Community Engaged Learning Goals Rubric
| Construct | Learning Goal | Beginning (1) | Developing (2) | Approaching (3) | Executing (4) |
|---|---|---|---|---|---|
| Knowledge | Understands the complexity of a community/social issue | Lists basic information about a community/social issue | Interprets a community/social issue based on research or personal experience | Explains a community/social issue from one specific perspective | Synthesizes multiple perspectives to form a complex and critical understanding of thecommunity/social issue |
| Examines organizations that address a community/social issue | Limited awareness of organizations addressing the issue | Lists some organizations responsible for addressing the issue | Recognizes relevant organizations and explains how they address the issue | Examines the interrelationships among organizations and begins to assess their effectiveness inaddressing the issue | |
| Analyzes actions/processes [1] to be taken and systems [2] in place to address a community/social issue | Identifies a few basic actions/processes that can be taken to address an issue | Compares and contrasts multiple actions/processes that can be taken within a specific system to address an issue | Analyzes how the actions/processes can be altered within specific systems to be the most effective in addressing the issue | Creates a plan that combines multiple actions/processes across systems to work to address the issue | |
| Skills | Questions and critically analyzes a community/social issue | Asks no questions and demonstrates minimal interest in learning more or solving a problem | Asks simple or surface questions that do little to further learning or solving a problem | Asks deeper questions that seek to help the student create meaning and new ideas | Asks complex questions that illustrate understanding of the problem and consideration of how to solveit |
| Applies discipline-specific knowledge to address a community/social issue | Identifies knowledge from an academic discipline that is relevant to an issue | Explains knowledge from an academic discipline and its relevance to an issue | Evaluates systemic causes of issues using knowledge from an academic discipline | Creates new meaning and/or propose unique solutions to issues using knowledge froman academic discipline | |
| Collaborates with people with diverse perspectives and social identities [3] to address a community/social issue | Expresses a willingness to interact with people while maintaining preferences for their own perspectives and social identities | Demonstrates a willingness to initiate interactions and collaborate with people while recognizing the complexities of different perspectives and social identities | Seeks out interactions and collaborates with people and expresses how others' perspectives and social identities have influenced their own | Regularly participates in interactions and collaborates with people and encourages self-awareness of one's own perspectives and social identities |
| Construct | Learning Goal | Beginning (1) | Developing (2) | Approaching (3) | Executing (4) |
|---|---|---|---|---|---|
| Disposition | Considers personal attitudes, values, and/or beliefs when considering a community/social issue | Shows minimal awareness of own personal attitudes, values, and/or beliefs | Identifies own personal attitudes, values, and/or beliefs | Recognizes new and different perspectives in relation to own personal attitudes, values, and/or beliefs | Evaluates insights about personal attitudes, values, and/or beliefs seeking complexity, understanding and recognizing cultural biases, resulting in a shift inself-awareness |
| Acknowledges one's own civic responsibility | Little sense of responsibility for committing their time, talent, or resources to aid their community | Source of responsibility to community is derived from external norms, authority, or expectations of others (e.g., parents, clubs, instructors) | Source of responsibility to community is derived from internal motivations (e.g., personal experience, values, passions, interests) | Responsibility and commitment is derived from a connection to and compassion for community | |
| Participation | s/Coordinates efforts in addressing a community/social issue |
Involvement in the community or service is prompted by others |
Seeks opportunities to be involved in community or service |
Recruits others to be involved in the community or service OR Assumes a role in addressing an issue through involvement in the community or service |
Assembles or s others in addressing issues or participation in group activities OR Creates and maintains their own organization, club, or nonprofit to address an issue |
|
Engages with the community in a variety of ways [4] |
Engagement in the community is limited with little variety in engagement type |
Engagement in the community is episodic with not much variance in engagement type |
Engagement in the community is frequent and incorporates different types of activities |
Community engagement is ongoing with a variety of engagement activities |
[1] Actions/Processes are those steps a student can take to address an issue such as advocacy, voting, contacting elected officials, and community organizing.
[2] Systems are those environments within which actions/processes could be enacted, such as with economic, administrative, social, or governmental systems.
[3] Social identity refers to a person's sense of who they are based on their group membership(s).
[4] Types of engagement activities include: direct, indirect, advocacy, research, fundraising/philanthropy.
Sources: AAC&U VALUE Rubrics, 2010; Colby, Beaumont, Ehrlich, & Corngold, 2007; Hahn, Norris, & Weiss, 2017; Musil, 2009; Torney-Purta, Cabrera, Crotts Roohr, Liu, & Rios, 2015
Adapted with permission from the Center for Civic Engagement, Illinois State University