Core Course Review Documentation
Foundational Component Area: SOCIAL & BEHAVIORAL SCIENCES
Proposed Course: ECON2333, Principles of Macroeconomics
Credit Hours: 3 hours
Proposed by: Economics, Finance, and Legal Studies
Date: September 26, 2012
Please document how the proposed course meets each of the following requirements. (You may provide a
written explanation or copy and paste the appropriate information from the syllabus.)
Content:
Courses in this category focus on the application of empirical and scientific methods that contribute to
the understanding of what makes us human.
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The critical role of economic institutions and government policies in economic well-being of the members
of the society.
The study of human behavior related to making choices and measuring trade-off among alternatives.
The application of the scientific method for understanding basic economic issues.
The empirical basis of economics requires an understanding of research design, specific methods of data
collection, and the interpretation of empirical results.
The development of mathematical models describing macroeconomic relationship.
The study of human behavior related to motivations, incentives, and productivity in production,
distribution, and business organizations in the society.
Understanding the role of property rights, economic structure and the role of the market system in
efficient resource allocations.
An analysis of inequality in employment opportunities, income distribution, and wealth by socioeconomic
classifications.
The empirical study and theoretical explanations of unemployment, inflation, government budget, and
economic welfare.
The empirical study and theoretical explanations of government finance, expenditures, and public choice
issues facing society.
The empirical study and theoretical explanations of economic growth and development.
The empirical study and theoretical explanations for and measurement of gains from international trade
and globalization.
Application of economic understanding in the political process of voting processes in the democratic
society.
SKILLS: Courses involve the exploration of behavior and interactions among individuals, groups, institutions, and
events, examining their impact on the individual, society, and culture.
Students in Macroeconomic Principles develop the following skills:
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Critical thinking skills to interpret and analyze incentives, motivations, and productivity in multiple media
messages at the local, national, and global levels.
Example activities:
1. Students will examine the current economic issues discussed in the local newspaper.
2. Students will learn from the local business leaders how market competition affect their
businesses.
3. Students will assess the impact of inflation on their family budget.
4. Students will examine the film, “the Great Depression”, to learn the social impact of an economic
depression.
5. Students will examine what motivated commercial banks to loan to finance subprime
mortgages in the 2007-2009 recession.
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The use of empirical and quantitative skills to analyze and interpret economic data and to make informed
decisions on economic issues.
Example activities:
1. Students will develop mathematical equations describing macroeconomic relation.
2. Students will obtain Consumer Price Index (CPI) data available online from the Bureau of Labor
Statistics to calculate and interpret the inflation rate and how inflation affects the wellbeing of
consumers.
3. Students will obtain labor force related data available online from the Bureau of Labor Statistics
to calculate and interpret the unemployment rate.
4. An economist from the Dallas office of the Bureau of Labor Statistics will be invited to the class
to discuss how employment data are collected in the North Texas area.
5. Students will obtain GDP data available online from the Bureau of Economic Analysis to analyze
economic growth and changes in the standards of living of the people.
6. Students will obtain money supply and interest rate data available online from the Federal
Reserve Bank to assess the change in the money supply.
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The use of economic reasoning in making choices in personal matters, in work environment, and in social
and political issues, leading to ethical and responsible decision-making.
Example activities:
1. Students will check the accuracy of the statements made by political leaders using economic
data.
2. Students will find examples of governments setting social policies using economic theories, for
example, the city raising parking fees to reduce congestion in downtown area.
3. Students will learn how to prepare his/her budget and how the local government budget is
prepared from the finance director of the local community.
4. A representative from the local chapter of the public credit counseling will speak to the
students to learn sound personal financial decision-making.
5. A representative from the local chapter of the Better Business Bureau will speak to the students
on the ethical business practices.
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The use of economic reasoning and knowledge to assume social responsibility in political choice, in work
environment with others, and in understanding of global economic changes that influence the welfare of
the society.
Example activities:
1. Students will learn how to determine the change in the purchasing power of the currency and
how it affects the well-being of the people.
2. Students participate in the economic discussions by a local economic development specialist.
3. Students will examine the film, “the Great Depression”, to learn the social impact of an economic
depression.
4. Students will examine what motivated commercial banks to loan to finance subprime
mortgages in the 2007-2009 recession.
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The ability to understand economic issues and communicate well with others in a regional, national, and
global community.
Example activities:
1. Students will keep a weekly blog using D2L to write about one economic event per week
relevant to course material being covered.
2. Students will participate in the economic discussions by a representative of the Federal Reserve
Bank, the Congressman’s office, and/or the Business Editor of the local newspaper.
3. Students will participate in the economic discussions by a local economic development
specialist.
4. Students will participate in the presentation by numerous national and international business
leaders.
5. Students will participate in the Streich Family Lectureship, an annual event featuring a wellknown business leader and/or economist.
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and direct. The
following four Core Objectives must be addressed in each course approved to fulfill this category requirement:
The students in this class will be given a pre-test and a post-test to measure the
value added of the course, beginning the spring semester 2013. The exam score
from the end-of-semester final exam will be a part of the course grade for the students.
The exam is made up of 30 multiple choice questions covering all the topics in the course. Some sample
questions are listed in the different areas of assessment, as shown in Econ2333, Macroeconomic Principles
Attachments A, B, D and E.
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of
information
Student proficiency in critical thinking skills will be assessed by the use of embedded
multiple-choice questions, such as those given in Attachment A as a sample. Those
questions are designed to assess the students’ ability in critical analysis and synthesis of
information. Those questions make up the exam to evaluate and assure the student’s
learning.
The criteria used in selecting the multiple choice questions are:
1. Does the question help the student improve in thinking? (AACU Critical Thinking
VALUE Rubric: Explanation of issues) (See Attachment AA)
2. Does the answer require economic reasoning? (AACU Critical Thinking
VALUE Rubric: Evidence) (See Attachment AA)
3. Doses the answer solve the given problem? (AACU Critical Thinking VALUE
Rubric: Conclusions and related outcome) (See Attachment AA)
Communication Skills - to include effective development, interpretation and expression of ideas through written,
oral, and visual communication
Student proficiency in written communication will be assessed by evaluating problems and short essay
questions on the exams, such as those given in Attachment B as a sample.
The short essay/problem questions will be selected based on the following criteria:
1. Does the question require the understanding of economic reasoning?
2. Can the answer be evaluated based on the DCOBA undergraduate writing Rubric
(Econ2333) (Content/Information, Language, and Grammar/mechanics)?
Attachment C is a copy of the modified DCOBA undergraduate writing Rubric (Econ2333) to be used for
assessment. This Rubric, adopted from AACU Written Communication VALUE Rubric, is used for AACSBI
and SACS accreditation purposes. See also Attachment BB for AACU Written Communication VALUE
Rubric.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts
resulting in informed conclusions
The successful learning of economics requires empirical and quantitative skills of the student. The student
proficiency in this area will be assessed by the use of embedded multiple-choice questions, such as those
given in Attachment D as a sample. The concepts assessed in this area relate to the analysis of economic
data, the application of some basic statistical methodologies, and the critical interpretation and evaluation
of the data. The students will then apply the results in making informed decision on economic issues.
The questions will be selected based on the following criteria that align with the AACU Quantitative
Literacy VALUE Rubric:
1. The question is selected based on one of AACU Quantitative Literacy VALUE Rubric (Interpretation,
Representation, Calculation, and/or communication). See Attachment CC.
2. Does the answer to the question require economic reasoning?
Social Responsibility - to include intercultural competence, knowledge of civic responsibility, and the ability to
engage effectively in regional, national, and global communities
Student proficiency in social responsibility will be assessed by the use of embedded
multiple-choice questions, such as those given in Attachment E as a sample. Those
questions are designed to assess the students’ ability in intercultural competence, knowledge of civic
responsibility, and the ability to engage effectively in regional, national, and global communities. Those
questions make up the exam to evaluate and assure the student’s learning.
The following criteria are applied in the selection of the questions:
1. Is the question related to national economic issues related to different social groups (gender, ethnicity,
or age)? (AACU Intercultural Knowledge and Competence VALUE Rubric: Skills-Empathy) (See
Attachment DD)
2. Is the question related to the better understanding of the different culture and social backgrounds?
(AACU Intercultural Knowledge and Competence VALUE Rubric: Attitudes-Openness) (See Attachment
DD)
3. Would the question promote the student’s understanding of international or global issues? (AACU
Intercultural Knowledge and Competence VALUE Rubric: Knowledge-Knowledge of cultural worldview
frameworks) (See Attachment DD)
ADDITIONAL INFORMATION: Provide any additional information supporting course inclusion in
the core (optional).
PLEASE ATTACH THE FOLLOWING
1.
2.
3.
4.
5.
Syllabus
Assessment for Critical Thinking Skills
Assessment for Communication Skills
Assessment for Empirical & Quantitative Skills
Assessment for Social Responsibility
ECON2333, Macroeconomic Principles
Attachment A
Sample Multiple-choice Questions
for the Assessment of Critical Thinking Skills
Criteria: 1. Does the question help the student improve in thinking? (AACU Critical Thinking
VALUE Rubric: Explanation of issues)
2. Does the answer require economic reasoning? (AACU Critical Thinking
VALUE Rubric: Evidence)
3. Doses the answer solve the given problem? (AACU Critical Thinking VALUE
Rubric: Conclusions and related outcome)
Sample Multiple-choice Questions:
1. Ceteris paribus, a decrease in the number of kids who play basketball will cause the equilibrium price of
basketballs to:
a. Rise and equilibrium quantity to fall.
b. Fall and equilibrium quantity to fall.
c. Fall and equilibrium quantity to rise.
d. Rise and equilibrium quantity to rise.
e. Remains the same and equilibrium quantity to rise.
2. If the multiplier is 5 and a change in government spending leads to a cumulative $500 billion decrease in
aggregate spending in the economy, then initially:
a. Government spending decreased by $500 billion.
b. Taxes increased by $500 billion.
c. Taxes decreased by $100 billion.
d. Government spending decreased by $100billion.
e. Both government spending and taxes increase by $100 billion.
3. Which explanation best describe the feedback effects of an easy money policy? The increase in GDP resulting
from the policy will:
a. Decrease the demand for money, and partially offset the interest-reducing effect of the policy.
b. Increase the demand for money, and partially offset the interest-increasing effect of the policy.
c. Increase the demand for money, and partially offset the interest-reducing effect of the policy.
d. Decrease the demand for money, and partially offset the interest-increasing effect of the policy.
e. None of the above.
4. Suppose the United States pursued a contractionary fiscal policy to reduce the level of inflation. The net export
effect suggests that next exports would:
a. Decrease, thus decreasing aggregate demand and partially reinforcing the fiscal policy.
b. Decrease, thus increasing aggregate demand and partially reinforcing the fiscal policy.
c. Increase, thus decreasing aggregate demand and partially reinforcing the fiscal policy.
d. Increase, thus increasing aggregate demand and partially reinforcing the fiscal policy.
e. None of the above.
ECON2333, Macroeconomic Principles
Attachment B
Sample Questions for the Assessment of Written Communication Skills
Criteria:
1. Does the question require the understanding of economic reasoning?
2. Can the answer be evaluated based on the DCOBA undergraduate writing Rubric
(Econ2333) (Content/Information, Language, and Grammar/mechanics)?
Problems/Short Essay Questions:
1. Explain in detail two (2) appropriate ways to address each of the following types of externality
problems?
a. Noise pollution from a neighbor who insists on mowing his lawn at 6:30 Sunday morning.
b. Overcrowding on a public beach at the Lake Arrowhead.
2. a. Explain in detail the two major differences between a private good and a pure public good using an
example.
b. Classify the following according to a private good (PG), a natural monopoly (NM), a
common resource (CR), and a pure public good (PP). (You must choose only one for
each.)
i. A textbook a student buys
ii. National defense
iii. Fish in the ocean (in international territory)
iv. Cable TV
v. Interstate 635 going through North Dallas (not toll way)
3. Suppose you are a member of the Board of Governors of the Federal Reserve System. The
economy is experiencing a deep and prolonged recessionary trend. What changes in
monetary policy using i) the reserve ratio, ii) the discount rate, and iii) open-market
operations would you recommend? Explain how the change you advocate would affect
aggregate demand, and thus the economy. (Trace the cause-effect chain.)
4. Explain in detail how each of the following changes (events) will affect demand (D), supply (S),
equilibrium price (pe), and equilibrium quantity (qe) in a competitive market: that is, do demand, supply,
equilibrium price and equilibrium quantity rise fall, or remain unchanged, or are the answers
indeterminate, depending upon the magnitude of the shifts in demand and supply? In each case, you
should rely on a demand and supply diagram to verify your answers.
a.
MARKET
Corn
b.
MARKET
Beef
EVENT
The price of fertilizer increases.
EVENT
A dreadful news of the “Mad Cow” disease has sprung up and the
unusual dry weather increases the price of hay bales.
DCOBA Undergraduate Writing Rubric (ECON2333)
Criteria/Scale
Content/Informati
on
 Clarity of purpose
 Critical and
original thought
Language
 Vocabulary; use
of vocabulary
3
Exceeds Expectations
 Central idea is well
developed and clarity of
purpose is exhibited
throughout the paper
 Abundance of evidence of
critical, careful thought and
analysis and/or insight
2
Meets Expectations
 Central idea and clarity of
purpose are generally
evident throughout the
essay
 Evidence of critical, careful
thought and analysis
and/or insight
1
Needs Improvement
 The central idea is
expressed though it may be
vague or too broad; Some
sense of purpose is
maintained throughout the
essay
 Some evidence of critical,
careful thought and
analysis and/or insight
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Vocabulary is sophisticated
and correct as are sentences
which vary in structure and
length
Uses and manipulates
subject specific vocabulary
for effect
 Vocabulary is varied,
specific and appropriate
 Frequently uses subject
specific vocabulary
correctly
 Vocabulary is used
properly though sentences
may be simple
 Infrequently uses subject
specific vocabulary
correctly
 Vocabulary is
unsophisticated, not used
properly in very simple
sentences
 Uses subject specific
vocabulary too sparingly
Manipulates complex
sentences for effect/impact
No punctuation or
mechanical errors
 Uses complex sentences
 Few punctuation or
mechanical errors
 Uses compound sentences
 Too many punctuation
and/or mechanical errors
 Uses simple sentences
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Grammar/mechani
cs
 Sentence
Structure
 Punctuation/
mechanics
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0
Inadequate
 Central idea and clarity
of purpose are absent or
incompletely expressed
and maintained
 Little or no evidence of
critical, careful thought
or analysis and/or
insight
ECON2333, Macroeconomic Principles
Attachment D
Sample Multiple-choice Questions
for the Assessment for Empirical and Quantitative Skills
Selection Criteria:
1. The question is selected based on one of AACU Quantitative Literacy VALUE Rubric
(Interpretation, Representation, Calculation, and/or communication)
2. Does the answer to the question requires economic reasoning?
Sample Multiple-choice Questions:
1. Assume the U.S. population is 300 million. If the working age population is 240
million, 150 million are employed, and 6 million are unemployed, what is the size of
the labor force?
a. 300 million.
b. 240 million.
c. 156 million.
d. 150 million.
e. 144 million.
2. Real GDP is $9 trillion in the current year and $8.6 trillion in the previous year. The
economic growth rate between these years has been:
a. 10.31 percent.
b. 4.65 percent.
c. 5.67 percent.
d. 7.67 percent.
e. $0.4 trillion.
3. If $200 is saved for 2 years at an interest rate of 5 percent, after two years the sum has
grown to:
a. $210.00.
b. $220.00.
c. $220.50.
d. $240.00.
e. None of the above answers are correct.
4.
a.
b.
c.
d.
e.
Since 1854, the NBER has identified:
83 complete business cycles.
34 expansions and 25 recessions.
34 complete business cycles.
25 expansions and 34 recessions.
18 complete business cycles.
ECON2333, Macroeconomic Principles
Attachment E
Sample Multiple-choice Questions
for the Assessment for Social Responsibility
Criteria:
1. Is the question related to national economic issues related to different social groups
(gender, ethnicity, or age)? (AACU Intercultural Knowledge and Competence
VALUE Rubric: Skills-Empathy)
2. Is the question related to the better understanding of the different culture and social
backgrounds? (AACU Intercultural Knowledge and Competence VALUE Rubric:
Attitudes-Openness)
3. Would the question promote the student’s understanding of international or global
issues? (AACU Intercultural Knowledge and Competence VALUE Rubric:
Knowledge-Knowledge of cultural worldview frameworks)
Sample Multiple-choice Questions:
1. In the United States, the highest unemployment rates occur among:
a. White teenagers.
b. Black teenagers.
c. White females aged 20 and over.
d. Black males aged 20 and over.
e. White males aged 20 and over.
2. Which of the following group of people would most likely be hurt by unexpected inflation?
a. The lenders.
b. The borrowers.
c. The government.
d. The variable income earners.
e. The recipients of the Social security benefits with the COLA (cost-of-living
adjustments).
3. The NAFTA has benefited:
a. U.S. and Mexico, but not Canada.
b. U.S. and Canada, but not Mexico.
c. Canada and Mexico, but not U.S.
d. All of the countries involved.
e. None of the countries involved.
4. If a student from Midwestern State University travels to Germany, the money spent on hotels and
sight-seeing in Germany is counted as services ___America and ___ Germany.
a. Exported to; imported from.
b. Imported from; imported from.
c. Imported from; exported to.
d. Exported to; exported to.
e. Neither exported to nor imported from; imported from.
Dillard College of Business Administration
SYLLABUS: Macroeconomic Principles
Econ 2333, Section 201
Spring Semester 2013
TR 08:00-09:20
Dillard Building 121
Contact Information:
Instructor:
Office:
Office hours:
Phone:
Fax:
E-mail:
Course Materials:
1. Campbell R McConnell, Stanley L Brue, and Sean Masaki Flynn, Macroeconomics, 19th ed. McGrawHill, New York, NY, 2012. ISBN:978-0-07-733772-8 (MBF) (Required)
2. Business week, The Wall Street Journal (Recommended)
Course Description:
This course deals with the scope and methodology of economics and the development of principles
useful for understanding the aggregate economy and for choosing policy to resolve problems such as
unemployment, inflation, recession, economic stagnation and international trade imbalance.
This course is one of the nine courses comprising the Business Core in the Dillard College of Business
Administration. The students must earn an overall GPA of 2.20 or higher in the Business Core in
order to be admitted to the Dillard College of Business Administration.
Course Prerequisite:
None
Learning Goals:
The main objective of the course is to provide the student with an understanding of
economics as a part of everyday life and introduce some basic macroeconomic
concepts to help the student better understand the economy of the United States and
the world.
A. General Learning Goals:
1. Critical Thinking and problem solving through critical analysis, evaluation,
and interpretation of business information. The students will demonstrate their
abilities in critical thinking and problem solving and decision-making abilities by
applying economic concepts to the problem/short essay section of homework,
quizzes and examinations.
2. Empirical and Quantitative Skills. The student will demonstrate their competency in analyzing
and interpreting economic data to make informed decisions on economic issues.
3. Communication skills. The students will demonstrate their abilities in effective
and efficient skills in writing by applying economic concepts to the problem/short essay section
of homework, quizzes, and examinations.
4. Social Responsibilities. The students will demonstrate their abilities in intercultural
competency, civic knowledge, and the abilities to engage effectively in regional, national, and
global economic issues.
5. Personal Responsibilities. The students will demonstrate their abilities in connecting choices,
actions, and consequences to economic reasoning and ethical decision-making.
These general learning goals represent or are similar to those established by the
Dillard College of Business Administration. The goals represent the skills that
graduates will carry with them into their careers. While assessing student
performance in obtaining these general learning goals, the College hopes to assess
its programs. The assessments will assist us as we improve our curriculum and
curriculum delivery.
B. Course Specific Learning Goals:
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Gain basic ideas behind economic science
Understand the demand and supply model
Learn basic roles of government in market
Understand Macroeconomic measurements
Understand the effect of inflation, unemployment, business cycles, and growth
Learn basic concepts of the monetary system
Understand basic macroeconomic policies, fiscal and monetary policies
Become aware of open-economy macroeconomics
Gain basic knowledge of international trade/finance and globalization
Course Policies:
A. Attendance Policy:
Students are expected to attend all class meetings for this course, following the university attendance
policy. (See Midwestern State University Undergraduate Catalog, Vol. LXXVIII, No. 1 (2010-2012), p.
78. Each meeting of the class will run as scheduled. So as not to disturb the class, you are not to walk
in and out of the classroom during the class hour except for an emergency. The students who fail to
meet any of these policies may be dropped from the class with a grade of “F” by the instructor.
B. Other Related Policies:
If a student misses a regularly scheduled exam, the student must immediately notify the instructor of
his/her intention to schedule a make-up exam and secure the instructor’s approval. A make-up exam
consists of five problem/short essay questions is given during the final week. There is no other
recourse available for a missed exam in the class. The exam dates are tentative and subject to change.
There is absolutely no make-up for missed quizzes.
Grading and Evaluation:
Grades will be determined on the basis of the total points earned on three 100-point exams and ten
10-point quizzes. The final exam is available only to those who miss regularly scheduled exam and
who has secured the instructor’s approval for a make-up. Letter grades will be given, with only
minor adjustments, according to the following scale:
Examination #1
Examination #2
Final Examination
Quizzes
Total
100 points
100 points
100 points
100 points
400 points
A 360 - 400 points (90-100%)
B 320 - 359 points (80-89%)
C 280 - 319 points (70-79%)
D 240 - 279 points (60-69%)
F below 240 points (below 60%)
The examination will cover the assigned chapters, in-class lectures, and any other
assigned readings. Students are responsible for all assigned textbook material, even if
it is not directly discussed in class. The final comprehensive exam is given during the
final week. Each examination will have the following components:
Definitions
Problems/Short Essays
Multiple Choices
Total
20 points
20 points
60 points
100 points
In addition to the definitions and the problems/short essay questions, the examination
will have 30 multiple choice questions, each worth 2 points. Please bring a Scantron
sheet (Form No. 882-E, 4¼” x 11’) and some #2 pencils for the exam.
You are also required to take ten (10) unannounced quizzes. Each quiz will worth 10
points. The quizzes are based on handouts and at-the-end-of- chapter problems. A
plain calculator, but not a telephone calculator, may be allowed for the exams and
quizzes.
You will be assigned a randomly selected 4-digit ID number for record keeping in this class when
Quiz #1 is returned to you. Please record your number for future reference.
Keep all the exams and quizzes until the end of the semester to verify any discrepancy in records. If
you happen to be absent on the day the quizzes or exams are returned in the class, you must come to
my office to pick them up. The results of your exams and quizzes will be posted periodically.
Course Content and Outline:
A. Reading Assignments:
Topic
Reading
Introduction to Economics
1. Mathematical Review
MBF, Ch. 1
MBF, Ch. 1, Appendix
The Market Economy
1.
2.
3.
4.
The Market System
Individual Markets: Demand and Supply
Elasticity
Market Failures
MBF, Ch. 2
MBF, Ch. 3
MBF, Ch. 4
MBF, Ch. 5
EXAMINATION #1:
Macroeconomics
1.
2.
3.
4.
Introduction to Macroeconomics
Macroeconomic Measurement GDP
Economic Growth
Business Cycles: Inflation Unemployment
5. Macroeconomic Model: Keynesian Cross
6. Macroeconomic Model: Agg D and Agg S
7. Fiscal Policy, Deficits, and Debt
MBF, Ch. 6
MBF, Ch. 7
MBF, Ch. 8
MBF, Ch. 9
MBF, Ch 10, 11
MBF, Ch. 12
MBF, Ch. 13
EXAMINATION #2:
Macroeconomics (Continued)
8. Money and Banking
9. Monetary Policy
10. Financial Economics
MBF, Ch. 14, 15
MBF, Ch. 16
MBF, Ch. 17
Macroeconomic Issues and International Economics
1. The Phillips Curve
2. Current Issues in Macroeconomics
3. International Economics
MBF, Ch. 18
MBF, Ch. 19
MBF, Ch. 20, 21
FINAL COMPREHENSIVE EXAMINATION:
Academic Integrity:
With regard to academic honesty, students are referred to the “Student Honor Creed” on p. 19 of
Midwestern State University Undergraduate Catalog, Vol. LXXVIII, No. 1 (2010-2012).
Americans with Disability Act:
This class follows the guidelines suggested by the Center for Counseling and Disabilities Services for
those students who qualify for disability services. Please notify the instructor of your special needs
during the first week of classes. See Midwestern State University Undergraduate Catalog, Vol. LXXVIII,
No. 1 (2010-2012), p. 21.
Dillard Building Classroom Policy:


No food or drink is allowed in the classroom.
Keep cell phones dormant in the classroom.
Syllabus Change Policy:
This syllabus is a guide for the course and is subject to change.
Attachment AA
CRITICAL THINKING VALUE RUBRIC
for more information, please contact value@aacu.org
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities
across the United States through a process that examined many existing campus rubrics and related documents for
each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental
criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated
levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student
learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be
translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE
rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that
evidence of learning can by shared nationally through a common dialog and understanding of student success.
Definition
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts,
and events before accepting or formulating an opinion or conclusion.
Framing Language
This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines
requires habits of inquiry and analysis that share common attributes. Further, research suggests that successful
critical thinkers from all disciplines increasingly need to be able to apply those habits in various and changing
situations encountered in all walks of life.
This rubric is designed for use with many different types of assignments and the suggestions here are not an
exhaustive list of possibilities. Critical thinking can be demonstrated in assignments that require students to
complete analyses of text, data, or issues. Assignments that cut across presentation mode might be especially useful
in some fields. If insight into the process components of critical thinking (e.g., how information sources were
evaluated regardless of whether they were included in the product) is important, assignments focused on student
reflection might be especially illuminating.
•
•
•
•
•
Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
Ambiguity: Information that may be interpreted in more than one way.
Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are "taken for granted or
accepted as true without proof." (quoted from www.dictionary.reference.com/browse/assumptions)
Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or conditions
that influence and complicate the consideration of any issues, ideas, artifacts, and events.
Literal meaning: Interpretation of information exactly as stated. For example, "she was green with envy"
would be interpreted to mean that her skin was green.
Metaphor: Information that is (intended to be) interpreted in a non-literal way. For example, "she was
green with envy" is intended to convey an intensity of emotion, not a skin color.
CRITICAL THINKING VALUE RUBRIC
for more information, please contact value@aacu.org
Definition
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
Milestones
3
Benchmark
2
1
Explanation of issues
Issue/problem to be considered critically is
stated clearly and described
comprehensively, delivering all relevant
information necessary for full
understanding.
Issue/problem to be considered critically is
stated, described, and clarified so that
understanding is not seriously impeded by
omissions.
Issue/problem to be considered critically is
stated but description leaves some terms
undefined, ambiguities unexplored,
boundaries undetermined, and/or
backgrounds unknown.
Issue/problem to be considered critically is
stated without clarification or description.
Evidence
Selecting and using information to investigate a
point of view or conclusion
Information is taken from source(s) with
enough interpretation/evaluation to develop
a comprehensive analysis or synthesis.
Viewpoints of experts are questioned
thoroughly.
Information is taken from source(s) with
enough interpretation/evaluation to develop
a coherent analysis or synthesis.
Viewpoints of experts are subject to
questioning.
Information is taken from source(s) with
some interpretation/evaluation, but not
enough to develop a coherent analysis or
synthesis.
Viewpoints of experts are taken as mostly
fact, with little questioning.
Information is taken from source(s) without
any interpretation/evaluation.
Viewpoints of experts are taken as fact,
without question.
Influence of context and assumptions
Thoroughly (systematically and
methodically) analyzes own and others'
assumptions and carefully evaluates the
relevance of contexts when presenting a
position.
Identifies own and others' assumptions and
several relevant contexts when presenting a
position.
Questions some assumptions. Identifies
several relevant contexts when presenting a
position. May be more aware of others'
assumptions than one's own (or vice versa).
Shows an emerging awareness of present
assumptions (sometimes labels assertions as
assumptions). Begins to identify some
contexts when presenting a position.
Student's position (perspective,
thesis/hypothesis)
Specific position (perspective,
thesis/hypothesis) is imaginative, taking into
account the complexities of an issue.
Limits of position (perspective,
thesis/hypothesis) are acknowledged.
Others' points of view are synthesized
within position (perspective,
thesis/hypothesis).
Specific position (perspective,
thesis/hypothesis) takes into account the
complexities of an issue.
Others' points of view are acknowledged
within position (perspective,
thesis/hypothesis).
Specific position (perspective,
thesis/hypothesis) acknowledges different
sides of an issue.
Specific position (perspective,
thesis/hypothesis) is stated, but is simplistic
and obvious.
Conclusions and related outcomes
(implications and consequences)
Conclusions and related outcomes
(consequences and implications) are logical
and reflect student’s informed evaluation
and ability to place evidence and
perspectives discussed in priority order.
Conclusion is logically tied to a range of
information, including opposing viewpoints;
related outcomes (consequences and
implications) are identified clearly.
Conclusion is logically tied to information
(because information is chosen to fit the
desired conclusion); some related outcomes
(consequences and implications) are
identified clearly.
Conclusion is inconsistently tied to some of
the information discussed; related outcomes
(consequences and implications) are
oversimplified.
Attachment BB
WRITTEN COMMUNICATION VALUE RUBRIC
for more information, please contact value@aacu.org
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning
outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The
rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual
campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common
dialog and understanding of student success.
Definition
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing
texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Framing Language
This writing rubric is designed for use in a wide variety of educational institutions. The most clear finding to emerge from decades of research on writing assessment is that the best writing assessments are locally determined and
sensitive to local context and mission. Users of this rubric should, in the end, consider making adaptations and additions that clearly link the language of the rubric to individual campus contexts.
This rubric focuses assessment on how specific written work samples or collectios of work respond to specific contexts. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the
work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or
writer's growing engagement with writing and disciplinarity through the process of writing.
Evaluators using this rubric must have information about the assignments or purposes for writing guiding writers' work. Also recommended is including reflective work samples of collections of work that address such questions as:
What decisions did the writer make about audience, purpose, and genre as s/he compiled the work in the portfolio? How are those choices evident in the writing -- in the content, organization and structure, reasoning, evidence, mechanical
and surface conventions, and citational systems used in the writing? This will enable evaluators to have a clear sense of how writers understand the assignments and take it into consideration as they evaluate
The first section of this rubric addresses the context and purpose for writing. A work sample or collections of work can convey the context and purpose for the writing tasks it showcases by including the writing assignments
associated with work samples. But writers may also convey the context and purpose for their writing within the texts. It is important for faculty and institutions to include directions for students about how they should represent their writing
contexts and purposes.
Faculty interested in the research on writing assessment that has guided our work here can consult the National Council of Teachers of English/Council of Writing Program Administrators' White Paper on Writing Assessment
(2008; www.wpacouncil.org/whitepaper) and the Conference on College Composition and Communication's Writing Assessment: A Position Statement (2008; www.ncte.org/cccc/resources/positions/123784.htm)
Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
•
Content Development: The ways in which the text explores and represents its topic in relation to its audience and purpose.
•
Context of and purpose for writing: The context of writing is the situation surrounding a text: who is reading it? who is writing it? Under what circumstances will the text be shared or circulated? What social or political factors
might affect how the text is composed or interpreted? The purpose for writing is the writer's intended effect on an audience. Writers might want to persuade or inform; they might want to report or summarize information; they might want
to work through complexity or confusion; they might want to argue with other writers, or connect with other writers; they might want to convey urgency or amuse; they might write for themselves or for an assignment or to remember.
•
Disciplinary conventions: Formal and informal rules that constitute what is seen generally as appropriate within different academic fields, e.g. introductory strategies, use of passive voice or first person point of view, expectations for
thesis or hypothesis, expectations for kinds of evidence and support that are appropriate to the task at hand, use of primary and secondary sources to provide evidence and support arguments and to document critical perspectives on the
topic. Writers will incorporate sources according to disciplinary and genre conventions, according to the writer's purpose for the text. Through increasingly sophisticated use of sources, writers develop an ability to differentiate between their
own ideas and the ideas of others, credit and build upon work already accomplished in the field or issue they are addressing, and provide meaningful examples to readers.
•
Evidence: Source material that is used to extend, in purposeful ways, writers' ideas in a text.
•
Genre conventions: Formal and informal rules for particular kinds of texts and/or media that guide formatting, organization, and stylistic choices, e.g. lab reports, academic papers, poetry, webpages, or personal essays.
•
Sources: Texts (written, oral, behavioral, visual, or other) that writers draw on as they work for a variety of purposes -- to extend, argue with, develop, define, or shape their ideas, for example.
WRITTEN COMMUNICATION VALUE RUBRIC
for more information, please contact value@aacu.org
Definition
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing
technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
Milestones
3
2
Benchmark
1
Context of and Purpose for Writing
Includes considerations of audience,
purpose, and the circumstances
surrounding the writing task(s).
Demonstrates a thorough understanding
of context, audience, and purpose that is
responsive to the assigned task(s) and
focuses all elements of the work.
Demonstrates adequate consideration of
context, audience, and purpose and a
clear focus on the assigned task(s) (e.g.,
the task aligns with audience, purpose,
and context).
Demonstrates awareness of context,
audience, purpose, and to the assigned
tasks(s) (e.g., begins to show awareness
of audience's perceptions and
assumptions).
Demonstrates minimal attention to
context, audience, purpose, and to the
assigned tasks(s) (e.g., expectation of
instructor or self as audience).
Content Development
Uses appropriate, relevant, and
compelling content to illustrate mastery
of the subject, conveying the writer's
understanding, and shaping the whole
work.
Uses appropriate, relevant, and
compelling content to explore ideas
within the context of the discipline and
shape the whole work.
Uses appropriate and relevant content to Uses appropriate and relevant content to
develop and explore ideas through most develop simple ideas in some parts of the
of the work.
work.
Genre and Disciplinary Conventions
Formal and informal rules inherent in
the expectations for writing in particular
forms and/or academic fields (please see
glossary).
Demonstrates detailed attention to and
successful execution of a wide range of
conventions particular to a specific
discipline and/or writing task (s)
including organization, content,
presentation, formatting, and stylistic
choices
Demonstrates consistent use of
important conventions particular to a
specific discipline and/or writing task(s),
including organization, content,
presentation, and stylistic choices
Follows expectations appropriate to a
Attempts to use a consistent system for
specific discipline and/or writing task(s) basic organization and presentation.
for basic organization, content, and
presentation
Sources and Evidence
Demonstrates skillful use of highquality, credible, relevant sources to
develop ideas that are appropriate for the
discipline and genre of the writing
Demonstrates consistent use of credible,
relevant sources to support ideas that are
situated within the discipline and genre
of the writing.
Demonstrates an attempt to use credible Demonstrates an attempt to use sources
and/or relevant sources to support ideas to support ideas in the writing.
that are appropriate for the discipline and
genre of the writing.
Control of Syntax and Mechanics
Uses graceful language that skillfully
communicates meaning to readers with
clarity and fluency, and is virtually errorfree.
Uses straightforward language that
generally conveys meaning to readers.
The language in the portfolio has few
errors.
Uses language that generally conveys
Uses language that sometimes impedes
meaning to readers with clarity, although meaning because of errors in usage.
writing may include some errors.
Attachment CC
QUANTITATIVE LITERACY VALUE RUBRIC
for more information, please contact value@aacu.org
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related
documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively
more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics
can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of
expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
Definition
Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess
the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and
they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
Quantitative Literacy Across the Disciplines
Current trends in general education reform demonstrate that faculty are recognizing the steadily growing importance of Quantitative Literacy (QL) in an increasingly quantitative and data-dense world. AAC&U’s
recent survey showed that concerns about QL skills are shared by employers, who recognize that many of today’s students will need a wide range of high level quantitative skills to complete their work responsibilities.
Virtually all of today’s students, regardless of career choice, will need basic QL skills such as the ability to draw information from charts, graphs, and geometric figures, and the ability to accurately complete
straightforward estimations and calculations.
Preliminary efforts to find student work products which demonstrate QL skills proved a challenge in this rubric creation process. It’s possible to find pages of mathematical problems, but what those problem
sets don’t demonstrate is whether the student was able to think about and understand the meaning of her work. It’s possible to find research papers that include quantitative information, but those papers often don’t
provide evidence that allows the evaluator to see how much of the thinking was done by the original source (often carefully cited in the paper) and how much was done by the student herself, or whether conclusions
drawn from analysis of the source material are even accurate.
Given widespread agreement about the importance of QL, it becomes incumbent on faculty to develop new kinds of assignments which give students substantive, contextualized experience in using such skills as
analyzing quantitative information, representing quantitative information in appropriate forms, completing calculations to answer meaningful questions, making judgments based on quantitative data and communicating
the results of that work for various purposes and audiences. As students gain experience with those skills, faculty must develop assignments that require students to create work products which reveal their thought
processes and demonstrate the range of their QL skills.
This rubric provides for faculty a definition for QL and a rubric describing four levels of QL achievement which might be observed in work products within work samples or collections of work. Members of
AAC&U’s rubric development team for QL hope that these materials will aid in the assessment of QL – but, equally important, we hope that they will help institutions and individuals in the effort to more thoroughly
embed QL across the curriculum of colleges and universities.
Framing Language
This rubric has been designed for the evaluation of work that addresses quantitative literacy (QL) in a substantive way. QL is not just computation, not just the citing of someone else’s data. QL is a habit of
mind, a way of thinking about the world that relies on data and on the mathematical analysis of data to make connections and draw conclusions. Teaching QL requires us to design assignments that address authentic,
data-based problems. Such assignments may call for the traditional written paper, but we can imagine other alternatives: a video of a PowerPoint presentation, perhaps, or a well designed series of web pages. In any
case, a successful demonstration of QL will place the mathematical work in the context of a full and robust discussion of the underlying issues addressed by the assignment.
Finally, QL skills can be applied to a wide array of problems of varying difficulty, confounding the use of this rubric. For example, the same student might demonstrate high levels of QL achievement when
working on a simplistic problem and low levels of QL achievement when working on a very complex problem. Thus, to accurately assess a students QL achievement it may be necessary to measure QL achievement
within the context of problem complexity, much as is done in diving competitions where two scores are given, one for the difficulty of the dive, and the other for the skill in accomplishing the dive. In this context, that
would mean giving one score for the complexity of the problem and another score for the QL achievement in solving the problem.
QUANTITATIVE LITERACY VALUE RUBRIC
for more information, please contact value@aacu.org
Definition
Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve
quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of
formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
Milestones
3
2
1
Interpretation
Provides accurate explanations of information
Provides accurate explanations of information
Ability to explain information presented in mathematical presented in mathematical forms. Makes
presented in mathematical forms. For instance,
forms (e.g., equations, graphs, diagrams, tables, words)
appropriate inferences based on that
accurately explains the trend data shown in a graph.
information. For example, accurately explains the trend
data shown in a graph and makes reasonable predictions
regarding what the data suggest about future events.
Provides somewhat accurate explanations of
information presented in mathematical forms,
but occasionally makes minor errors related to
computations or units. For instance, accurately
explains trend data shown in a graph, but may
miscalculate the slope of the trend line.
Attempts to explain information presented in
mathematical forms, but draws incorrect
conclusions about what the information means.
For example, attempts to explain the trend data shown in
a graph, but will frequently misinterpret the nature of
that trend, perhaps by confusing positive and negative
trends.
Representation
Ability to convert relevant information into various
mathematical forms (e.g., equations, graphs, diagrams,
tables, words)
Skillfully converts relevant information into an
Competently converts relevant information into
insightful mathematical portrayal in a way that
an appropriate and desired mathematical
contributes to a further or deeper understanding. portrayal.
Completes conversion of information but
resulting mathematical portrayal is only partially
appropriate or accurate.
Completes conversion of information but
resulting mathematical portrayal is inappropriate
or inaccurate.
Calculation
Calculations attempted are essentially all
successful and sufficiently comprehensive to
solve the problem. Calculations are also
presented elegantly (clearly, concisely, etc.)
Calculations attempted are essentially all
successful and sufficiently comprehensive to
solve the problem.
Calculations attempted are either unsuccessful or Calculations are attempted but are both
represent only a portion of the calculations
unsuccessful and are not comprehensive.
required to comprehensively solve the problem.
Application / Analysis
Ability to make judgments and draw appropriate
conclusions based on the quantitative analysis of data,
while recognizing the limits of this analysis
Uses the quantitative analysis of data as the basis
for deep and thoughtful judgments, drawing
insightful, carefully qualified conclusions from
this work.
Uses the quantitative analysis of data as the basis
for competent judgments, drawing reasonable
and appropriately qualified conclusions from this
work.
Uses the quantitative analysis of data as the basis
for workmanlike (without inspiration or nuance,
ordinary) judgments, drawing plausible
conclusions from this work.
Uses the quantitative analysis of data as the basis
for tentative, basic judgments, although is
hesitant or uncertain about drawing conclusions
from this work.
Assumptions
Ability to make and evaluate important assumptions in
estimation, modeling, and data analysis
Explicitly describes assumptions and provides
Explicitly describes assumptions and provides
compelling rationale for why each assumption is compelling rationale for why assumptions are
appropriate. Shows awareness that confidence in appropriate.
final conclusions is limited by the accuracy of the
assumptions.
Explicitly describes assumptions.
Attempts to describe assumptions.
Communication
Expressing quantitative evidence in support of the
argument or purpose of the work (in terms of what
evidence is used and how it is formatted, presented, and
contextualized)
Uses quantitative information in connection with
the argument or purpose of the work, presents it
in an effective format, and explicates it with
consistently high quality.
Uses quantitative information in connection with Uses quantitative information, but does not
the argument or purpose of the work, though
effectively connect it to the argument or purpose
data may be presented in a less than completely of the work.
effective format or some parts of the explication
may be uneven.
Presents an argument for which quantitative
evidence is pertinent, but does not provide
adequate explicit numerical support. (May use
quasi-quantitative words such as "many," "few,"
"increasing," "small," and the like in place of
actual quantities.)
Attachment DD
INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC
for more information, please contact value@aacu.org
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related
documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating
progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15
of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels
within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
Definition
Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.”
(Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed.
M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)
Framing Language
The call to integrate intercultural knowledge and competence into the heart of education is an imperative born of seeing ourselves as members of a world community, knowing that we share the future
with others. Beyond mere exposure to culturally different others, the campus community requires the capacity to: meaningfully engage those others, place social justice in historical and political context, and put
culture at the core of transformative learning. The intercultural knowledge and competence rubric suggests a systematic way to measure our capacity to identify our own cultural patterns, compare and contrast
them with others, and adapt empathically and flexibly to unfamiliar ways of being.
The levels of this rubric are informed in part by M. Bennett's Developmental Model of Intercultural Sensitivity (Bennett, M.J. 1993. Towards ethnorelativism: A developmental model of intercultural
sensitity. In Education for the intercultural experience, ed. R. M. Paige, 22-71. Yarmouth, ME: Intercultural Press). In addition, the criteria in this rubric are informed in part by D.K. Deardorff's intercultural
framework which is the first research-based consensus model of intercultural competence (Deardorff, D.K. 2006. The identification and assessment of intercultural competence as a student outcome of
internationalization. Journal of Studies in International Education 10(3): 241-266). It is also important to understand that intercultural knowledge and competence is more complex than what is reflected in this
rubric. This rubric identifies six of the key components of intercultural knowledge and competence, but there are other components as identified in the Deardorff model and in other research.
Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Culture: All knowledge and values shared by a group.
• Cultural rules and biases: Boundaries within which an individual operates in order to feel a sense of belonging to a society or group, based on the values shared by that society or group.
• Empathy: "Empathy is the imaginary participation in another person’s experience, including emotional and intellectual dimensions, by imagining his or her perspective (not by assuming the person’s
position)". Bennett, J. 1998. Transition shock: Putting culture shock in perspective. In Basic concepts of intercultural communication, ed. M. Bennett, 215-224. Yarmouth, ME: Intercultural Press.
• Intercultural experience: The experience of an interaction with an individual or groups of people whose culture is different from your own.
• Intercultural/cultural differences: The differences in rules, behaviors, communication and biases, based on cultural values that are different from one's own culture.
• Suspends judgment in valuing their interactions with culturally different others: Postpones assessment or evaluation (positive or negative) of interactions with people culturally different from one self.
Disconnecting from the process of automatic judgment and taking time to reflect on possibly multiple meanings.
• Worldview: Worldview is the cognitive and affective lens through which people construe their experiences and make sense of the world around them.
INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC
for more information, please contact value@aacu.org
Definition
Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing
programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
3
Milestones
2
Benchmark
1
Knowledge
Cultural self- awareness
Articulates insights into own cultural rules and
biases (e.g. seeking complexity; aware of how
her/his experiences have shaped these rules, and
how to recognize and respond to cultural biases,
resulting in a shift in self-description.)
Recognizes new perspectives about own cultural
rules and biases (e.g. not looking for sameness;
comfortable with the complexities that new
perspectives offer.)
Identifies own cultural rules and biases (e.g. with a
strong preference for those rules shared with own
cultural group and seeks the same in others.)
Shows minimal awareness of own cultural rules and
biases (even those shared with own cultural
group(s)) (e.g. uncomfortable with identifying
possible cultural differences with others.)
Knowledge
Knowledge of cultural worldview frameworks
Demonstrates sophisticated understanding of the
complexity of elements important to members of
another culture in relation to its history, values,
politics, communication styles, economy, or beliefs
and practices.
Demonstrates adequate understanding of the
complexity of elements important to members of
another culture in relation to its history, values,
politics, communication styles, economy, or beliefs
and practices.
Demonstrates partial understanding of the
complexity of elements important to members of
another culture in relation to its history, values,
politics, communication styles, economy, or beliefs
and practices.
Demonstrates surface understanding of the
complexity of elements important to members of
another culture in relation to its history, values,
politics, communication styles, economy, or beliefs
and practices.
Skills
Empathy
Interprets intercultural experience from the
perspectives of own and more than one worldview
and demonstrates ability to act in a supportive
manner that recognizes the feelings of another
cultural group.
Recognizes intellectual and emotional dimensions
of more than one worldview and sometimes uses
more than one worldview in interactions.
Identifies components of other cultural
Views the experience of others but does so through
perspectives but responds in all situations with own own cultural worldview.
worldview.
Skills
Verbal and nonverbal communication
Articulates a complex understanding of cultural
differences in verbal and nonverbal communication
(e.g., demonstrates understanding of the degree to
which people use physical contact while
communicating in different cultures or use
direct/indirect and explicit/implicit meanings) and
is able to skillfully negotiate a shared understanding
based on those differences.
Recognizes and participates in cultural differences
in verbal and nonverbal communication and begins
to negotiate a shared understanding based on those
differences.
Identifies some cultural differences in verbal and
nonverbal communication and is aware that
misunderstandings can occur based on those
differences but is still unable to negotiate a shared
understanding.
Has a minimal level of understanding of cultural
differences in verbal and nonverbal communication;
is unable to negotiate a shared understanding.
Attitudes
Curiosity
Asks complex questions about other cultures, seeks Asks deeper questions about other cultures and
out and articulates answers to these questions that seeks out answers to these questions.
reflect multiple cultural perspectives.
Asks simple or surface questions about other
cultures.
States minimal interest in learning more about other
cultures.
Attitudes
Openness
Initiates and develops interactions with culturally
different others. Suspends judgment in valuing
her/his interactions with culturally different others.
Expresses openness to most, if not all, interactions
with culturally different others. Has difficulty
suspending any judgment in her/his interactions
with culturally different others, and is aware of own
judgment and expresses a willingness to change.
Receptive to interacting with culturally different
others. Has difficulty suspending any judgment in
her/his interactions with culturally different others,
but is unaware of own judgment.
Begins to initiate and develop interactions with
culturally different others. Begins to suspend
judgment in valuing her/his interactions with
culturally different others.