Self-Evaluation Workshop
Innovation: Spring 2012
What is the role of your self-evaluation?
There are two things your self-evaluation should do, and you alone are the authority on both. The
first thing is a matter of detail. Your self-evaluation should demonstrate your learning – this
goes beyond mere claims of learning. Show that you learned something by displaying what you
learned: Describe some idea you came to understand or a paper you wrote, or describe a skill you
developed. This is your "report from inside," your own judgment of the meaning and purpose of
your own work; you are the only person who is qualified to speak to that subject. So, speak to it!
(Something your self-eval need not do is to list what we have done and read in our program.
That is the job of the program description, which will accompany your self-eval in your
transcript. A copy of our draft program description is provided for your reference.)
The second thing is more general. Your self-evaluation should speak to the significance of this
program within the context of your overall education: “How does this program fit into the
whole?” You could address this by: relating the program to others you have taken, are taking,
or plan to take; discussing how it has helped you to progress towards meeting one or more of the
Expectations of an Evergreen graduate; relating it to future careers goals. You need not do all of
these. The point, though, is to set this course in the context of your own unique education.
The challenge is to do these two things concisely. Think about people who may someday read
your self-evaluation. They will have your whole transcript to review. They will be interested in
reading your own words, but they will want to “get it” quick. So, say what you have to say
briefly – in about half a page (single-spaced) for a full-time, one-quarter program.
Program Inquiries and Learning Goals:
 What motivates and facilitates creativity, discovery, and invention, in arts and in
sciences?
 To what extent do scientists and artists work within traditional practices or bodies of
knowledge?
 How do they move beyond and expand standard models or forms to achieve true
innovation?
 What are the roles of community, genius, luck, plain hard work, and being in the right
place in the right time in history?
 Are certain resources prerequisite, or is creativity truly democratic?
 Can any patterns be discerned in revolutions in science? In art?
 What qualifies as a revolution or innovation?
 How can revolutions / innovations serve as responses to crises?
Program Learning Goals: Improved…
 Critical thinking
 Communication skills (written and verbal)
 Teamwork skills
 Understanding of science, methods of science, and history of science
 Knowledge and appreciation of theater and arts
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I. Initial responses to the program (15 minutes)
1. Make a list of several (aim for 3-5) “significant moments” for you in this program –
moments in class, or moments out of class that concerned our studies this quarter. Note
why it was important. Choose one significant moment that stands out.
2. Review and reflect on the program inquiries and learning goals. Which stand out for you?
How have your ideas about these issues evolved in the past 2 months?
3. Make a list of ideas or themes we studied in this program that you found significant, and
note briefly why it was significant. Choose one that stands out.
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4. Finally, condense and summarize all of the above work into three or four sentences.
II. How your ideas have developed over the quarter - and looking ahead (15 minutes)
Answer each of the following questions in a single sentence.
a. What was your understanding of “innovation” when we started our work this quarter?
b. Have your thoughts and attitudes about innovation, discover, revolution… changed or
have they been reaffirmed over the past quarter? In what ways?
c. What is the most surprising thing you learned this quarter?
d. What are you interested in doing next – personally, academically, professionally,
politically – as a result of your study of the texts and themes we’ve explored this quarter?
SMALL DISCUSSION GROUPS (2-3)
III. Reflecting collaboratively (15 minutes) Read a few of the notes you’ve written to each other.
After each person reads, the listeners should respond.
Listeners: If you don’t understand what the speaker meant in a sentence, ask for clarification.
If you see a striking and fruitful connection between something the speaker said and something
else we’ve studied this quarter, mention it to the speaker.
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Speakers: Take notes on the questions and connections that your listeners raise — these may
provide good clues for how to further shape your account of your achievements this quarter. (15
minutes)
Six Expectations Discussion: as a final reflection on what you wrote, spend a few minutes
reviewing the Six Expectations below and see how they might inform your thinking and
writing.
*The Six Expectations of an Evergreen Graduate
1. Articulate and assume responsibility for your own work.
2. Participate collaboratively and responsibly in our diverse society.
3. Communicate creatively and effectively.
4. Demonstrate integrative, independent, critical thinking.
5. Apply qualitative, quantitative and creative modes of inquiry appropriately to practical
and theoretical problems across disciplines.
6. As a culmination of your education, demonstrate depth, breadth and synthesis of learning
and the ability to reflect on the personal and social significance of that learning.
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