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Experiential Learning Requirement (ELR) Rubric
The Experiential Learning Steering Committee (ELSC) developed a rubric for reviewing experiential learning (EL) activities grounded in the institutional criteria. Each item is evaluated on a scale of 0-2 with a 2 meeting expectations for the criteria. Three members of the ELSC review each EL activity. The Office of Experiential Learning compiles the scores and averages them to determine if the activity meets the viability threshold. Feedback from the ELSC goes to the administrator for the EL activity.
If the activity does not meet viability threshold, the administrator can address the criteria in question and resubmit for approval.
PREPARATION
| Criteria | 0 - Does not Meet | 1 - Partially Meets | 2 - Meets |
|---|---|---|---|
| Intention & Connection | No purpose expressed | Unclear how activity aligns with goals or student benefits | Clear how activity aligns with goals; outlines student benefits |
| Learning Outcomes & Competencies | No learning outcomes or competencies | Learning outcomes and/or competencies are unclear | Clear learning outcomes and/or competencies |
| Planning & Organization | No outline/syllabus | Outline/syllabus not detailed expressing EL process/activity | Clear and organized plan for EL activity; alignment of purpose and EL activity |
| Orientation & Training | No information on preparing students | Unclear how activities connect to orientation & training | Activities for students to make them ready for the experience |
| Guidance | No person/role mentioned | Does not clearly identify the person/role to provide guidance and feedback; person/role identified does not have discipline experience | Clearly identifies person/role to provide ongoing, frequent feedback; person/role identified also has discipline experience |
EXPERIENCE
| Criteria | 0 - Does not Meet | 1 - Partially Meets | 2 - Meets |
|---|---|---|---|
| Authenticity | Not hands-on or real-world | Hands-on but not real-world or real-world but not hands-on | Both hands-on and real-world; expresses how activity can apply to future opportunities |
| Time on Task | Not expressed; No connection between hours and activities | Described activities either far exceed or fall short of hours | Described activities align with expected time on task |
| Level of Challenge & Ownership | No information on ownership or challenge for student | Unclear how a student will have ownership or exercise independent judgement | Clear how a student will own the EL process/outcomes or have opportunities to exercise independent judgement |
| Reflection | No reflection components/framework | Reflection lacks framework or frequency | Meaningful reflection opportunities using an expressed framework |
COMPLETION
| Criteria | 0 - Does not Meet | 1 - Partially Meets | 2 - Meets |
|---|---|---|---|
| Monitor & Track Progress | The plan to monitor or track progress and provide feedback is unclear | Provides a framework for measuring student progress, though it may lack specificity | Provides a well-defined framework for measuring student progress and offering feedback |
| Assessment & Evaluation | Plan for continuous improvement is unclear and/or does not align well with outcomes or competencies | Provides a framework for assessment of outcomes or competencies and ways to improve EL activity for future students, through it may lack specificity | Provides well-defined framework for measuring outcomes or competencies and making improvements to the EL activity |