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iRubric: SUST 401: Final Progress Report and Reflection rubric

iRubric: SUST 401: Final Progress Report and Reflection rubric

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SUST 401: Final Progress Report and Reflection 
The Final Progress Report and Reflection needs to be a reflective essay based on the criteria/questions of the rubric below.
Rubric Code: NX83482
Ready to use
Public Rubric
Subject: (General)  
Type: Reflection  
Grade Levels: Undergraduate

Powered by iRubric SUST 401: Final Progress Report and
SUST 401: Final Progress Report and Reflection
  Poor

1 pts

Fair

2 pts

Good

3 pts

Superior

4 pts

Question A

🅰️ List your teams STARS category and Reporting Fields.

🅱️List reporting fields you completed and provide details/evidence of all tasks you individually completed.
Poor

Does not list teams STARS Reporting Fields.

Did not sufficiently describe individual tasks performed and specific contributions to the team.

Language is unclear and situations are described inaccurately. Abstract concepts are presented inaccurately.
Fair

Incomplete description of (overall and specific sub-sections as listed in Reporting Fields. Only covered a few of the reporting fields within assigned category.

Little evidence of individual tasks performed. Mostly described the groups, teams tasks.

Language is frequently unclear and situations are often not described with accuracy.
Good

Clearly and completely listed most relevant reporting fields.

Language is mostly clear and situations are described fairly accurately with journal entries as evidence.
Superior

Worked on and presented a complete description of reporting field, data collected, and explanation with evidence of how data was collected or why it was not collected.

Language is very clear and situations are described accurately.
Question B

How does your learning and your STARS participation/ project experience relate to sustainability concepts, minor, etc.

What annotations and
sustainability concepts come to mind as you reflect on the STARS project?
Poor

No evidence of understanding how readings, learning experience connect to STARS.

Reflection does not demonstrate any connections between experience and course material, annotations, or minor
Fair

Reflection demonstrates little relevance and connection of the learning experience to the course, minor.

Abstract concepts are presented inaccurately.
Good

Reflection demonstrates clearly the relevance of the STARS learning experience to the course.

Provides detailed examples related to specific readings, along with related class or group discussions.

Abstract concepts are presented fairly accurately.
Superior

Reflection demonstrates very clearly the relevance of the STARS learning experience to the course/readings/minor and its significance to student learning.

Goes beyond our class and makes connections to other classes, readings, discussions and events.

Abstract concepts are always presented accurately.
Question C

What have you learned from your experiential learning participation about yourself, your role in the community, and others?
Poor

Reflection does not move beyond simple description of the learning experience.
Fair

Reflection shows attempts to move beyond simple description. Analysis of the learning experience lacks depth.
Good

Reflection moves beyond simple description of the experience. Analysis is insightful but lacks significant depth.
Superior

Reflection moves beyond simple description to a deep analysis of how the experience impacted student understanding of self, others, and role in the community.
Question D

How did this your STARS experiential learning experience and participation relate to your own personal experiences, or professional/personal goals.
Poor

Reflection does not show connection between STARS experiential learning experience and any personal experiences, or professional/personal goals.
Fair

Reflection demonstrates few connections between STARS learning experience to personal experiences, or professional/personal goals
Good

Reflection demonstrates connections between Stars learning experience and personal experiences, or professional/personal goals.
Superior

Reflection clearly demonstrates numerous connections between STARS learning experience and past and current personal experiences, professional, and personal goals.
Question E

How have your experiences in this the class and project forced you to question your own assumptions, beliefs, or stereotypes?
Poor

Reflection does not demonstrate any attempt to question personal biases, stereotypes, and/or assumptions.
Fair

Reflection demonstrates a limited attempt and ability to identify and question own personal biases, stereotypes, and/or assumptions.
Good

Reflection identifies and demonstrates the ability to question personal biases, stereotypes, and/or assumptions.
Superior

Reflection demonstrates student ability to question own biases, stereotypes, and/or assumptions and become aware of new ways of thinking as a result.
Question F

What new skills/awareness have you acquired during your STARS experiential learning experience?
Can your anticipate when, where or how you can use these new skills/awareness in the future?
Poor

Reflection does not demonstrate identification of any new skills/awareness acquired.
Fair

Limited identification and application of new skills/awareness from STARS learning experience.
Good

Identifies and describes new skills/awareness acquired and where/how they may be applied.
Superior

Reflection clearly identifies and describes new
skills/awareness acquired and clearly understands and details specifically where and how they can be applied with relevancy.
Question G

How can you maintain an active role in promoting sustainability as an employee, and community member throughout your lifetime? What are the challenges in doing so and how can/will you deal with such challenges?
Poor

Unable to identify how sustainability relates to work and community, and to identify the challenges in promoting sustaining within organizations,and communities.
Fair

Able to identify role in promoting sustainability and its challenges but little reflection on how to deal with challenges.
Good

Demonstrates clarity about role and challenges with promoting sustainability and some clarity of how to deal with real and potential challenges.
Superior

Clear about individual role in promoting sustainability as an employee and community member. Identifies and anticipates potential challenges and their source, and reflects deeply and realistically on how to face these challenges.




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