General Education Competency Rubric: Personal and Cultural Awareness

Learning Outcome Exemplary Proficient Marginal Unacceptable
For normalized learning gains (Hake gains) following pre/post- test assessment High normalized learning gain. Medium normalized learning gain. No significant gain nor loss. Any significant normalized loss.
1. Students will use evidence and/or explain responsibilities of ethical contributing members living in diverse societies. Explains, using sophisticated examples and evidence, what it means to be a responsible, ethical, contributing member of a diverse society. Clearly and substantially articulates ethical principles applicable in various contexts.  Provides adequate explanations and examples, describing what it means to be a responsible, ethical, contributing member of a diverse society. Adequately articulates ethical principles applicable in various contexts.  Provides limited, or few appropriate, explanations and examples, describing what it means to be a responsible, ethical, contributing member of a diverse society. Articulates few ethical principles applicable in various contexts.  Provides no or inappropriate explanations and examples, describing what it means to be a responsible, ethical, contributing member of a diverse society. Does not articulate ethical principles applicable in various contexts 
2. Students will analyze and articulate the ways in which individuals, groups, and institutions influence society. Analyzes and explains, using substantial details and supporting evidence, the ways in which individuals, groups, and institutions influence society.  Analyzes and explains, using adequate details and supporting evidence, the ways in which individuals, groups, and institutions influence society.  Analyzes and explains, using limited details and supporting evidence, ways in which individuals, groups, and institutions influence society.  Does not identify or explain, does not use supporting details or evidence, and/or does not explain clearly the ways in which individuals, groups, and institutions influence society. 
3. Students will analyze and/or explain the impact of culture and experience on one’s worldview and behavior, including assumptions, biases, prejudices, and stereotypes. Extensively analyzes and/or explains the impact of culture and experience on one’s worldview and behavior, including assumptions, biases, prejudices, and stereotypes. Uses substantial support and/or clear explanations for assertions.
Discusses in detail how the global environment shapes one’s own opinions. 
Adequately analyzes and/or explains the impact of culture and experience on one’s worldview and behavior, including assumptions, biases, prejudices, and stereotypes. Uses adequate support and/or some strong explanations for assertions.
Provides adequate details regarding how the global environment shapes one’s own opinions. 
Provides limited analysis and/or explanation of the impact of culture and experience on one’s worldview and behavior, including assumptions, biases, prejudices, and stereotypes. Does not consistently use adequate support and/or explanations for assertions.
Provides limited details regarding how the global environment shapes one’s own opinions. 
Does not analyze and/or explain the impact of culture and experience on one’s worldview and behavior, including assumptions, biases, prejudices, and stereotypes. Does not use support and/or explanations for assertions.
Does not provide specific details, discussing how the global environment shapes one’s own opinions. 
4. Students will explain ethical positions and/or culturally-situated ideologies that may differ from their own. Fairly and accurately explains ethical positions and/or ideologies that may differ from the student’s own.  Uses mostly fair and accurate explanations of ethical positions and/or ideologies that may differ from the student’s own.  Demonstrates limited understanding of ethical positions and/or ideologies that may differ from the student’s own.  Does not fairly and accurately state understanding of ethical positions and/or ideologies that may differ from the student’s own. 
5. Students will compare economic, historical, political, cultural, and/or social dynamics of diverse world cultures. Compares economic, historical, political, cultural, and/or social dynamics of diverse world cultures Clearly and sophisticatedly. Uses effective, substantive, and specific examples and evidence.  Adequately compares economic, historical, political, cultural, and/or social dynamics of diverse world cultures. Uses some appropriate examples and evidence.  Seldomly compares economic, historical, political, cultural, and/or social dynamics of diverse world cultures. Uses limited examples and little appropriate evidence.  Unclear comparison of economic, historical, political, cultural, and/or social dynamics of diverse world cultures. Uses no specific examples or uses inappropriate examples. Evidence is absent or unclear. 
6. Students will critique the aesthetic and creative processes/products represented in particular cultural contexts constructively and respectfully. Response to the assignment demonstrates a clear respect for aesthetic and creative processes/ product. Uses complex vocabulary and knowledge of techniques, clearly critiques the aesthetic and creative process. Sophisticatedly compares and evaluates the form, cultural context, and aesthetic qualities of artistic genre, process, artifact, and/or movement(s).  Demonstrates some respect for aesthetic and creative process(es)/ product(s). Uses appropriate vocabulary and knowledge of techniques, critiques the aesthetic and creative processes/products. Adequately compares and evaluates the form, cultural context, and aesthetic qualities of artistic genre, process, artifact, and/or movement(s).  Demonstrates little respect for the aesthetic and creative process(es)/ product(s). Uses limited vocabulary terms and little knowledge of techniques in a simplistic critique the aesthetic and creative process. Provides limited comparisons and evaluations of the form, cultural context, and aesthetic qualities of artistic genre, process, artifact, and/or movement(s).  Does not demonstrate respect for aesthetic and creative process(es)/ product(s). Does not use appropriate vocabulary and knowledge of techniques. Struggles to critique the aesthetic and creative process. Comparisons and evaluations do not adequately describe the form, cultural context, and aesthetic qualities of artistic genre, process, artifact, and/or movement(s).