Demonstrable cognitive, affective and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
Ability to recognize ethical issues in a variety of settings and evaluate alternative actions.
Demonstrable knowledge, skills, values and motivation that promotes the quality of life in a community.
Framing language and definitions for each of the outcomes is provided to those considering participation in the assessment process.
*Rubrics can be uploaded into a Canvas course for use in assignment grading. Note: The rubrics can be edited once uploaded, but cannot be altered once they've been made available to the class participants. For information on how to upload the rubrics into Canvas, please visit: Canvas-How to Use Rubrics. Additional Canvas resources can be found here: Canvas FAQs.
The Center for Community-Based Learning has chosen to utilize the VALUE Rubrics created by AAC&U.
The primary purpose of the University-Wide Assessment of Community-Based Transformational Learning (CBTL) process is to provide faculty with evidence of student learning that could be used to inform teaching practices.The process is intended to help faculty understand the impact of their CBTL experience and whether the outcome of each course activity and assignment is properly aligned with intended goals.
The University-Wide Assessment of Community-Based Transformational Learning process is completed in a single day. Information that is required prior to Assessment Day includes submitting: a copy of the course syllabus, a roster of enrolled students including N numbers, a completed course Briefing Sheet, and an approximate number, length, and date of artifacts being collected. During Assessment Day, faculty participating as raters are paired up and asked to read artifacts grouped by course number. A score is assigned based on CBTL rubrics chosen by the faculty member of record. The CBTL VALUE Rubrics, created by AAC&U, have a primary focus within 4 domains: Intercultural Competence, Ethical Character, Effective Citizenship, and Integrated Connections (explanations above).
All CBTL courses should include a statement regarding the use of their work for university-wide assessment.The UNF Center for Community-Based Learning suggests that the following statement be included in all CBTL course syllabi:
“The University of North Florida is committed to providing quality education and to assuring that students gain the knowledge and skills necessary to be successful after they graduate. Assessment of student learning provides information needed to make improvements in UNF programs, course content, and teaching. During this course your instructor will collect and submit samples of your work to determine program effectiveness.
You should know that:
Student artifacts are reflective in nature. The submission format can be written, recorded, or digital.
Descriptions of course-based assessment artifacts:
Articulated Learning Artifacts
Articulated Learning Artifacts are student artifacts from assignments or activities that include the following: structured reflection incorporating students' descriptions, observations, analyses, application, and/or synthesis of their community-based experiences in relation to themes, issues, theories, concepts, and/or skills related to course objectives or content.