<p> RUBRIC TO ASSESS ACADEMIC SERVICE-LEARNING REFLECTION PAPERS Adapted by Dr. Barrett Brenton from Rubric Developed by Campus Compact d e d a</p><p> r Dimensions of Quality NOVICE APPRENTICE PROFICIENT DISTINGUISHED</p><p>G (Criteria) [Grade Range F – D] [Grade Range C] [Grade Range B] [Grade Range A] s</p><p> e Student demonstrates Student expresses Student expresses Student expresses and acts out Y</p><p> limited awareness of awareness of the purpose empathy and/or awareness personal role in service and applies </p><p>AWARENESS OF PURPOSE OF the purpose of service and of service and a one-on- of personal role in service the experience to developing SERVICE obtaining AS-L credit. one connection with the and applies it to a solutions. experience, but it is not connection with solutions applied. and the bigger picture. s</p><p> e Student accepts Student accepts most Student begins to argue Student expresses an abstract Y</p><p> things at face value, things at face value, for conclusions based on level of responding which requires</p><p>CRITICAL THINKING as if all opinions were as if most opinions were objective evidence that objective evidence. They created equal. created equal. express concrete demonstrate awareness of Opinions are stated Opinions are stated arguments. different perspectives, and without argument. with limited argument. weigh evidence to successfully argue for a conclusion/opinion. s</p><p> e Student does not apply the Student expresses some Student develops a Student creates their own </p><p>Y APPLYING THE AS-L EXPERIENCE TO</p><p> academic knowledge base and connection between the perspective built upon the academic perspective infused with THE ACADEMIC KNOWLEDGE BASE AND OBJECTIVES OF THE COURSE objectives of the course to the academic knowledge base academic knowledge base the knowledge base and objectives service experience. and objectives of the and objectives of the of the course and applies it to the course and the service course that is linked to the service experience beyond the experience. service experience. curriculum. l a</p><p> n Student demonstrates Student expresses Student acknowledges a Student acknowledges a o i t a limited awareness of insight responsibility to responsibility to community p O</p><p> personal responsibility into community issues community regarding regarding issues pertinent to the </p><p>RESPONSIBILITY TO COMMUNITY to community. pertinent to the service issues pertinent to the service and expresses a project and integrates a service and expresses a commitment to working towards personal sense of commitment to working specific solutions. In addition, responsibility to towards specific student gets others involved. participating in a solution solution(s). but does not apply that knowledge. l a</p><p> n Student expresses Student expresses a Student expresses how Student expresses change(s) in self o i t very limited or no connection connection between they could change as a because of the service. p IMPACT ON STUDENT’S O</p><p> between service and self. service and self. result of the service.</p><p>PERSONAL LIFE </p><p>Optional CHARISM AND VALUES VINCENTIAN Vincentiancharism servicethe experience to limited a of connectedness the Studentdemonstrates service. Vincentian values and between connection some Student expresses Vincentianlens. through the a poor in service personal to role awareness empathyand of Studentexpresses both theory and experience bothand theory theirperspective own based on servicecreates experience and of the application on reflection Vincentianspirit through Studentincorporates fully the </p>