ManualforReviewingHonorsPortfolios

UniversityHonorsProgram MiamiUniversity (DraftedAugust16,2009)

OVERVIEW
Beginninginfall2009,theUniversityHonorsProgramfeaturesadevelopmental,outcomesbased frameworkthatguidesstudentslearningexperiencesthroughoutcollege.Underthisframework, UniversityHonorsstudentswillcompleteasequencedsetofliberaleducationoutcomes,mostofwhichare focusedinsixareasofcompetence:criticalandintegrativethinking,collaboration,inquiry,communication, interculturalunderstanding,andreflection.Theseareasofcompetencearealignedwiththeessential learningoutcomesarticulatedinAAC&Usrecentreport,CollegeLearningfortheNewGlobalCentury(2007; http://www.aacu.org/leap/vision.cfm)andwiththeWabashNationalStudyofLiberalArtsEducation (CenterforInquiryintheLiberalArts,2009).Eachcompetencyareaincludes10levels/gradationsthatare sequencedaccordingtostudentsdevelopmentalprocessasdiscoveredinBaxterMagoldastwentyyear longitudinalstudyofcollegeandadultdevelopment(2001).Ofthese10levels,wehaveidentifiedthree levelsineachcompetencyareathatserveasmajormilestonesforstudentsjourneythroughcollege.These threelevelsserveasthreeincreasinglysophisticatedstudentlearningoutcomes. Inadditiontodemonstratingevidenceofmeetingthehonorsstudentlearningoutcomes,UniversityHonors studentsarealsorequiredtocompleteatleasttwelveHonorsExperiences.HonorsExperiencescomein variousforms(coursesandnoncreditcocurricularprograms)andareofferedatthethreemain levels/majormilestonesofdevelopment(Tier1orintroductory,Tier2orintermediate,andTier3or advanced).StudentsmustcompleteatleasttwoHonorsExperiencesinTier1,Tier2,andTier3in sequence.1 Eachyear,UniversityHonorsstudentswillcompleteanelectronicportfolio.Theelectronicportfoliowill includealearningmapinwhichstudentsoutlineanddescribetheirindividualizedplanofstudy(i.e.,a sequenceofHonorsExperiencesthatwillmeethonorsandliberaleducationrequirements)aswellasin depthreflectiononeachstudentlearningoutcome.Studentsmayalsoincludeselectedworktoprovide additionalevidenceandexplanationoftheirengagementwiththelearningoutcomes.Studentswillsubmit theirelectronicportfoliotoreviewersusingasystemprovidedbyChalk&Wire (http://chalkandwire.com/muohio/).Reviewerswillassesstheportfoliosusingadevelopmentalrubricas aguide. Weanticipatethattheassessmentofstudentportfolioswillguideprogramimprovementaswellas studentsdecisionsabouttheireducationaljourneys.Studentswillberequiredtoattendteambased advisingsessionsinwhichtheywillbeofferedfeedbackontheirlearningmapsandportfoliosandengage
1Inotherwords,becausetheexperiencesadvanceasequencedsetofoutcomes,wewanttoensurethatstudents

takenasmanyoftheHonorsExperiencesintheappropriateorder.Thus,studentsmustcompletetwoTier1 ExperiencespriortocompletingtwoTier2ExperiencesandcompletetwoTier2Experiencespriortocompletingtwo Tier3Experiences.

2 inareflectiveconversationwithfaculty,staffandpeeradvisorsthatfocusesonstudentsplansforfuture coursesandcocurricularprograms. Eachyear,theUniversityHonorsProgramstaffwillusedatagleanedfromtheannualassessmentof portfoliosaswellastheotherassessmentinitiatives(e.g.,admissionandgraduationdata,evaluationsof individualHonorsExperiencesandotherprogramcomponents)toformulatetheprogramsannualreport. Theannualreportwilladdressprogramstrengthsandrecommendationsforimprovementtobe implementedthefollowingyear.Relevantdatawillbesharedwithkeyconstituentsatstaffandcommittee meetings,inelectronicnewsletterstoeducatorsandstudents,ateducatordevelopmentopportunities,and ontheprogramseducatorandstudentBlackboardsites.

PURPOSEOFTHISMANUAL
Thismanualisdesignedtoofferfacultyandstaffguidelinesandtipsforreviewingstudentshonors portfoliostoensuregreaterconsistencyamongreviewersandtofosterstudentslearningand development.Thismanualwillbesupplementedwithaninpersontrainingsessionwherereviewerswill discussthecontentsofthemanual,scoresamplelearningmaps,andcomparescoresforconsistency purposes. Themanualaddressesthefollowingquestions: 1. Whattraitsorqualitiesdomostofourstudentsdemonstratewhentheyenterourprogram? 2. Howdostudentsevolvethroughouttheirundergraduateexperience?Arethereanypatterns? 3. Whatqualitiesortraitsdowehopetheywillattainbeforetheygraduate? 4. Howwillweknowiftheyachievethesetraitsorqualities(a.k.a.outcomes)? 5. WhatprocessorstepsshouldIuseinassessingstudentsportfolios?HowcanIbestensurethatmy feedbackishelpfulinadvancingstudentslearninganddevelopment? 6. ShouldIassessorcommentonthestudentsindividualizedplanofstudy?Ifso,whattypesof commentswouldbehelpful?

UNDERSTANDINGOURSTUDENTSDEVELOPMENT
Despitevariationsinpaceandparticulardynamicsthatvarybygroup,researchdemonstratesthatstudents followsimilarpatternsofdevelopmentintermsoftheirwaysofknowing,theirrelationshipswithothers, andtheirunderstandingsofthemselves.Studentstypicallyentercollegerelyingonperspectivestheyhave uncriticallyacceptedfromothersandarenotsufficientlychallengedandsupportedtotransitiontointernal authorityduringcollege(e.g.,BaxterMagolda,King,Taylor,&Perez,2008;Blaich&Wise,2008;King, BaxterMagolda,&Masse,2008).Putanotherway,thedevelopmentaljourneyofcollegestudentsand youngadultsprogressesfromfollowingexternalformulas;throughacrossroadsinwhichonesinternal voicebeginstounseatexternalformulas;andtowardinternallydefiningonesbeliefs,identity,andsocial relations.Thecapacitytointernallyconstructonesownbeliefsystem,identityandrelationshipsisknown asselfauthorship.Ouraimistohelpstudentsachievethecapacityforselfauthorshipbythetimethey graduatefromMiami. Thetablebelowsummarizesthetypicaltraitsofstudentsastheymoveawayfromuncriticallyfollowing externalformulastogainingthecapacityforselfauthorship:

3 Table1:StudentsDevelopmentalJourney(AdaptedfromLearningpartnerships:Theoryandmodelsof practicetoeducateforselfauthorship,editedbyMarciaB.BaxterMagoldaandPatriciaM.King(Sterling, VA:StylusPublishing,LLC)withpermissionofthepublisher.Copyright@2004,StylusPublishing,LLC FollowingExternalFormulas Inthecrossroads ApproachingSelfAuthorship Truthandanswerspossessed Beginningtoquestion Developinganinternalbelief byauthorities;noevidenceof authoritysknowledge;evolving systemviaconstructing, internalbasisforevaluating awarenessofuncertaintyand evaluating,andinterpreting claims;knowledgeviewedas multipleperspectives judgmentsinlightofavailable certainorpartiallycertain evidenceandframesof reference;beginningtoview knowledgeascontextual Definitionofselfandbelief Gainingawarenessoflimitsof Beginningtocraftaninternally systemhavebeenestablished othersbeliefsandrecognizing generatedsenseofselfand byothers theneedtotakeresponsibility valuesthatregulates forownidentityandbeliefs; interpretationofchoicesand externalpressuressparkdesire experience toexploreselfandvalues Demonstrateshighdesireto Evolvingawarenessofthe Demonstratingcapacityto please;actstogainapproval limitationsofdependent engageinauthentic, fromothers;deferstopowerful relationships;exploringwaysto interdependentrelationships others extractselffromdependent withdiverseothers;ableto relationships mutuallynegotiaterelational needs

THEPORTFOLIO
Thepurposeoftheportfolioandthereviewprocessisthreefold: 1) Toenablestudentstoreflectontheirhonorsandotherlearningexperiences,includingtheways thattheexperiencesconnectwithoneanotherandwithstudentspersonalandacademicgoals. Throughreflection,studentswillbecomemoreconsciousofthesignificanceoftheircollege experiencesandchoices. 2) Toofferstudentsanopportunitytoshowcasetheirmostsignificantaccomplishmentsandtotrack theirdevelopmentandprogress. 3) Tofacilitateathoughtfuldialogueandexchangeamongthestudentandothereducators(including professionalstaff,facultymembers,trainedpeers,andalumni)toassistthestudentinmaking purposefulchoicesregardingtheircollegeexperience. Thus,itisnotmeanttoserveasahoopforstudentstojumpthroughoracheckofflistformeeting requirements.Instead,weenvisionitasaprocessofreflectionandfeedbacktodeepenandassess studentslearninganddevelopment.Reviewersshouldmakeeveryefforttoscoretheportfolioas accuratelyaspossible(andavoidbeingtoostringentorcongratulatory)andtoofferstudentsthoughtful commentsontheirstrengthsandareasofgrowth/progressaswellasconstructivesuggestionsforfurther

4 developmentandchallenge.Byhelpingstudentsgainanaccurateunderstandingofwheretheyareinterms oftheirlearninganddevelopment,youenablethemtocontinuetheirprocessofpersonal,intellectualand professionalmaturity. TheUniversityHonorsstudentsportfoliowillincludefourcomponents: 1) Basicinformationaboutthestudent(includingmajor,minor,expecteddateofgraduation,career plans); 2) Alearningmapinwhichstudentsoutlineanddescribetheirindividualizedplanofstudy,which includestheHonorsExperiencesthattheyhavecompletedandpossiblefutureHonorsExperiences thattheybelievewillassisttheminmeetingtheHonorslearningoutcomesandthatarealigned withthestudentspersonalandacademicgoals; 3) Indepthreflectivenarrativesinwhichstudentsexplainandanalyzetheirprogressinmeetingthe tieredorsequencedlearningoutcomes.Studentsmaymeetoutcomesinhonorsornonhonors settings.Outcomescanbemetinhonorsseminars,electivecourses,coursesinthemajororcourses meetingdivisionalorotherrequirements.Theycanalsobemetincocurricularornoncredit bearingexperiencessuchasresearchprojects,laboratories,internships,studentorganizations, athletics,communityservice,employment,orstudyabroadprograms.Thereflectivenarrativesare organizedbycompetencyareasothatstudentsandreviewersalikecangaugeprogressineach area;and 4) Selectedworkorotherevidencethatdemonstratescompletionofthestudentlearningoutcomes. Studentscanstoresuchworkintheartifactlibraryoftheireportfolio.

THEPORTFOLIOREVIEW
SIXCOMPETENCYAREAS
UniversityHonorsstudentsmustdemonstratemeetingatleastsixoutcomesinthreedifferenttiers,with theoutcomesofeachsuccessivetiergrowingincreasinglymorecomplex.Mostoftheoutcomesineachtier relatetooneofthemajorcompetencyareas:inquiry,critical/integrativethinking,intercultural understanding,collaboration,communication,andreflection.Thecompetencyareascanbedefinedas follows:

INQUIRY
Inquiryreferstotheprocessoflearnersconstructingknowledgeinaselfdirectedandpurposeful manner,usingthecodes,conventions,methodsanddiscourseoftheirdiscipline,professionorfieldof study.Thestepsoftheinquiryprocessmayvaryacrosscontexts,butmostincludedefiningaquestion orproblem,creatingaplanofactionormethod,gatheringandanalyzingdataorinformation,and generatingandsharingfindings.Whiletheprocessofcompletinganinquiryoftenencompassesthe othercompetencyareas(teamwork,criticalthinking,etc.),forourpurposes,thiscategoryreferstothe morepragmaticcapacitytoundertakethestepsofdesigningandcompletingaproject.

CRITICAL/INTEGRATIVETHINKING
Criticalthinkingistheintellectuallydisciplinedprocessofactivelyandskillfullyconceptualizing, applying,analyzing,synthesizing,and/orevaluatinginformationgatheredfrom,orgeneratedby, observation,experience,reflection,reasoning,orcommunication,asaguidetobeliefandaction.This categoryreferstotheabstractandhigherorderthinkingskillsratherthanthepragmaticknowledge neededforthepreviouscategoryofinquiry.

INTERCULTURALUNDERSTANDING
Interculturalunderstandingreferstothecapacitytorecognize,respect,andcelebratehumandiversity andtofosteraninclusivecommunity.Diversityincludes(butisnotlimitedto)age,socialandeconomic status,sexualorientation,educationalbackground,maritalstatus,ethnicity,gender,individualtraits, ability,race,culturalheritage,andreligiousbeliefs.

COLLABORATION
Putsimply,collaborationistheabilitytocooperatewithotherstoachieveacommongoal.Inorderto collaborateeffectively,learnersmustcultivateawidevarietyofattributesandskills,including listening,suspendingjudgment,buildingconsensus,showingempathy,resolvingconflict,relatingto otherwithoutbeingsubsumedbythem,andmotivatingothers.

COMMUNICATION
Communicationismuchmorethanthetransmissionandexchangeofideasandinformation.Itentails thecapacitytoconstructknowledgethroughasocialorrelationalprocessofstepsincluding brainstorming,formulatingamessage,understandingthecontextordiscourseoftheintended audience,organizingthoughtsorideas,andpresentingideas.

REFLECTION
Reflectionentailsaprocessofcriticallyexaminingonesstrengthsandweaknesses,identityand culture,personalandculturalbiases,andlifeandacademicexperiences.Italsoentailsaprocessof constructingasystemofbeliefstocoordinateallofthevariousperspectivesandexperiencesinones lifeandtoguidefutureactionandlearning.

BREADTHOFLEARNINGOUTCOMES
Alloftheoutcomesrelatedtothesixcompetencyareasaredevelopmentalandthusaresequencedfrom mostfoundationaltomostadvanced.However,wealsoaimforstudentstomeetotheressentialliberal educationoutcomesthatarecontentbasedandfocusonbreadthofknowledgerelatedtothenaturaland humanworld.Thus,inTier1,therearesomeadditionalcontentbasedoutcomesthatreviewersshould carefullyassess.Oftenstudentswillpostparticularworkthatdemonstratestheirattainmentofthese outcomes: Understandandapplymathematicalconceptsandmodels. Investigatetheroleandvalueofartinhumanlifeanddemonstrateanunderstandingofaspecific artformwithinitshistoricalandculturalcontext. Explorethevalueandroleofliteratureorphilosophyinhumanlifeanddemonstratean understandingofaspecificworkwithinitshistoricalandculturalcontext.

6 Demonstrateanunderstandingofthebroadprinciplesofscienceandthewaysscientistsaddressa phenomenon. Demonstrateknowledgeofmajorfindingsandtheoriesinthesocialorbehavioralsciences.

SCORINGRUBRIC
Beforescoringaportfolio,itisimportanttogainageneralfeelforthedevelopmentalprogressionofthe outcomesrelatedtoeachofthesixcompetencyareas.Notethatingeneral, Level1and2outcomesrepresentthenovicestageinwhichstudentsdemonstratelittleawarenessof orengagementwiththecompetencyarea.Level1and2outcomesaretypicallyachievedbystudentsin highschoolorthefirstyearofcollege. Level3and4outcomesfocusonmimickingofacademicandprofessionalskills,processes,vocabulary andnorms.Studentsareengagingwiththenormsbutdonotyethavefullcommandofthem.Students typicallyachievetheseoutcomesduringtheirfirstorsecondyearofcollege. Level5and6outcomesdemonstratethatstudentsareapprenticingalongsideeducatorsandgaining proficiencyasscholars,practitionersandcitizens.Studentsattheselevelscanapplyscholarly,personal andprofessionalskills,protocols,methods,discourses,andprocessesinacompetentmanner. Level7and8outcomesfocusonstudentscapacitytoapplyscholarlyandprofessionalnormsina sophisticatedmanner.Attheselevels,studentsarebeginningtoquestionandtocriticallyanalyzethe limitationsandbenefitsofthenorms.Theyarealsoexploringtheirownbeliefs,processes,and passions.Studentstypicallyachievetheseoutcomesduringtheirjuniorandsenioryears.Studentsmust reachthislevelbythetimethattheygraduatefromtheUniversityHonorsProgramandMiami University. Level9and10outcomesdemonstratestudentsownershipormasteryoftheprocessentailedinthe competencyarea,includingtheawarenessthatthelearningprocessinthecompetencyareais contextuallyconstructedandthusneverends.Astudentattheselevelsisclearlymovingtowardself authorship,whichentailstherecognitionthatknowledge,relationships,andtheselfmustbe coordinatedwithothersandrecoordinatedindifferentcontexts.Althoughstudentsarenotrequiredto reachtheseoutcomes,wehopethatmanywillachievethempriortograduation.

Onceyouarefamiliarwiththerubric,readthestudentsbasicinformationandquicklyskimthesetof reflectivenarrativesinallcompetencyareasincludingbreadthoflearning.Wehavefoundthatoccasionally studentsdescriptionsoftheirlearningexperiencesmayencompassmultiplelearningoutcomes.Thus,it canbehelpfultogainabroadsenseofastudentsoveralldevelopmentbynotingtheentirespectrumofhis orherexperiencesasdisplayedintheportfoliobeforescoringparticularitems. Then,reviewstudentsreflectionsoneachcompetencyarea,andscoreeachcompetencyareaonebyone. Oncethecompetencyareasarescored,scorethebreadthoflearningarea(ifthestudenthasnotyetmet theoutcomesinthatarea).Ifyouareuncertainwhetherastudenthasmetaparticularoutcome,review anyworkthatthestudenthaspostedthatisrelevanttothatoutcome.

7 Afterscoringallcompetencyareas,makenoteofthelearningmap. Then,beginassigningthestudentascoreineachofthesixcompetencyareasaswellastheothercontent basedoutcomes.Herearesometipsforassigningscores: Ifastudentshowsnoevidenceofengaginginthiscompetencyarea,assigna1. Onlyassignascoreifthestudenthasdemonstratedevidenceofmeetingthemajorityofindicators listedforaparticularlevel/score. Becausetheoutcomesaredevelopmental,donotoverinflatethescores.Forexample,donotassign thestudentascoreof6unlessthestudenthasshownevidenceofmeetingthevastmajorityof indicatorslistedinthenumberslowerthanthatscore(thatis,15).Forexample,whenscoring studentsintermsofthecollaborationcompetency,astudentmayhaveinitiatedateambased project(whichisoneoftheindicatorsforlevel8).However,ifthestudenthasnotlearnedto addressconflictproductivelyorgainedkeyteamworkskills(whicharetheindicatorsforlevel57), hisorherscoreshouldremainlowerthan8. Justbecausestudentssaythattheyhavedonesomethingdoesnotmeanthattheyactuallyhave masteredtheoutcome.Forexample,studentsmaysaythattheyhaveintegrateddiverse disciplinaryknowledgesimplybecausetheytookaWomensStudiesorotherinterdisciplinary course.However,theyneedtodescribeinmoredetailhowandwhattheysynthesizedtoreceive creditforthisoutcome. Ifyouareunsurewhetherastudenthasindeedmetaparticularoutcome,placeaquestionmark (?)nexttothenumberyoususpectthestudentmighthaveattained.Then,writedownyour questionorcommentintheQuestions/Commentssectionofthescoringsheet.Whentheadvisor meetswiththestudentabouthisorherportfolio,theadvisorwillfollowupwiththestudentby probingthisarea.Atthatpoint,theadvisorwillassignthestudentascoreforthatcompetencyarea andoutcome.

LEARNINGMAP/INDIVIDUALIZEDPLANOFSTUDY
Aspartofthereviewprocess,wealsoaskthatyoulookcarefullyattheHonorsExperiencesthatthe studenthasalreadycompletedandthosethatthestudentindicatesaninterestincompletinginthefuture. Asnotedearlier,inadditiontodemonstratingevidenceofmeetingthehonorsstudentlearningoutcomes, UniversityHonorsstudentsarealsorequiredtocompleteatleasttwelveHonorsExperiences.Honors Experiencescomeinvariousforms(coursesandnoncreditcocurricularprograms)andareofferedat variouslevels(Tier1orintroductory,Tier2orintermediate,andTier3oradvanced).Studentsmust completeatleasttwoHonorsExperiencesinTier1,Tier2,andTier3insequence.2
2Inotherwords,becausetheexperiencesadvanceasequencedsetofoutcomes,wewanttoensurethatstudents

takenasmanyoftheHonorsExperiencesintheappropriateorder.Thus,studentsmustcompletetwoTier1 ExperiencespriortocompletingtwoTier2ExperiencesandcompletetwoTier2Experiencespriortocompletingtwo Tier3Experiences.

8 Asyoureviewthelearningmap,herearesomequestionsforyoutoconsider: Isthestudentmakinggoodprogresstoensurethatheorshewillcompletetheneeded12Honors Experiences(includingtwosetsofExperiencesinsequence)bythetimeheorshegraduates? HasthestudentproposedfutureHonorsExperiencesthatwilllikelyadvancetheneededcontent basedoutcomesaswellastheoutcomesrelatedtothecompetencyareas? DoyouknowofsomepossibleHonorsExperiencesorotherlearningopportunitiesofferedatMiami thatyouthinkwouldbeparticularlyappropriateforthisstudent(givenhisorhergoalsand interestsaswellasneededoutcomes)?

Inthecommentssectionofthescoringsheet,pleaserecordanyconcerns,questionsorcommentsthatyou haveforthestudentonhisorhercompletedorproposedHonorsExperiences.Youmayalsouploada documentwithadditionalcommentsifnecessary.

WORKSCITED
AssociationofAmericanColleges&Universities.(2007).CollegeLearningfortheNewGlobalCentury. WashingtonDC:AssociationofAmericanColleges&Universities. BaxterMagolda,M.B.(2001).Makingtheirownway:Narrativesfortransforminghighereducationto promoteselfdevelopment.Sterling,VA:Stylus. BaxterMagolda,M.B.,King,P.M.,Taylor,K.B.,&Perez,R.J.(2008).Developmentalstepswithinexternal meaningmaking.PaperpresentedattheAssociationfortheStudyofHigherEducation,Jacksonville, FL. Blaich,C.,&Wise,K.(2008).OverviewoffindingsfromthefirstyearoftheWabashNationalStudyof LiberalArtsEducation.Retrieved121208,2008,from http://www.liberalarts.wabash.edu/nationalstudy CenterofInquiryintheLiberalArts.(2009).WabashNationalStudyofLiberalArtsEducation. Crawfordsville,IN:WabashCollege.[Accessedon12March2009at: http://www.liberalarts.wabash.edu/nationalstudy]. King,P.M.,BaxterMagolda,M.B.,&Masse,J.(2008).Andnowwhat?Effectsofinitialinteractionwithdiverse peers.PaperpresentedattheAssociationofAmericanColleges&UniversitiesDiversityConference, LongBeach,CA. Taylor,K.B.,&Haynes,C.(2008).Aframeworkforintentionallyfosteringstudentlearning.AboutCampus: EnrichingtheStudentLearningExperience,13(5),211.

FormforReflectiveNarratives&LearningMap
FirstName:________________________________LastName:_______________________________________ BannerID:_________________________________ClassYear:_______________________________________ Email:____________________________________LocalPhoneNumber: BecausetheUniversityHonorsProgramwantstopushstudentstoprogressivelyadvanceintheirknowledgeand understandingthroughouttheirundergraduateyears,ourexpectationsofstudentschangeastheydevelop personallyandacademically.Weorganizeourexpectationsintothreetiersoflearningoutcomesthatleadstudents toreachadvancedknowledge,skills,andvaluesintheirchosenfield.Eachyear,studentscompleteindepth reflectivenarrativesregardingthelearningoutcomestodemonstratetheprogresstheyaremakingtowardgaining theskillsandcapacitiesthatthelearningoutcomesentail.Studentsalsocompletealearningmap/individualized planofstudytoshowwhatHonorsexperiencestheyhavecompletedthusfarandtoconnectfutureHonors experienceswiththeiruniquegoalsandinterests. PART1:REFLECTIONONHONORSLEARNINGOUTCOMES: Inthissection,youwillreflectonyourengagementwiththeUniversityHonorsProgramLearningOutcomes.Here areafewguidelinestoconsiderbeforewritingareflection: Becauseaddressingtheseoutcomesisarequiredpartofyourliberaleducationandhonorsplan,pleaseoffer detaileddescriptionsofhowyouhaveworkedonthem.Provideyourreaderwithaninsideviewofyour thoughtprocess,strugglesorsenseofaccomplishment.Whyistheexperienceyouaredescribingimportantto you?Howhasitinfluencedhowyouthinkaboutyouridentity,relationships,beliefsorvalues? Includeavarietyoftypesofexperiences,includingexperiencesinwhichyouworkedwithothersingroups; workedindependently;struggledwithamajorchallengeormadeasignificantmistakethattaughtyouan importantlesson;achievedanaha!moment;movedoutofyourcomfortzone;orconsideredanewculture, perspectiveordifference. Pleasedrawuponthefullrangeofexperiencesandinteractions(inclassandoutofclass,honorsandnon honors)youhavehad.Forexamplesofthetypesofcollegelearningexperiencesthatfitintoeachtier,pleasego to:http://casnov1.cas.muohio.edu/honors/honors/academics.html. If,inreflectingononeoutcome,youendupaddressingmorethanone,thenyoucanreferyourreadertothe appropriatedescriptionbywriting,Pleaseseeresponseforoutcome#XincompetencyareaAinmyreflection onoutcome#YincompetencyareaB. Wheneverappropriate,attachcopiesofyourwork(papers,photos,journalentries,etc.)thatillustratehowyou workedontheoutcome(s). Keepinmindthatmoststudentsworkonthetieroneoutcomeineachcompetencyareaintheirfirstyear,the tier2outcomeforeachcompetencyareaduringtheirsophomoreandjunioryears,andthetier3outcomefor eachcompetencyareaintheirfinalyear.

10 Reviewtheoutcomesthatarerelatedtoeachcompetencyarea.Selecttheonesthatyoubelieveyouhaveeither achievedorwrestledwith.Inthespaceundertheappropriateoutcomesyouhaveworkedtowardcompleting, writeareflectioninwhichyou: 1) Considersituationsinsideandoutsidetheclassroominwhichyouhavewrestledwithoneormoreofthe outcomeslistedinthattier.Thiscouldbeaparticularassignment,individualorgroupproject,activity,service experience,conversation,discussion,disagreement,orevenapersonalthoughtprocessyouunderwent. 2) Describevarioussituationsinsideoroutsidetheclassroominwhichyouwerepromptedtoworkononeor moreoutcomesinthecompetencyarea.Youdonotnecessarilyneedtohaveachievedtheoutcometodiscuss it.[Note:Whilemoststudentsdescribeonesituationforeachoutcome,somestudentshaveengagedina particularlyrichlearningexperiencethataddressesmultipleoutcomes.Ifyoutakethisoption,referyour readertotheappropriatedescriptionbywritingsomethinglike,PleaseseeabovedescriptionofTier1 outcome.] Competency1:Communication Tier1:Communicateamainideainalogicalwaywithsupportingevidence. Tier2:Communicateeffectivelyinatleasttwoacademicmodes/genresand,foreachmode/genre,explain yourprocessfordeterminingpurpose,tone,organizationalstructure,andtypeandamountofevidence. Tier3:Makeintentionalandpersonalizedchoicesregardingyourcommunicationstyle;demonstratethe capacitytomodifyyourstylepurposefullyandauthenticallytosuitdifferentcontexts. Competency2:Inquiry Tier1:Poseandpurposefullyinvestigateaprovocativequestionforatleastonetopicorfieldofstudy. Tier2:Learnandimplementatleasttwomethodsofinquiry,andarticulatethesuccesses,challenges,and uncertaintiesyouencounteredwhileusingeachmethod. Tier3:Engageintheentireprocessofinquiry(formingownquestion/topic,creatingandcarryingout actionplan,evaluatingandsharingresults);reflectonthepersonal,social,andethicalimplicationsofyour choicesintheinquiryprocess. Competency3:CriticalandIntegrativeThinking Tier1:Identifyandanalyzetwoormorelegitimateperspectivesonanissue. Tier2:Compareandcontrasttwoormoredisciplinarywaysofunderstandingknowledge;makethoughtful connectionsbetweenthesewaysofunderstandingknowledgeaswellasbetweenyouracademicand personalexperiences. Tier3:Integrateknowledgeofyourself(e.g.,passions,values,strengths,limitations)andvarious disciplines/fieldstoaddressapersonallymeaningfulproblem,questionorproject. Competency4:InterculturalMaturity Tier1:Makedistinctionsbetweenthevalues,beliefs,andnormsoftwoormorecultures.

11 Tier2:Explainhowstructuresofpowerandprivilegeandthehistorical,cultural,socialorpoliticalcontext influencethestatus,treatmentoraccomplishmentsofaparticularculturalgroup. Tier3:Takepurposefulactiontomoveoutsideyourownculturalworldviewandengageintensivelywith anotherculturalworldview. Competency5:Collaboration Tier1:Learnhowtoestablishsharedexpectationswithinagroup,holdgroupmembersaccountable,and negotiateproblems. Tier2:Takeinitiativewithinateamofdiverseotherstoresolveaproblemorenhanceinteractionsamong teammembers. Tier3:Formateamtocompleteaproject,andusethediverseabilitiesofteammemberstoachievethe goalsoftheproject. Competency6:Reflection Tier1:Identifypersonalstrengthsandareasforimprovement. Tier2:Identifybothpositiveandnegativefactors(e.g.,individuals,experiences,andotherinfluences)that haveshapedwhoyouareandwhatyoubelieveandvalue;evaluatethebenefitsandlimitationsofyour beliefsandvalues. Tier3:Describeindetailhowandwhyyourvaluesandviewsofyourself,others,andtheworldhaveshifted overtime. PART2:HONORSLEARNINGMAP(INDIVIDUALIZEDPLANFORHONORSANDLIBERALEDUCATION) Inthissection,youwillmapoutyourplanofstudytomeetyourHonorsandLiberalEducationrequirements. SelectthehonorscoursesandcocurricularexperiencesthatyoubelievewillassistyouinmeetingtheHonors LearningOutcomesandthatarealignedwithyouracademicandpersonalgoalsforcollege. Beforecompletingthetablesbelow,pleasedescribeyourlearninggoalsforyourcurrentyearincollege.Whatdo youhopetolearnordo?Thesegoalscanrelatetoyouracademicaswellasyourpersonalorsocialgoals.

12 Nowcompleteasmuchofthetablesbelowasyoucan: CompletedHonorsExperiences RecordinthetablebelowalloftheHonorsExperiencesyouhavecompleted. Tier OngoingandFutureHonorsExperiences RecordinthetablebelowalloftheHonorsExperienceyouarecurrentlytakingorplantotakeinthefuture. Tier SequencesofHonorsExperiences AllHonorsstudentsmustcompletetwosequencesofExperiencesthatis,aTier1followedbyaTier2and followedbyaTier3experience.Outoftheabovelistofcompleted,ongoingorplannedHonorsExperiences,record thetwosequencesyouhavetakenorplantotakewhileatMiami. CourseorCoCurricularProgram 1. 2. 3. 4. 5. 6. Semester/Year CourseorCoCurricularProgram 1. 2. 3. 4. 5. 6. Semester/Year

13 Sequence Tier CourseorCoCurricularProgram Semester/Year CompletedorPlanned

#1

1 2 3

#2

1 2 3

Usethespacebelowtoofferanyconcludingthoughts,toreflectonhowtheHonorsExperiencesyouhave selectedconnectorbuilduponeachother,ortoaskanyquestionsyouhave.

14

AppendixB:ScoringRubric
Student:________________________________Year:_______________Reader:______________________ CompetencyArea:Communication Level 1 BriefDescription
Unfocused,unclear, canned

Indicators
Seemsunrelatedtocurrentassignmentcontext; Lacksmainpoint; Ideas(ifpresent)arestatedbutnotorganizedordeveloped; Languageandgrammarproblemsmarauthorsmeaning Mainpointisevident,butitisnotwellmadeordeveloped; Ideasmaynotbelogicallyorganized; Tonemaynotbeconsistentlyacademic Grammaticalerrorspresentbutintendedmeaningisstillapparent Littleengagementwiththetopic Mainpointisdeveloped,butitisobviousorgeneral; Ideasareorganizedbutstructuredmechanically;academictoneispresent; Someattentiontoeditinghasbeengiven(minor,ifany,grammaticalerrors) Perfunctoryengagementwithtopicorassignment Mainpointisthoughtful,andideaslogicallyorganized; Claimsandevidenceareclearlyexplained; Consistentandthoughtfulacademictone;learningtomimicacademictone Welledited(fewornogrammaticalerrors) Logicalandseamlessorganizationandargument; Wellphrasedandeditedlanguagewithappropriateandpersuasiveacademictone Creativeturnsofphrases,metaphors,powerfullanguage Beginningtoshowsignsofauthenticvoice,style

2
Mainpoint,but flawedtone, organization General,obvious point;mechanical organization,tone Persuasiveessay withsomeoutside sources Persuasive, researchedand insightfulor original Familiarwith disciplinarygenres

Demonstratesfamiliaritywithtwoormoreacademicgenresaswellastherelevant (disciplinary)discoursesandconventions; Mimicswellbutnotyetfullycomfortableoperatingauthenticallywithinthediscourseor genre(e.g.,gapsintone,documentation,vocabulary,format)ofeachfield/discipline Conveysacompellingmessageoradvancesaconvincingargumentwithinarecognizable Competentin academic(disciplinary)orpublicgenre,usingappropriatetone,format,seamless disciplinarygenres organizationalstructure,eloquentvocabulary;allsourcescitedandusedcorrectly Engageswithotherdisciplinarygenrescompetentlybutmayoperatecomfortablyinonly one Writingstyleandtonearebeginningtobealignedwithonesbeliefsorself Communicatespersuasivelyandeloquentlywithintwoseparateanddisparategenresand Eloquentin discourses(e.g.,scientificlabreportandliteraryanalysis) disciplinarygenres; Usesappropriatetones,formats,vocabulariesanddocumentationsystems. operateswellin Showsametalevelawarenessofthebenefitsorlimitsofbothdiscoursecommunities. morethanone Showsawarenessofhowworkandpersonalbeliefscoincide disciplinarygenre Exploringoriginal, Takesinitiativetocommunicateanoriginalideaoruseanauthenticapproachto communicateanideawithintwoormorediscoursecommunity; creativeuseof Recognizestheneedtoaltertone,structure,useofevidence,etcwhenmovingfromone disciplinarygenre contexttoanother; Minorgapsinexecutionexist Ideasseemmorealignedwithonesbeliefsystem

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Creation& presentationof major,original, highqualitywork Producesasignificant,highqualityworkthatadvancesanoriginalideaortakesan originalapproach; Ispersuasiveandcompelling,andisalignedwithonespersonalphilosophyand evaluationcriteria; Isabletoshiftcommunicationpatternscomfortablyandauthenticallywhenmovingfrom onecontexttoanother Invitesconstructivefeedbackononesownworkandmakesintentionaldecisions regardinghowtoreviseworkbasedonthefeedback Viewsselfaswriterinprocess

CompetencyArea:Inquiry Level 1 BriefDescription

Disinterestedor perfunctory

Indicators
Nocontrollingmessage,questionortopic Failstodemonstrateintellectualcuriosityoraskquestions; Doesnotseemtounderstandtopicorkeyconceptsoraskbasicquestions Seemsboredordisinterestedwithessayprompt

Basictopicand basic understanding Obvioustopicwith somenuancesof comprehension

4
Framesquestions andideasmorelike anacademic

Includesmainpointortopicandaskquestions,buttheyaremundaneormuchtoobroad orvaguetoaddressinthecontextassigned Comprehendsbasicaspectsoftopic; Demonstratesbasicawarenessofkeyacademicconcepts Lacksaclearlyconveyedmessageorcontrollingquestion Containscleartopicandcontrollingmessage Message,questionsorclaimsareobvious Graspssomenuancesofthetopic;demonstratesglimpsesofintellectualcuriosityor creativeenergy; Maynotdiscernbetweenrelevantandirrelevantquestionsorclearlyexplainpointsin academiclanguage Presentsideasinformatsthatresembleacademicorprofessionalgenres;butseemstobe mimickingratherthanexhibitingcomfortwithgenre Offersinterpretations,argumentsorfindingsthatdemonstrateunderstandingoftopicand fundamentalsofthedisciplinaryinquiryprocess Groundsquestion/topic/interpretationwithappropriatebackgroundinformationand referencestoacademicconcepts; Explainssignificanceofideasorfindings Insightfulorcreativetopic,interpretation,analysisorfindings Inquiry,interpretation,argumentaregroundedindata,professionalliterature,and academicconceptsandlanguage Providesthoughtfulsignificanceoffindingsorideas(bothpersonalandacademic) Thinkslikeascholarorprofessional;sophisticatedmimickingofacademicprocesses, discourses,andgenres Doesallof#5anddemonstratesanunderstandingofandemploystwoormoremethods (aquantitative,qualitative,theoretical,orphilosophical)foransweringasignificant questionorexplainingsomeaspectofthehumanexperienceornaturalworld Mayexhibitgreaterfamiliaritywithandcompetenceinonemethodologyoveranother Isfamiliarwithallstagesoftheinquiryprocess

Framesinsightful questions;shows academic sophistication Understandsand usesmethods

16 7
Developingownprocessforcriticallyevaluatingreliabilityofclaims,data,perspectives, sources; Appropriatelyprioritizesinformationbasedonthecontext; Articulatesinferencesthatfollowlogicallyfromevidencepresented; Showsunderstandingoftheassetsandlimitsofvariousmethodsofinquiry Workisbeginningtobealignedwithstudentsbeliefs;orstudentisawarethatworkisnot alignedwithownbeliefs Identifiesparticularareasofinquirytopursue; Hones Demonstratesawillingnesstohoneabilitytoconductmeaningfulinquiries(purposefully methodological gainingneededknowledge,resourcesandexperience;workingtoaligninquirywith skillsand beliefs) knowledge Selectsapreferredmethodologyandsituatesthismethodologywithinonesown perspectiveofhighqualityinquiry Takesinitiativetoengageintheentireprocessofinquiry(formingownquestion/topic, Engagesinentire creatingactionplan,reflecting/evaluating,sharingresults) inquiryprocess Identifieschallengesandstrategiesforconductinginquiries,includingrecognizingones ownbiasesintheinquiryprocessandidentifyingwhentheinquiryisnotalignedwith owngoalsorbeliefs Gathers,interpretsandevaluatesdatainagivenfieldethicallyandbasedonaninternally Conductspersonally generatedsetofcriteriaforvalidity; meaningfuland Conductsinquiryinanauthentic,selfconsciouslyethicalmanner; ethicalinquiry Seesselfasscholarinprocess;awareofmorerelatedinquiriestopursueandawarethat ideasandprocesseswillchangedependingonthecontext Situatesandsharesonesfindingswithinlargerprofessionaloracademiccontext. Criticallyawareof sourcesanddata

10

CompetencyArea:Critical&IntegrativeThinking Level 1 BriefDescription

Unawareofobvious points,major misunderstandings Singleperspective Multiple,but undeveloped, perspectives

Indicators
Failstosummarizepointsaccurately; Misunderstandsorisunawareofobviousperspectivesonthetopic; Thinkingisnotfocused Addressesonlyasinglepositionorview; Noevidenceofoutsidesourcesorconsiderationofotherperspectives; Analysismaybefoundedinabsoluteswithnoacknowledgementofownbiases; Doesnotconsidernuancesofthetopicandtheperspectivesonit; Evidenceorclaimsareratherobviousandgeneral; Mentionsanotherperspective(s)thatisdifferentfromtheirown,butfailstodevelopit Sourcesmayexist,buttheyareobvious(e.g.,dictionarydefinition)andshowlittledepth ofengagementoranalysis

2 3

Multiple perspectives,with someanalysis, routinesources Multiple perspectives,with

Positionincludessomeoriginalthinkingandanalysis; Acknowledgesadditionalbutobviousperspectivesandprovidesgeneralexplanationof them; Outsidesourcesarepresentandgenerallycitedcorrectly Takesthoughtfulpositiononcomplexordissonanceinducingtopic Advancespersuasiveargumentorinsightfulanalysis; Demonstratesawarenessofmultipleperspectives(obviousandmoresubtle)andcan

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insightfulanalysis andsources representtheminthoughtfulmanner; Appropriateandthoughtfuluseofdata/evidenceandsources Accuratelyappliesacomplexdisciplinaryorotherconcepttoexplain,interpretoraddress aphenomenon; Fairlyarticulatesanddevelopsinformationagainst(andnotjustfor)onesposition; Identifiessomeimplicationsandconsequencesofalternativescholarly,disciplinary,or theoreticalviewpoints Understands,comparesandcontraststwoormoredisciplinaryconceptsorframeworks (e.g.,scientific,humanistic,artistic); Recognizescharacteristics,assetsandliabilitiesofvariousdisciplines,schoolsofthought, frameworks Demonstratesabilitytosituateonesthinkingamongvariousperspectives;ideas beginningtobealignedwithownbeliefs

Insightinto counterpositions anddisciplinary applicationand analysis Comparison& contrastof disciplinary frameworks, concepts Evaluationof disciplines

10

Demonstratesawarenessofdisciplinesasconstructed;understandsandevaluatesthe underlyingassumptionsofdisciplines Perceivesconnectionsamongandusefulnessofvariousthoughtsystems Seesthelimitationsofonesownmajorandhowothersystemsofthoughtmightbeuseful inadvancingunderstandingofagiventopic Demonstratesabilitytomakeownconnectionsacrossdisciplinesandotherfieldsof Integrationof thought(throughcomparison,application,orsynthesis). disciplinaryinsights Demonstratesabilitytosituateonesvoiceinthematerialunderstudyandpresentsideas thatarealignedwithonesbeliefsystem Activelyengageswith,criticallyevaluates,andintegratesdiverseknowledgesystems(e.g., Original disciplines,cultures,fields,communities)toproduceanoriginalfindingthatisaligned disciplinaryinsights withbeliefsystem Seesselfasaperpetualthinkerwhohasmoretolearnandrecognizesthatknowledge mustbeconstructedwithindisciplinaryandothercontexts

CompetencyArea:InterculturalUnderstanding Level 1 BriefDescription

Indifferenttoor failstoengagewith othercultures Minimallyaware (passingmention; maystereotype, overgeneralize) Showsinterest,but focusesonminor differences, categoriescloseto

Indicators
Seemstoviewtheworldandeventssolelyinrelationtoowncultureandidentity; Failstomentionorengagewithotherculturesoridentitycategories;universalizesones owncultureandidentity; Maybeeitherindifferenttootherculturesorresistanttodiversityasatopicofdiscussion Isminimallyawareofothercultures(e.g.,verybrieforpassingmentionofothercultures oridentitycategories) Mayrelyuponlargegeneralizations,clichsorstereotypes Mayquestionorresistculturalpracticesthatchallengeonesownvalues; Maydefendownculturalidentity Takesinitiativetoexploreculturesoridentitycategoriesverydifferentfromown Recognizesconcretedifferencesbetweenones&othercultures,categories; Knowledgeofotherculturesisstillbasicornave;mayromanticizecultures; Hassomenuancedawarenessofidentitiesorculturesthatarenothighlydifferentfrom onesown

18
own

Awareofconcrete culturedifferences &basicdiversity concepts Nuancedawareness ofcultures& diversityconcepts Conveysbudding contextual understandingof diversity,cultures Showsdeeper recognitionof context Activelyengages withothercultures Internalizes multicultural framesof references Movesbetween cultures;seesselfas humanitarian changeagent

Recognizesdistinctions(mostlyconcretebehaviors)betweenhowoneandothersview theirowncultures; Recognizesthecommonalityofhumanbeings; Usesconceptsandimplicationsofdiversity(e.g.,discrimination,bias,power). Takesinitiativetoexploreownandtostudyotherculturesmoreintensely; Recognizesandappreciatesculturaldifferencesinbehaviorandvalues; Acceptsculturaldifferencesasviablealternativesolutionstotheorganizationofhuman existence; Elaboratesoncategoriesofdifference;makesinsightfulculturaldistinctions Pointsoutsomebasiclimitationsofonesownculture Isawareoftheprivilegeofdominantgroupsandoppressionoftraditionallymarginalized groups; Interpretsphenomenawithintheappropriateculturalcontext; Takesinitiativetoactivelyparticipatewithinanotherculture. Identifieshowonesidentitycategories(race/ethnicity,gender,sexuality)haveshaped onesbeliefsandworldview. Articulatescomplexsubjectiveculturaldifferencesandanalyzesvalues; Identifiessubtlelimitationsandbenefitsofonesownculture. Demonstratesanunderstandingofstructuresofpowerandprivilegeandthehistorical, cultural,socialorpoliticalconditionsandthewaysthattheyinfluencethestatus, treatmentoraccomplishmentsofaparticulargrouporgroups Testsoutnewskillsandbehaviorsthatenableinterculturalcommunication; Exhibitsdeeperlevelsofempathy(i.e.,intentionallyseekingoutnewperspectivesand understandingsituationsfromothersvantagepoint); Demonstrateswillingnesstowrestlewithmorethanoneculturalworldview Showsevidenceofinternalizingbiculturalormulticulturalframesofreferenceinways thatseemalignedwithownbeliefsystem; Acceptsidentityasrootedinmorethanoneculture;recognizesculturalworldviewsas constructs; Beginstoviewselfasagentinmakingworldmorehumane Recognizesonesabilityandtakesinitiativetoeffecthumanitarianchangeinonespeer group,community,discipline/field,societyorworld; Voicesconcernandactstopromoteculturalgroupsotherthanonesown; Abletoconsciouslyshiftperspectivesandbehaviorsintoanalternativecultural worldviewandtousemultipleculturalframes Viewsidentity(andvariouscomponents)asinprocess

10

CompetencyArea:Collaboration Level 1 BriefDescription

Avoidanceofor lackofengagement ingroups Uncomfortable, dominatesorfully

Indicators
Failstomentionanyinvolvementingroups; Or,seemstoavoidworkingonateamorcollaboratingwithothers; Activelyseeksoutopportunitiestoworkalone(Iamnotafanofgroupwork!) Engagesinteamworkbutfindsitdifficulttovalueotherscontributions,behaviorsor personalities; Eitherdominatesothermembersorcompletelysubjugatesselftootherswill(e.g.,Ijust

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subjugatesselfin groups;orfocuses onlyonself Preferstowork withsimilarothers; observesconflicting viewsbutdoesnot engagethem Willingtowork withdiverseothers, engagesbut uncomfortablewith conflictordiffering views Productivelyworks withconflictingor differentviews Honesteamwork skills Operatesondiverse teamtoachieve outcome Initiatesan effectiveteam Initiateseffective teamwithdiverse other(s) Showscommitment toinclusive community decidedtodoitallmyselforIjustwentwiththeleadersplan.) Orwhendiscussinggroupwork,focusesonlyonselforfailstoelaborate Engagesinteamworkandabletofindsomevalueinit; Eithermakesminimalcontributionstothegroupormainlydominates(allowingor discussingonlyminimalcontributionsfromothers); Wantseveryonetoagree(mayevencriticizethosewithoutlierviews); Tendstoselectorpreferteammemberswhoagreewithorarelikethem(e.g.,Agood groupisonewhereweareallinagreement). Demonstratestheabilitytoestablishsharedexpectationswithagroupandholdgroup membersaccountabletothoseexpectations; Attemptstoaddressproblemsthatarise; Isuncomfortablewithdisagreementbuteventuallyabletorecognizelegitimacyin differingperspectives,personalitiesandbehaviors; RecognizesotherstoaffirmtheselfIlearnedtobemoretolerantofdifficultor differentpeople; Mayonlyobserveothersengageinconflictbutseemstolearnfromexperience. Interactswithothersandisabletorecognizethevalueofdiverseperspectives,values, personalities,behaviors; Acknowledgesbenefitofconflictingviewsinshapingdecisionsorenhancinglearning Demonstratesoneortwocollaborativeskills(e.g.,listening,compromising). Canidentifyandhascultivatedtwoormorestrategiesforeffectiveteamwork(reserving judgment,listening,creatingaplan,resolvingconflict,managingtime) Stilltendstotakeadivideandconquerapproachandassignseachmemberarespective pieceoftheprojectratherthanintentionallysolicitinginputandintegratingdiverseideas Operateseffectivelywithinadiverseteamtosolveaproblem,createaproject,oraddress aquestionorissue(e.g.,exchangeideas,refrainfromjudgment,resolveconflicts,cometo agreement); Recognizesonesownandotherstrengthsandworkstocultivatethosestrengths Seeksapprovalfromothergroupmembers Takestheinitiativetoformateamtoaddressaproblem,issueorquestion; Articulatesteamsstrengthsandareasforimprovementaswellasonesownstrengths andareasforimprovementasateamleader Embracesconflictandsteersclearofharmonyapproach Seeksoutopportunitiestocollaboratewithotherswhohaveverydifferentsetofvalues andtalents; Voicesviewsandfacesdissentwithoutdominatingorbeingsubsumedbyothers; Articulatesbenefitsandchallengesofheterogeneousteam Appreciatesconflictingviewandusesthemtopromotebetteroutcomes Recognizesownabilityandtakesinitiativetoeffecthumanitarianchangeinonespeer group,community,discipline/field,societyorworld; Abletoconsciouslyshiftperspectivesandbehaviorsintoanalternativecultural worldviewandtousemultipleculturalframes; Viewsselfasinprocessandinhealthyrelationwithothers

10

CompetencyArea:Reflection Level BriefDescription Indicators

20 1 2
Noselfreflection Vague,dependent onothersviews Minimal questioning

Doesnotdemonstrateabilitytoreflectonselforownvaluesystem
Identifiesonlyafewstrengthsandnoareasofimprovement; Or,tendstorelyheavilyonauthorityfiguresperceptionsandviewsofself(e.g.crumbles whencriticized;becomesoverlyconfidentwhenpraised); Valuesystemmimicsthatofparentsofotherauthorities Noevidenceofquestioningauthoritiesvalues Abletoidentifysomestrengths,buttheyareobviousorgeneralorlackauthenticity(e.g., Ijustcaretoomuchorworktoohard.) Perceptionofselfmaybeskewed(overlycriticaloroverlylaudatory); Mayraisesomequestionsaboutselforvalues,butstillendsuprelyingonexternal reinforcement(e.g.,EveryonesaysIamshy.)orothersvaluesystems Identifiesstrengthsthatgobeyondtheobvious Abletopointoutweaknessesthatseeminsightful; Activelyexploresownvaluesandbeliefs Mayevenexpresssomeuncertaintyaboutownvaluesorperceptionofself Raisesafewquestionsaboutonesassumptionsaboutselforvaluesystem Demonstratesnuancedviewofselfandonesstrengthsandareasforimprovement Beginningtoquestionownchoices Maydisplaysenseofhumoraboutself Offersdetailedcritiquesofothersaswellasonesownviewsandvalues Distinguishesselfbydifferentiatingoneselffrom,orperhapsevencriticizing,others Exhibitsacomfortwithotherschallengingownviewsandvalues Beginningtoformownbeliefs Assessesandrefinesoneseducationalgoals(e.g.,articulatespersonal,relationaland professionalgoalsthatarethoughtfulandauthentic) Showswillingnesstomaintainprioritiesinthefaceofchallengeorcriticism Demonstratesanopennesstocriticismthatallowsforgrowthandcontinuedreflectionon values Detectswaysthatonesvaluesarenotalignedwithactions Differentiatesbetweenonesownvaluesandthoseofauthoritiesinnuancedand nonjudgmentalways Articulatessubtlevalues,notionsofself Candescribehowandwhyonesvaluesandviewsofselfhavedevelopedovertime Acceptschangingnotionsofselfandvaluesaspositive Seesselfasinfluencingandbeinginfluencedbyothers,withoutbeingdominatedbyor dominatingothers Alignsonesactionswithbeliefsandvalues; Engagesincriticalreflectionofonesundergraduateexperienceandusesthatreflectionto guidekeydecisionsandfutureplans Viewselfandvaluesasinprocessandascontextual(viewsstillneedtoberenegotiated withothersinvariouscontexts)

Exploring

Buddingcritical selfunderstanding andexplorationof values Critiques authorities; distinguishesself fromothers Buddingawareness ofowngoalsand values Criticalself reflection; constructive comparisonwith others Awareofselfas evolving Alignscurrentand futureactionswith values

10

KeyforScoringBreadthofLearningOutcomes
ScoringKey: Scoreof1: Noevidenceofengagementwiththeoutcome

21 Scoreof2: Minimalengagementwiththeoutcomebutdoesnotdemonstratemuchcuriosityaboutitor insightintoit Scoreof3: Moderateengagementwiththeoutcome;showsinsightandsomecreativeororiginal thought Scoreof4: Intensiveengagementwiththeoutcome;demonstratescreativity,originalityandauthentic passionfortheoutcome BreadthofLearningOutcomes Understandandapplymathematicalconceptsandmodels. Investigatetheroleandvalueofartinhumanlifeanddemonstrateanunderstandingofaspecific artformwithinitshistoricalandculturalcontext. Explorethevalueandroleofliteratureorphilosophyinhumanlifeanddemonstratean understandingofaspecificworkwithinitshistoricalandculturalcontext. Demonstrateanunderstandingofthebroadprinciplesofscienceandthewaysscientistsaddressa phenomenon. Demonstrateknowledgeofmajorfindingsandtheoriesinthesocialorbehavioralsciences.

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HONORSPORTFOLIOSCORINGSHEET
StudentName:___________________________________________________________________________________________________ ReviewerName:_________________________________________________________________________________________________ Date:_______________________________________ ExpectedDateofGraduation:_____________________________ CompetencyArea Score(110) Inquiry Critical&IntegrativeThinking InterculturalUnderstanding Collaboration Communication Reflection BreadthofLearningOutcome Understandandapplymathematicalconceptsandmodels. Investigatetheroleandvalueofartinhumanlifeanddemonstrate anunderstandingofaspecificartformwithinitshistoricaland culturalcontext. Explorethevalueandroleofliteratureorphilosophyinhumanlife anddemonstrateanunderstandingofaspecificworkwithinits historicalandculturalcontext. Demonstrateanunderstandingofthebroadprinciplesofscience andthewaysscientistsaddressaphenomenon. Demonstrateknowledgeofmajorfindingsandtheoriesinthesocial orbehavioralsciences. Score(14)

CommentsorQuestionsfortheStudentRelatedtoCompetencyAreas: CommentsorQuestionsfortheStudentRelatedtotheBreadthofLearningOutcomes: CommentsorQuestionsfortheStudentRelatedtotheIndividualizedPlanofStudy(includingthe completedandproposedHonorsExperiences)