - |
| Recognize the potential legitimacy of contradictory interpretations of actions and events. | - | - | - |
| Possible ways to demonstrate these: | ? | Starting to do it |
Fully doing it |
| Discussing and write about nonfiction, fiction, poetry, essays, scientific research articles, art and performance. | - | - | - |
| Discussing ideas and posting your ideas in Web Crossing | - | - | - |
| Participating in Quantitative Reasoning discussions in our Web Crossing site | - | - | - |
| Parsing and summarizing written works, arguments, mathematical proofs; read graphs and charts and interpret their significance. | - | - | - |
| Writing papers, poetry, responses, etc. | - | - | - |
E. Apply qualitative, quantitative, and creative modes of inquiry appropriately to practical and theoretical problems accross disciplines.
| As a member of this learning community I can apply the skills of artist, scientist, manager, analyst, critic or engineer: the ability to look at a complicated reality, break it into pieces, figure out how it works, in order to do practical things in the world. I can apply appropriate qualitative, quantitative, and creative ways of thinking to the practical and theoretical questions that confront me in the world. To that end I will learn that as a part of taking the world apart (analysis) I will need to learn the equally complex task of putting it together (synthesis). |
| Learning outcomes: | ? | Starting to do it |
Fully doing it |
| Formulate good questions based on need for information; identify potential sources of information; and develop and apply successful search strategies to access varied sources of information, including computer-based technologies. | - | - | - |
| Select appropriate resources to investigate those questions and evaluate the quality and accuracy of information and resources | - | - | - |
| Articulate relevant theoretical material, historically and conceptually. | - | - | - |
| Efficiently make estimates and critically evaluate their limits of validity. | - | - | - |
| Read, analyze, interpret, use, and create information. | - | - | - |
| Interpret and create symbolic representations of both concrete facts and more abstract relations. | - | - | - |
| Integrate information into existing knowledge, use it in problem solving, and cite and document it accurately. | - | - | - |
| Apply information to practical and theoretical problems. | - | - | - |
| Synthesize diverse approaches and information to generate new perspectives and inquiries. | - | - | - |
| Understand the ethical use of information. | - | - | - |
| Articulate contexts of varying disciplines they relate to my own questions. | - | - | - |
| Efficiently make estimates and critically evaluate their limits of validity | - | - | - |
| Interpret and create symbolic representations of both concrete facts and more abstract relationships | - | - | - |
| Possible ways to demonstrate these: | ? | Starting to do it |
Fully doing it |
| Completing student research projects that incorporate collection and analysis of data. | - | - | - |
| Using statistics, spreadsheets and charts. | - | - | - |
| Reporting about your project in class or in Web Crossing | - | - | - |
| Generating theoretical models, compare predictions with observations. | - | - | - |
| Participating in community service, internships, governance. | - | - | - |
| Understanding issues of academic freedom, copyright, and plagiarism. | - | - | - |
| Create written work or works of art. | - | - | - |
F. As a culmination of my education, demonstrate depth, breadth, and synthesis of learning and the ability to reflect on the personal and social significance of that learning.
| I will be able to articulate the connections I have made so as to be able to make sense of the world and act in creative, reflective, and responsible ways within it in ways that make sense to a variety of other people. To that end, I will develop reflective practices as a integral part of my learning. |
| Learning outcomes | ? | Starting to do it |
Fully doing it |
| Demonstrate intellectual depth by participating in an advanced project. | - | - | - |
| Appreciate and apply creativity, imagination, and analytic and synthetic reasoning, as appropriate. | - | - | - |
| Demonstrate intellectual breadth by studying, in some depth, in more than one area of the curriculum. | - | - | - |
| Write an essay on the personal and social significance of your learning. | - | - | - |
| Articulate and understand work within varying contexts and across significant differences. | - | - | - |
| Synthesize diverse approaches and information to generate new perspectives and inquiries. | - | - | - |
| Understand the ethical use of information. | - | - | - |
| Possible ways to demonstrate these: | ? | Starting to do it |
Fully doing it |
| Producing student originated software | - | - | - |
| Completing and displaying or performing a significant piece or body of artistic work. | - | - | - |
| Doing advanced work within a coordinated studies program (such as by completing a research paper or lecture at an advanced level). | - | - | - |
| Participating in a collaborative, community-based work and sharing your learning and achievements through writing, visual work, or performance. | - | - | - |
| Completing a senior thesis project—group or individual project. | - | - | - |
| Articulating the significance of my work as a culmination of personal learning and in terms of its relevance to a democratic society (address depth and breadth of college experience) | - | - | - |
Evergreen’s goal is to assist its students in developing personal strengths, abilities, and a sense of their own work in order to participate effectively and responsibly, individually and collaboratively in a diverse, complex world. Expectations* of a Respect: A Process of Universal Humanity student
To that end, the Evergreen education, and the Respect: A Process of Universal Humanity program is structured around the Five Foci
Using Bloom's Taxonomy I can assess at what level is my own experience in our program on each of the five Evergreen foci.
Foci\Bloom's Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Interdisplinary learning - - - - - - Collaboration - - - - - - Personal engagement - - - - - - Linking theory and practice - - - - - - Learning accross significant differences - - - - - -
To fulfill our mission, our learning community will consistently produce a curriculum, which makes it possible for each of us to be able to:
Using Bloom's Taxonomy I can assess my own experience in our program.
Curriculum\Bloom's Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Define and assume responsibility for our own work - - - - - - Participate collaboratively and responsibly in a diverse society - - - - - - Communicate creatively and effectively - - - - - - Demonstrate independent, critical thinking - - - - - - Apply qualitative and quantitative modes of inquiry appropriately to practical and theoretical problems across disciplines, including the Arts and Sciences. - - - - - - Demonstrate depth, breadth, and synthesis of learning and the ability to reflect on the personal and social significance of that learning - - - - - -
*Adapted from General Education (Expectations of an Evergreen graduate) and from the HACOP Covenant.
Raul Nakasone, Olympia, JAN'01
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