iRubric: Service Learning Project: Group Rubric (65%) )

During class discussion of SLPs and in both mandatory conferences, the group's work demonstrates its cogent desire to craft a stellar SLP. They arrive with written ideas, questions, or potential sources for the work ahead. Depending on site choice, collaborators actively work with each other and professor to deploy purposeful handouts, board work, filmed examples, and/or supplies lists for any crafts/products they may make.

During class discussion of SLPs and in both mandatory conferences, the group's work demonstrates a desire to craft an SLP. They arrive with mostly written ideas, questions, or potential sources for the work ahead. Depending on site choice, collaborators work pretty well with each other and professor to deploy purposeful handouts, board work, filmed examples, and/or supplies lists for crafts/products they may make.

During class discussion of SLPs and in both mandatory conferences, the group's work sometimes demonstrates a desire to craft a complete SLP. They arrive with a few written ideas, questions, or potential sources for the work ahead. Depending on site choice, they work fairly well with each other and professor to deploy purposeful handouts, board work, filmed examples, and/or supplies lists for any crafts/products they may make. The group may struggle to cohere or read assigned materials.

During class discussion of SLPs and in both mandatory conferences, the group's work rarely demonstrates desire to craft a complete SLP. They arrive with few, if any, written ideas, questions, or potential sources for the work. They rarely demonstrate collaboration with each other and professor. They have few ideas about purposeful handouts, board work, filmed examples, and/or supplies lists for any crafts/products they. The group does not cohere or read assigned materials.

During class discussion of SLPs and in both mandatory conferences, the group's work does not demonstrate its desire to craft a complete and collaborative SLP. They do not attend mandatory conferences together and neglect to arrive with written ideas, questions, or potential sources for the work ahead. They are unable to share with professor any productive ideas for SLP completion.

Collaborators consistently engage their peers, professor, site partners, and participants in personable, passionate, and professional ways that are simultaneously informative and entertaining.

Collaborators often engage their peers, professor, site partners, and participants in personable, professional ways that are simultaneously informative and entertaining.

Collaborators sometimes engage their peers, professor, and, site participants, participants in personable, professional ways that are simultaneously informative and entertaining.

Collaborators rarely engage their peers, professor, site partners, and participants in personable, professional ways that are simultaneously informative and entertaining.

Collaborators are unable to engage their peers, professor, site partners, or participants in in personable, professional ways that are simultaneously informative and entertaining.