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Community Engagement Rubric

River Hawk Experience Distinction Course Designation Rubric: Community Engagement

The dimensions identified below are qualities that we hope to encourage in RHED Community Engagement students. Please evaluate the extent to which the course/course assignments give students the opportunity to demonstrate each ability or mindset as described. Please note that these outcome descriptions are aspirational; students may be called on to achieve some measure short of total mastery in any category, depending on the course aims and level.

Community Engagement Dimensions:Description of mastery-level performance of the outcome.To what extent does this course call upon students to demonstrate ability or achievement in each dimension?
Addressing community goalsStudent is aware of the community or organization mission/aims, and how particular communities are organized; student appreciates the importance of addressing community-identified goals, and the assets in the community that may assist in addressing issues identified.
  • Extensively
  • Somewhat
  • Minimally or not at all
Appreciating diverse perspectivesStudent evaluates and applies diverse perspectives within and across communities with empathy and an appreciation for the complexity and awareness of the differences between insider and outsider perspectives.
  • Extensively
  • Somewhat
  • Minimally or not at all
Understanding how power structures affect communitiesStudent demonstrates awareness of impact of power dynamics and effects of justice/injustice on communities; student articulates the origin of needs within the community, including causes and effects.
  • Extensively
  • Somewhat
  • Minimally or not at all
Enacting reciprocal learningStudent demonstrates humility and openness to learning from the community, and respect for community knowledge; student shows understanding of interconnectedness between own knowledge and community knowledge.
  • Extensively
  • Somewhat
  • Minimally or not at all
Using evidence to evaluate solutionsStudent identifies an evidence-based model or theory of change to evaluate options and identify realistic solutions; applies academic or life skills to collaboratively solve problems with community partners.
  • Extensively
  • Somewhat
  • Minimally or not at all
Advocating for changeStudents takes initiative to enact culturally appropriate solutions, navigating and negotiating leadership structures to effect change.
  • Extensively
  • Somewhat
  • Minimally or not at all
RHED GOAL
Effective communication
With an emphasis on listening
Students demonstrate a complete understanding of context, audience (developed from listening carefully to the voices of community partners), purpose, and format that is responsive to the occasion, communicating ideas clearly and appropriately.
  • Extensively
  • Somewhat
  • Minimally or not at all
RHED GOAL
Drawing explicit connections between co-curricular and academic experiences
Students identify or synthesize connections between classroom experiences and experiences of other kinds, deepening their understanding of their academics and broadening their points of view.
  • Extensively
  • Somewhat
  • Minimally or not at all
RHED GOAL
Reflection on skills and qualities related to the distinction
Students demonstrate self-awareness in their learning, and evaluate the changes in their knowledge, skills, or disposition in relation to the dimensions above. Students consider the effect of their work on others and evaluate their inclination toward future community engagement.
  • Extensively
  • Somewhat
  • Minimally or not at all

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