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Faculty log in and find the assessment instrument or packet for their discipline.

Below is the “BASS Common Assessment Packet 2013” for the B.A. in

Sustainability Studies.

This packet demonstrates a comprehensive assessment plan for all 300- and 400-

level courses with a rubic and assessment tool for every course.

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COLLEGE-WIDE COMMON ASSESSMENT TOOLSBACHELOR OF ARTS IN SUSTAINABILITY STUDIES

COLORADO MOUNTAIN COLLEGE

Enclosed please find the Common Assessment assignments and grading rubrics for each of the required BASS courses. These assessments are to be shared with both full-time and part-time faculty teaching the respective courses. Please take a moment to double check the assessments, as some descriptions and rubrics have been slightly refined and updated.

During the first two years of implementation of the new Bachelor’s program, from Fall 2011 to Spring 2013, each semester that a required BASS course was offered, it was assessed. This was so that CMC would have a more detailed understanding of the successes and challenges of student learning, by way of the assessment of the outcomes across the college. From Fall 2013 forward, however, the assessments will take place based on a curriculum map (enclosed) that will specify which courses will be assessed each term. Discipline Coordinators and Lead Faculty will continue to play a key role in the assessment process each semester.

When a course is slated to be assessed, each faculty member teaching the course must administer the common assignment to his/her students. It is not an optional assignment, but is required for all faculty to utilize, college-wide. This is an important part of CMC’s accreditation with the Higher Learning Commission.

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Instructions on how to use the Common Assessment in your classes:

Administering:-Please administer the assessment-assignment (without modification) as you would any other assignment in your class.

Grading:-Utilize the rubric provided as your grading tool. Allow the descriptions in each category of the rubric to serve as your guide for the students’ scores.

-Submit scores to the Discipline Coordinator in an official list that includes the student ID number for each student. The ID numbers are essential because in the final assessment report, no student names are included. For each student, you will need to provide a score for each category of the rubric. A total score is not sufficient. A score for each individual category, for each student, must be provided as each category contributes in a different way to the select Student Learning Outcomes being measured.

! [Note: For your personal gradebook’s calculation (not the official submission), you may convert the rubric grading ! scale into something that equates to the way in which you grade on your syllabus. (i.e., Rubric lists the assignment as ! 9 points, you may convert that into a 45 point assignment in your gradebook.) Sometimes this is helpful to students ! because it is often difficult for them to understand how an essay, for example, amounts to only 9 points. The rubric ! tool uses low numbers for assessment reporting in an effort to keep things more simplified.]

Submitting:-Please send your official submission to the Discipline Coordinator no later than the time/day final grades are due.

Please contact your Instructional Chair, Dr. Tina Evans or Dr. Mercedes Quesada-Embid with any questions that you may have about the Common Assessment process.

Last Revision: June 2013 Prepared by M.Quesada-Embid

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Common Assessment Plan beginning Fall 2013 through Spring 2016

Courses marked with an ‘x’ mean that they are slated for assessment that semester. Faculty members teaching a marked course are required to administer, grade and submit the Common Assessment during that term.*

Fall 2013

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

SUS 300 x x x

SUS 301 x x x

SUS 310 x x x

SUS 311 x x x

SUS 320 x x x

SUS 321 x x x x

SUS 330 x x x

SUS 331 x x x

SUS 410 x x x

SUS 420 x x x

SUS 421 x x x

SUS 430 x x x

SUS 431 x x x

SUS 489 x x x x

*Even if a course is not slated for assessment in a particular term, faculty are encouraged to administer the assessment-assignment in class as part of their compendium of assignments. This encouragement is based on the fact that the assignments were designed with the Student Learning Outcomes in mind, and the assignment may prove fruitful to facilitating overall student progress in the course.

Last Revision: June 2013 Prepared by M.Quesada-Embid

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Student Learning Outcome #1: Understand the history of the sustainability movement including key events, documents, and people

Student Learning Outcome #4: Explain core principles of sustainability and apply principles toward a variety of settings and scales

Format:This assessment should be embodied as a reflective, written essay.

Description:Please select one historical event that you deem representative of sustainability.Explain why this particular event could be interpreted as significant to the movement – key to the sustainability paradigm shift. In other words, choose an event in history that represents a crucial moment for sustainability, without which, sustainability might not have evolved in the same way. Within this reflection explain how and why this event, the individuals involved, and its main ideas encompass ecological, social and economic sustainability. By doing this, you will also be describing the core principles of sustainability and how the event contributed to sustainability as a social movement. Due to the fact that nothing happens in true isolation, and sustainability is based on ideas of interdependence, you will essentially be setting the historical scene, as it were, and determining what other smaller happenings led to this main event and what were some of the implications of it.

You may choose any historical event that you believe is appropriate. No matter which event you choose, you must defend your choice strongly, both critiquing and praising it as necessary, in order to give a well-rounded evaluation of it. Within your reflection essay, provide supporting evidence and specific examples from our class meetings, readings and discussions to help validate your response. This demonstrates your knowledge and understanding of the course material. Include a reference page and citations throughout your delivery method, so as to give credit to the work of others.

The choices for this assignment are many. Have fun with it and demonstrate your creativity of thought! This is a neat opportunity for you to take the theories and principles within sustainability and see how they apply to actual, historical events, in specific settings and scales.

SUS 300 Common Assessment SLO’s 1, 4 Total 25 points

Developed(by(M.(Quesada1Embid

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SUS#300#Common#Assessment,#SLO’s#1#and#4#############################Total:#25#points

Developed#by#M.#QuesadaEEmbid

1 Point 2 Points 3 Points 4 Points 5 Points

Identifies historical event and describes how it is representative of sustainability (5pts)

Ineffective; does not identify event accurately, provides vague, insufficient context; highly deficient in quality, misses major content areas

Lacking; generally explanatory, though flawed, fails to draw appropriate conclusions regarding the event, the historical context and how it is representative

Adequate; Impressive explanation, but lacks sufficient detail and discussion of chosen event; accurately identifies event and provides context but lacks some development

Effective; Strong description and argument of the event’s representative nature, a few minor weak points; all in all identifies and synthesizes well

Outstanding; Describes event and context in detail, successfully sets the historical scene; Excellent explanation of event; synthesizes and expands upon information well

Explains and applies core sustainability principles (5pts)

Ineffective; Student does not explain and/or apply principles accurately

Lacking; Rarely explains and/or applies principles, demonstrates inconsistencies with what is applied

Adequate; Good application and explanation of principles, but generalizations dominate

Effective; Strongly explains and applies principles, recognizes key interconnections

Outstanding; Excellently explains and applies principles, articulates appropriate interconnections

Demonstrates critical analysis and reflective capabilities (5pts)

Ineffective; Does not demonstrate critical thinking and reflection; imprecise awareness and understanding

Lacking; Overwhelming deficiencies, fails to assimilate and understand the material fully, severe omissions in critical analysis and reflection

Adequate; Reveals assimilation and understanding of the material, begins to critically analyze and reflect, but lacks development

Effective; Skillful assimilation and understanding, frames and develops critical thought and reflection well

Outstanding; Extensive assimilation and understanding, demonstrates strong reflective, critical capacities

Demonstrates comprehension and shows historical contribution in specific settings/scales (5pts)

Ineffective; Does not demonstrate comprehension, misconstructs and requires precision as per historical contribution in specified settings/scales

Lacking; Incomplete attempt at comprehension, has difficulty applying ideas, provides a limited interpretation regarding historical contribution in specific settings/scales

Adequate; Shows initial stages of comprehension, Competencies present, but at times unclear as per overall historical contribution in specific settings/scales

Effective; Proficiently and accurately shows comprehension, historical contribution is outlined accurately for specified settings/scales

Outstanding; Succinctly and thoroughly shows many levels of comprehension, historical contribution made exceptionally clear for specific settings/scales

1 Point 2 Points 3 Points

Draws from course material and incorporates citations/references appropriately (3pts)

Ineffective; Student does not incorporate course material, solely opinion-based; Citations/referen-ces are not incorporated appropriately

Effective; Student utilizes class resources, attempts to provide evidence, some is extraneous or insufficient; Uses resources properly, but some are still needed

Outstanding; Incorporates class materials, has supporting evidence for a well-balanced discussion; Uses a variety of resources properly, fully shows intellectual honesty

Establishes novel and valid reasons Well-written/expressed (2pts)

Ineffective; Originality is evident, could be further developed; Some areas were redundant, un-focused, and disorganized

Effective; Independent thinking, innovative, clear, varied, precise expression; Consistent throughout, Solid organization

Total: 25 points

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Student Learning Outcome #2: Understand fundamental systems concepts and terminology.

Student Learning Outcome #5: Apply systems thinking to sustainability problems.

Format:

This assessment should be a 1-page original diagram with a corresponding explanation.

Description:

Please create a comprehensive diagram illustrative of systems thinking within sustainability. You may choose any area(s) of sustainability in which to focus your expressive diagram as long as you can successfully demonstrate its usefulness as a model for complex, interconnected and interdependent thinking. The diagram may be created by hand or on a computer, whichever is the best approach for you.

The diagram should be of your own design and should be a culmination of your understandings of the core principles associated with the concepts and language of complex systems dynamics. This visual representation is expected to reflect your understandings of the utility of basic models. It is also an applied reflection of an issue you deem important within your broad understandings of the spectrum of sustainability.

In addition to creating your diagram, please describe your systems drawing. The description should explain each aspect of the image and how it is relevant to a systems approach toward a more holistic understanding of the sustainability challenge you are highlighting.

You will need to pull directly and indirectly from our various course materials: textbook, journal articles, classroom discussions, etc. in order to create your piece. Have fun with this assignment! It is an opportunity to explore an inventive way to express your vision of systems thought for an issue of importance to you surrounding sustainability.

SUS#301#Common#Assessment,#SLO’s#2#and#5############################Total:#12#points

Developed#by#M.#QuesadaDEmbid

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Developed#by#M.#QuesadaDEmbid

1 Point 2 Points 3 Points

Creates original diagram of systems thinking of a sustainability issue

Ineffective; does not provide an original, creative and/or comprehensive representation of a systems thinking diagram related to sustainability

Adequate; Provides a diagram, but it lacks sufficient originality, detail and development; connection to sustainability is clear, but it is not quite representative of a systems approach

Effective; Provides a strong, comprehensive diagram which reflects originality and creativity; it has a coherent structure, demonstrates systems thinking, imparts clarity to sustainability and the chosen issue(s)

Diagram reflects core principles, language, and understanding of models for complex systems dynamics

Ineffective; does not reflect principles, language and/or an understanding of basic systems models; diagram is vague and highly deficient in quality, misses major elements areas of complexity

Adequate; Good reflection of principles and language; demonstrates the advantageous application of basic models within the complexity of systems; model is useful, but somewhat lacking

Effective; An excellent reflection of core principles and language; provides a useful model of the complexity of systems thought; Model is both complex, yet accessible; it is of high quality

Includes a clear description of the diagram which explains its relevance to the sustainability issue

Ineffective; Diagram is not accompanied by a clear description and/or does not demonstrate critical thinking and reflection; Description does not explain diagram’s relevance to sustainability

Adequate; Description reveals assimilation, understanding and relevance to sustainability; explanation begins the process of critical analysis, but requires more development and precision

Effective; Description is a skillful, concise, clear, and relevant assimilation of sustainability; it frames and develops critical thought and reflection; is precise and compliments the diagram

Demonstrates knowledge of and use of course materials, discussions, etc.

Ineffective; Does not demonstrate knowledge of course material and/or misconstrues it; requires precision as per understanding of course materials

Adequate; Shows stages of comprehension of course material; competencies present, but at times unclear as per overall knowledge and application of course materials

Effective; Proficiently shows knowledge of the course material; its application to the diagram is apt and accurate; incorporates a significant amount from the course into the diagram and/or description

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Student Learning Outcome #4: Create quality questions based on ecological principles that will use qualitative and quantitative arguments to address/debate areas of ecological/environmental concern as this relates to current thinking regarding sustainability.

Student Learning Outcome # 6: Explore thoughtful solutions to current environmental challenges based on an ecological perspective.

Format: This assessment should be a 2-3 page original document.

Description:

Create a short case study surrounding the topic of extinctions and invasions. Select a species native to the western Rocky Mountains (plant or animal) and give a succinct synopsis of the impact one or more non-native species have had on it. This native species could be thriving, endangered or extinct.

Please include: a brief natural history description of the region, an ecological understanding of the chosen native species, explain how the non-native species was introduced to the region, and provide an analysis of the impact the non-native species has/have had on the native. What lessons in sustainability can be gleaned from this case study?

At the end of your study, create two engaging discussion questions that consider the significance this issue has for stakeholders learning about ecology in the Rockies.

This assignment is a great way to explore the implications of non-native and native species for our fragile and complex mountain ecosystems. Your case study should be between two and three pages long, typed and double-spaced with citations embedded therein. It should also have a reference page to accompany it.

SUS 310 Common Assessment, SLO’s 4 and 6 Total 20 points

Developed(by(M.(Quesada1Embid

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1 Point 2 Points 3 Points 4 Points

Provides description of natural history of the region demonstrating an ecological understanding (3pts)

Ineffective; does not provide a description of natural history and provides insufficient ecological understanding

Effective; provides description of natural history, could be more detailed; the ecological understanding lacks some development

Outstanding; provides a strong description of natural history appropriate to the region and clearly and success-fully demonstrates ecological understanding

Explains introduction of non-native species and analyzes their impact (3pts)

Ineffective; Does not explain the intro of the non-native species; highly deficient in quality, misses major impacts related to the non-native species

Effective; Explains the intro of non-native species, but lacks specificity; an im-pressive analysis with minor weak points

Outstanding; Fully explains the origins of the non-native species to the region; excellent analysis of the event, distinguishes and assimilates the impact well

Draws connections to sustainability (4pts)

Ineffective; Does not demonstrate critical thinking and reflection, imprecise awareness of connections to sustainability

Lacking; Begins to demonstrate critical thinking and reflection, but is unclear and misconstructs connections to SUS

Effective; Skillful assimilation and understanding, frames and develops critical thought and reflection, but lacks development of sustainability connections

Outstanding; Extensive assimilation and understanding, strong critical capacities, reflects and articulates appropriate connections

Creates two engaging discussion questions (4pts)

Ineffective; Either does not create two questions or the questions do not demonstrate comprehension of the case study

Lacking; The two questions show stages of comprehension; competencies present, but somewhat unclear

Effective; The two questions proficiently and accurately show comprehension, but questions could be more applicable to the case study

Outstanding; Two questions succinctly and thoroughly show many levels of comprehension, useful to the case study

Includes appropriate references and citations (3pts)

Ineffective Citations and/or references are not included, or are improperly used

Effective; Uses resources properly, but has not referenced the study sufficiently

Outstanding; Uses a variety of resources, accurate referencing, fully shows intellectual honesty

Meets length requirements, is well-written and cohesive (2pts)

Ineffective; Length not met and/or redundant, unfocused disorganized, many grammatical errors

Effective; Length is met; well-expressed and organized; slight grammatically errors

Outstanding; Length is met, precise expression; Clear/consistent, solid organization throughout

SUS 310 Assessment Rubric

Total: 20 points

Mercedes QE
Developed by M. Quesada-Embid
Mercedes QE
Mercedes QE
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Student Learning Outcome #1: Articulate an understanding of sustainability from various scientific disciplines.

Student Learning Outcome #5: Create a solutions based perspective grounded in the sciences to examine current and future ecological/environmental challenges.

Format: This assessment should be a 3-4 page written paper with a minimum of 4 scholarly references.

Description:Please write a summative and culminating paper in which you demonstrate how three scientific disciplines, discussed during the semester, have connections to sustainability. Explain your comprehension of these distinct disciplines and your understandings of their approaches to sustainability. As a part of your explanation, you will need to clarify how each discipline incorporates sustainability into its research and/or its affiliations to policy-making. Assess the relevance of each of the three scientific disciplines with regard to their contribution to the goal and progression of sustainability science as an ethical, accessible and valid endeavor for society.

Your evaluation of these three disciplines will include reference to their limitations as well as their potential. As you evaluate them, it will lead you to articulate your understandings of the sciences within sustainability while simultaneously exploring solutions and creating prospective ways by which to successfully confront challenges.

This research assignment will tie back to some of the concepts we discussed early on in the semester about the essence of science, its accessibility, ethics, overall purpose, and its validity as a social endeavor. These can include, but are not limited to the following sub-disciplines:

engineering! ! physiology ! ! ! green chemistrytoxicology ! ! nanoscience!! ! physics/thermodynamics biochemistry!! architecture ! ! geography zoology! ! agronomy ! ! ! earth science (oceanography, geology...)! ! ! ! ! ! !Some of these disciplines overlap and also have their own tiered structure of sub-disciplines beneath them. Typically, ecology and environmental science are implied within any effort to make the impact of science more sustainable, for this reason, we can allow those disciplines to stay in the background for this particular assignment. In other words, the direct ecological sciences should not be one of your 3 chosen disciplines.

You will need to pull from our various course materials (textbook, supplemental chapters, journal articles, etc.) and classroom seminar discussions. You are welcome to incorporate new materials as well, but are not required to do so.

Have fun with this assignment! It is an opportunity for you to come to terms with where you stand on many of the various issues, case studies and dilemmas that we have covered during the semester. It encourages you to review these materials as well as express and defend your ideas about them in a more formal, written manner.

SUS#311#Common#Assessment,#SLO’s#1#and#5###################################################################################Total:##15#Points####################

Developed#by#M.#QuesadaCEmbid

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Developed(by(M.(Quesada1Embid

1 Point 2 Points 3 Points

Highlights and discusses at least three scientific disciplines with connections to sustainability

Ineffective; Does not provide at least three scientific disciplines with connections to sustainability and/or the discussion is extremely lacking in content and context; overall connection to sustainability is weak

Adequate; Highlights and provides at least three scientific disciplines and their connections to sustainability, but the discussion could be developed further; connection to sustainability is clear

Effective; Provides a strong, discussion of at least three disciplines with connections to sustainability; it is well developed and coherent, demonstrating a contextual, scientific understanding of the disciplines

Clarifies how each discipline incorporates sustainability into its research and/or assists with policy-making

Ineffective; Does not reflect how each discipline incorporates sustainability into research and/or policy-making; description is vague and highly deficient in quality; misses major areas of complexity in the application to sustainability

Adequate; Good clarification of how each of the disciplines incorporate sustainability into its research and/or policy-making; a few generalizations apparent in the application of the disciplines to sustainability

Effective; An excellent clarification of how each discipline incorporates sustainability into its research and/or policy-making; Application to sustainability is useful and of high quality

Assess whether these disciplines are relevant to ‘sustainability science’ as regards ethics, accessibility and validity; Include understandings of solutions and challenges

Ineffective; Unclear assessment of whether the disciplines are relevant to ‘sustainability science’; does not demonstrate critical thinking and reflection regarding scientific ethics, accessibility and validity; Little to no discussion of the limitations and challenges of the disciplines and/or their potential and solutions

Adequate; Assessment reveals assimilation, understanding and relevance to ‘sustainability science’; evaluation begins the process of critical analysis, but requires more development and precision; A reasonable reflection regarding ethics, accessibility and validity; Conveys a comprehension of the disciplines’ limitations and challenges, potential and solutions

Effective; Assessment is a skillful, concise, clear, and relevant assimilation of ‘sustainability science’ and the disciplines; Evaluates, frames and develops critical thought and reflection regarding ethics, accessibility and validity; it is precise and thoroughly explores disciplines’ limitations and challenges, potential and solutions

Demonstrates knowledge of and use of course materials, discussions, etc.

Ineffective; Does not demonstrate knowledge of course material and/or misconstrues it; requires precision as per understanding of course materials

Adequate; Shows stages of comprehension of course material; competencies present, but at times unclear as per overall knowledge and application of course materials

Effective; Proficiently shows knowledge of the course material; uses supporting evidence aptly and accurately; incorporates a significant amount from the course throughout the paper

Meets length requirements, appropriate use of references, is well-written and expressed

Ineffective; Does not meet required length and is inexact with references; The paper has substantial grammatical errors and is not written or expressed well overall; writing was redundant and/or disorganized and unfocused

Adequate; Does not meet necessary length requirements or uses references somewhat incorrectly; Overall, it is well-written with few grammatical errors; good organization of ideas and expression

Effective; Meets necessary length requirements and uses references and citations appropriately, showing full intellectual honesty; it is well-written and expressed with grammatical precision; excellent organization

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SUS 320 Common Assessment Tool

Literature for Change (SUS 320)

The following are Outcomes and Skills to be assessed for SUS 320.

Learning Outcome I: Read and analyze several works in various genres of sustainability literature.

Learning Outcome III: Trace thematic trends in the works studied, from historical to contemporary texts.

Rubric

The faculty lead will provide a rubric. We will use the 4 point rubric (see attached) for this semester.

Assignment

For this paper students will trace a thematic trend in the works studied in the course thus far. To generate ideas, it may help to consider how one of the three E’s (Environment, Economics and Equity) presents in the works. For example, do you find similarities in how the works studied present humanity’s relationship with the natural world (environment)?

Another way to generate content is to consider how the works confirm or challenge the dominant paradigm of their socio-historical time period. What themes emerge?

This is the common assignment in SUS 320 and is recommended toward the end of the semester.

Developed(by(J.Wing(and(R.(Po4er

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SUS 320 (Literature for Change)

Rubric for Common Assessment

(4) High Proficiency (3) Good Proficiency (2) Minimal Proficiency (1) Non-proficiency

Identify Theme The theme is clearly

articulated. The essay accurately represents how it emerges in works studied.

The theme is articulated but lacks specificity. The theme’s representation in works studied could be more accurately represented.

The theme lacks clarity and does not accurately represent themes in works studied.

The theme is unclear. It does not represent themes in works studied.

Comments:

Rating: 4 3 2 1

Evidence from Four Works Provided

Evidence from four works is provided.

Evidence from three works is provided.

Evidence from two works is provided

Evidence from one work is provided.

Comments:

Rating: 4 3 2 1

Context for Evidence The context for the

quote is fully provided. It includes the name of the speaker, to whom it’s being said, and the place in the storyline where the quote occurs.

The general context for the quote is provided. It includes the name of the speaker and the place in the storyline where the quote occurs.

The general context of the quote is included but may not include the speaker, to whom it’s being said, and the place in the storyline where the quote occurs.

The context provided is erroneous or not provided.

Comments:

Rating: 4 3 2 1

Analyze Relationship to Theme

The significance of the quote as it relates to the theme is addressed fully.

The significance of the quote is addressed. It includes the meaning of the quote and briefly explains its relationship to the theme.

The significance of the quote is only partially addressed. It is unclear how it supports the overall theme.

The significance of the quote is erroneous or not provided.

Comments:

Rating: 4 3 2 1

COMMENTS (optional):

Developed(by(J.(Wing(and(R.(Po4er

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Student Learning Outcome #3: Synthesize information from different disciplines and perspectives to address community (local/global) issues

Student Learning Outcome #4: Explain the nature of leadership and its role in the development of sustainable communities

Format:This assessment is a 3-5 page, double-spaced, reflection paper. It aims to answer the following: How can we collectively and individually promote sustainable communities, both locally and globally? What are the interconnections among, and how do the relationships amid the varied topics we have studied within leadership, ethics and social responsibility contribute to your answer?

Description:

This essay is equivalent to a final in the sense that it asks you to think back over the whole semester and the interconnections that exist among all of the topics that we have discussed together. Be specific about the connections that you find. Please take time to respond to the above questions taking into consideration the prevalent themes within the course, our class discussions, and any pertinent readings/materials that have been assigned. You are welcome to incorporate new materials as well, but you are not required to do so. It is an opportunity for you to gather, reflect upon, and articulate some of your thoughts regarding individual and collective action, leadership, the notion of community, as well as the overarching and all-encompassing concept of sustainability.

Although, there are no right or wrong answers for this assignment being that it is primarily personal reflection, you are expected to provide a good deal of supporting evidence and specific examples from class to help validate and strengthen your response. This demonstrates your knowledge and understanding of the course material. It is important to include citations throughout your essay and a reference page at the end, so as to give credit to the work of others. Please do provide your reference page in proper MLA, APA or Chicago Style format that accurately acknowledges any materials you have sourced. And please use a minimum of five sources.

Enjoy the assignment! It is an opportunity for you to share your own culminating perspectives on social responsibility and ethical engagements, for you, your community, and the global cultures with which we live. I am looking forward to learning from you and your visions for how we can promote sustainability within our diverse society.

SUS 321 Common Assessment SLO’s 3, 4 Total: 18 Points

Developed by FA11 Faculty Team

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0-1 Point 2 Points 3 Points

Defines sustainability and describes notions of community and leadership, in own words (3pts)

Ineffective; Does not define sustainability in a relevant way and provides insufficient description of community and leadership

Adequate; Provides a relevant definition of sustainability, but it requires more detail; Notions of community and leadership lack some development

Effective; Provides a relevant, solid definition of sustainability, and description of community and leadership; Demonstrates a full understanding very well

Identifies ethical and social challenges, shows comprehension and local/global awareness (3pts)

Ineffective; Does not identify, or only identifies obvious challenges; Fails to grasp complexity, misconstruing information

Adequate; Identifies appropriate challenges and successfully grasps complexity; More detail would strengthen and enhance comprehension of global awareness

Effective; Excellent identification of important challenges, fully articulates complexity and awareness; shows many levels of local and global comprehension

Proposes whole solutions and integrates sustainable thinking (3pts)

Ineffective; Does not propose solutions well nor demonstrates integrative thinking; Deficient in quality, and generalizations dominate

Adequate; Shows an impressive integration of sustainable thinking; needs a bit more detail and discussion of proposed solutions

Effective; Illustrates sustainable thinking with great depth and proposes excellent whole solutions successfully; shows a clear understanding of need for integration

Demonstrates critical analysis and reflective capabilities, establishing novel and valid reasoning (3pts)

Ineffective; Fails to demonstrate critical analysis and reflection; Shows imprecise awareness, understanding and reasoning

Adequate; Shows initial stages of critical analysis and the reflective capacities are apparent; Minimal weaknesses in reasoning and novelty

Effective; Demonstrates strong reflective and critical capacities, considering implications within a well-reasoned and novel analysis

Recognizes and communicates interconnections among key issues from the course material, interrelating leadership, ethics and social responsibility (3pts)

Ineffective; Lacks precision due to severe omissions and overwhelming deficiencies; Demonstrates afailure to have assimilated the course material fully; no connections drawn among main themes

Adequate; Concretely reveals assimilation and understanding of material; Misses a few chances to communicate some key relationships among the 3 main themes in the course; Lacking slightly in thoroughness

Effective; Extensive assimilation and recognition of many interconnections among issues related to the 3 main themes of the course; Ample interconnections are communicated revealing a thorough and skillful understanding of course material

Incorporates citations/references appropriately and is overall well-written and expressed (3pts)

Ineffective; Citations/references used in-correctly; Gram-matical errors; Areas are redundant, un-focused, disorganized

Adequate; Citations/refs are used correctly; Shows independent thinking, original ideas; Few errors; Is focused, organized, and clear

Effective; Citations/refs used well; Shows full intellectual honesty; Precise expression, solid focus and innovative thinking is demonstrated

SUS 321 Common Assessment SLO’s 3, 4 Total: 18 Points

Developed by M.Quesada-Embid

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Student Learning Outcome #1: Understand the limits of approaching complex societal problems through a narrow (reductionist) disciplinary approach.

Student Learning Outcome # 6: Acquire familiarity with the following theories: ecosystem resources, market allocation, stock-flow, fund-flux resources, market allocation, public goods, market failures, and externalities.

Format: This assessment is to be completed as part of a series of take-home review questions toward the end of the semester.

Description:

Please answer the following essay questions using your text, course materials and notes from our class discussions. These questions require you to review the material that we have covered over the course of our term, elaborate on fundamental tenets, and share your understandings and perceptions. They further encourage you to think in a broad, non-reductionist interdisciplinary manner and express your newly acquired familiarity with key principles in sustainable economics.

Each response should be approximately 4 paragraphs in length. Try to be as thorough as possible so as to engage in the reflection, interconnection, and integration of your understandings with clarity, specificity and scholarship. This is an opportunity for you to pause and sit with these concepts in a culminating manner, in order to find further coherence in your mind about such important issues. Use critique and praise as you see fit, always strengthening your perspective with supporting evidence. Use citations where necessary. There is no need to use sources other than those that we have read and utilized in class; please list any and all sources that you do choose to use in a reference page in APA style.

1. What are a few of the basic and advanced fundamental differences between ecological economics and neoclassical (and neoliberal) economics? Elaborate on four distinctions. (They should be different from those that appear in subsequent questions.) Be specific and clear, defining terms in your own words as necessary to further illustrate your point.

2. Think about the ecological economists’ understanding of the empty world and the full world. What is the main reasoning behind such a perspective? In what ways could seeing the world as “full” influence economic thinking? Do you find this to be a useful metaphor for society?

3. Discuss the impacts of open access regimes vs. commons, rivalness, excludability, and intertemporal distribution/allocation on your understandings of non-market goods, as well as renewable and non-renewable resources (stocks and funds). Include an assessment of social equality and negative externalities as a part of your interpretation.

4. What are some of the implications for viewing humanity as a collection of individuals representing homo economicus? How is a PIC (person in community) or a PEP (political economic person) approach any different? It may be helpful to include ecological, institutional and futurist economists’ understandings in your response.

SUS 330 Common Assessment, SLO’s 1 and 6 Total: 15 Points

Developed by M. Quesada-Embid

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1 Point 2 Points 3 Points

Highlights and expands upon 4 fundamental distinctions between ecological and neoclassical economics

Ineffective; Does not provide at least four fundamental distinctions between EE and NE and/or the explanation is extremely lacking in content and context; overall the response is weak and lacks specificity and clarity

Adequate; Highlights and provides at least four fundamental distinctions, but the explanations could be developed further with more original thought and supportive examples; overall the response is clear and complete with slight areas for improvement

Effective; Provides four strong, key distinctions between ecological and neoclassical economics; the explanations are thorough and are well-supported with specific examples; demonstrates solid understanding of differences

Discusses the metaphor of the empty world/full world: its reasoning, its influence on economic thinking, and its overall usefulness for society

Ineffective; Does not provide a substantial discussion/understanding of the metaphor; vague and highly deficient in quality; misses major areas of influence on economic thinking and thoughts on usefulness for society

Adequate; Good clarification and discussion of the empty/full world; shows understanding of the reasoning behind the metaphor, but misses some areas of complexity with regard to potential influence on economic thinking and/or whether it is useful for society overall

Effective; An excellent discussion of the empty/full world metaphor; a clear and well-reasoned perspective of the influence on economic thinking; the assessment of its overall usefulness for society is of high quality; it is apparent the student understands the metaphor

Discuss impacts of open access regimes vs. commons, rivalness, excludability, inter-temporal distribution/allocation on NM goods and R/NR resources; assess relation to social equality and negative externalities

Ineffective; An unclear response; student does not demonstrate a familiarity with the key terms and provides little to no discussion of the relationship these economic concepts have to social equity and negative externalities

Adequate; Conveys a comprehension of the key terminology, but could incorporate more detail in order to strengthen the response; the discussion of the relationship to social equity and externalities is satisfactory, but could be further developed and include more specific examples

Effective; Response is a skillful, concise, clear, and relevant assimilation of the terms and their relationship to social equality and negative externalities; thorough and well-developed examples are provided; Listed impacts on goods and resources are well-organized

Demonstrates knowledge of the implications for viewing humanity as homo economicus, and explains how it is different from PIC and PEP approaches

Ineffective; Does not demonstrate knowledge of the implications of, and distinctions between, the three categorizations of humanity and economy

Adequate; Shows stages of comprehension and strong competencies, but at times unclear as per overall knowledge of the implications and distinctions between the three categorizations

Effective; Proficiently shows knowledge of the implications and distinctions among the three categorizations; and uses supporting evidence aptly and accurately to support perspective

Meets length requirements, appropriate use of references, is well-written and expressed

Ineffective; Does not meet required length and is inexact with references; has substantial grammatical errors and is not written or expressed well overall; writing was redundant and/or disorganized and unfocused

Adequate; Does not meet necessary length requirements or uses references somewhat incorrectly; Overall, it is well-written with few grammatical errors; good organization of ideas with clarity of expression

Effective; Meets necessary length requirements and uses references and citations appropriately, showing full intellectual honesty; well-written and expressed with grammatical precision; excellent organization and conveyance of ideas

SUS 330 Common Assessment, SLO’s 1 and 6 Total: 15 Points

Developed by M. Quesada-Embid

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Developed by S.Sigstedt

SUS 410 CONSERVATION BIOLOGY COMMON ASSESSMENT Please complete the following assignment as directed by your instructor. It assesses the following learning outcomes: Student Learning Outcome #1: Discuss the origins of biodiversity. Student Learning Outcome #2: Address leading issues in conservation biology MULTIPLE CHOICE

1. How is biodiversity generated in nature? a. From random mutation b. From existing biodiversity in primary ecosystems c. From cosmic subatomic particles changing nucleotides d. From parallel evolution where genes are exchanged among different species e. All of the above

2. What kinds of ecosystems produce native biodiversity most abundantly?

a. Sink populations within secondary ecosystems b. Subspecies within marine ecosystems c. Primary ecosystems d. Secondary ecosystems e. Disturbed habitats after development

3. Describe how long life has been arising on earth, according to science?

a. 10,000 years b. 3.8 billion years c. 3.8 million years d. 3.8 trillion years e. 4.5 billion years

4. What is the calculated natural background rate of extinction before humans, if averaged out

over all biological time (in # species per unit of time)? a. 1 species per year b. 1 species per 100 to 1000 years c. 1 to 100 species per day d. 1000 to 10,000 species per year e. none of the above

5. What is the present calculated rate of extinction (in # species per unit of time)?

a. 200-400 species per year b. 200-400 species per hour c. 200-400 species per decade d. 200-400 species per century e. 200-400 species per day

6. How many described species, with vouchers in museums and legal descriptions, are on earth

today (this is a well known quantity)? a. 1.75 thousand

Mercedes QE
Mercedes QE
Revision to this tool recommended - Instructors have found it difficult to use (team felt multiple choice was too specific to one instructor's approach)
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Developed by S.Sigstedt

b. 1.75 million c. 1.75 billion d. 2.75 billion e. none of the above

7. And yet how many species have scientists calculated probably really exist (in order of

magnitude)? a. 2 to 4 million b. 2 to 4 billion c. 10 to 100 million d. 10 to 100 billion e. no calculations have ever been reasonably done

8. What is scientifically well known to be the main cause of extinction today?

a. Pollution b. Global warming c. Lack of recycling d. Disease e. Habitat loss

9. Choose what “kind” of activity below by far is causing the highest extinction rate on earth

today? a. Cities b. Lack of recycling raw materials c. Agriculture d. Housing e. None of the above

10. Name one culture that has lived sustainably near its intact natural ecosystem for thousands of

years. a. Kogi b. Europeans c. Aztec d. Asians e. Africans

11. Clarify about what % of our earth is still remaining in a healthy primary ecosystem today, as

calculated by scientists? a. None b. ~1% c. ~12% d. ~35% e. ~50%

12. The SLOSS conservation dilemma is

a. Several Species and Single Survivorship concept b. Single Large or Several Small nature reserves c. The Situational Strategic Species Saving program d. The United Plant Saver’s Several Species Sliding Scale e. None of the above

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Developed by S.Sigstedt

SHORT ANSWER (to be graded using a scale of Ineffective, Effective and Outstanding)

13. Explain the concept of “primary ecosystem.”

14. Explain why protection of old growth primary ecosystems is a main goal for nature conservation.

15. Explain how much time humans potentially have to live on earth, and therefore how long we need to plan to conserve nature so that humanity and nature may coexist through time. (Hint: how much sunlight, in years is estimated to be remaining in our sun?)

.

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Developed by M.Quesada-Embid

SUS 410 Common Assessment Rubric

This rubric is not to be shared with the students, as the correct answers are included herein.

This rubric applies to the 3 short answer questions included in the common assessment and should be used to facilitate the instructors’ grading process. Each student should receive a number score for each of the sections and that score should be recorded with the student’s ID number for assessment purposes, along with the total from the multiple choice portion. The 3 points here can be equated to your grade book as you see fit.

Ineffective (0-1pt) Effective (2pts) Outstanding (3pts) Explain the concept of a ‘primary ecosystem.’

Student does not demonstrate an understanding of a primary ecosystem.

Student explains the concept of a primary ecosystem fairly well, but is lacking in detail and precision.

Student response aligns with the notion that a biologically intact ecosystem with little or no human disturbance constitutes a primary ecosystem

Explain why protection of old growth primary ecosystems is a main goal for nature conservation.

Response does not touch on the concepts of evolution, biodiversity, maintenance of human civilizations, or balance.

Student begins to explicate the role of old growth primary ecosystems as a goal for nature conservation, but is clearly limited in understanding and does not touch on one or more of the key elements: biodiversity, human civilizations and evolution.

Response supports these key points: They are the last remaining places where evolution is continuing as it has been (biodiversity begetting biodiversity) for millions of years and will probably continue for millions of years to come; will likely sustain human civilizations indefinitely, if in balance

Explain how much time humans potentially have to live on earth, and therefore how long we need to plan to conserve nature so that humanity and nature may coexist through time. (Hint: how much sunlight, in years is estimated to be remaining in our sun?)

Student does not approximate the time correctly and does not provide an adequate explanation for coexistence over time.

Student either fails to establish that 4-5 billion years is the approximate timeline, and/or does not adequately explain why this long-term approach is necessary.

Student states that the approximate time is 4-5 billion years and provides an apt explanation of why this is an important timeline to keep in mind.

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SUS 420 Assessment Tool

Writing for Sustainability (SUS 420)

The following are Outcomes and Skills to be assessed for SUS 420.

Assignment

The outcomes and skills will be assessed in a 10-15 page argumentative, source based essay in the appropriate documentation format. The theme/subject matter is of your choosing.

This is the common assignment in SUS 420 and is recommended toward the end of the semester (although you may give the assignment whenever you chose).

Rubric

The faculty lead will provide a rubric. We will use the 4 point rubric (see attached) for this semester.

Learning Outcome I: Students will develop a critical understanding of published models of environmental literature.

Skill: Demonstrate understanding of published models of environmental literature.

Skill: Evaluate argument, including evaluation of pros and cons of an argument, evidence provided by authors and argument effectiveness.

Learning Outcome II: Students will use a variety of sources for research and writing.

Skill: Support written ideas with examples, evidence and details.

Skill: Use basic research inclusion strategies like citation, interpretation and assimilation.

Developed(by(J.(Wing

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SUS 420 (Writing for Sustainability): Rubric for 10-15 page persuasive, source based essay in MLA formatPaper#: (4) High Prof. (3) Good Prof. (2) Minimal Prof. (1) Non Prof. Rating:

Demonstrate understanding of published models of environmental literature

Consistentlyaccurately interprets evidence, statements, graphics, questions, etc.

Frequentlyaccurately interprets evidence, statements, graphics, questions, etc.

Sometimes accurately interprets evidence, statements, graphics, questions, etc.

SeldomAccurately interprets evidence, statements, graphics, questions, etc.

Support written ideas with examples, evidence and details.

Develops ideas with fresh, abundant details and examples that arouse audience interest and provide relevant, concrete, specific and insightful evidence.

Develops ideas with adequate details and examples, but may lack depth, with details and examples that arouse audience interest and provide relevant, concrete, specific evidence.

Develops ideas with sufficient but general details and examples, providing adequate but perhaps not interesting details, examples, and evidence.

Develops ideas with insufficient, scarce or inappropriate details, evidence, and examples that may include unsupported claims.

Evaluate argument, including evaluation of pros and cons of an argument, evidence provided by authors and argument effectiveness.

Thoughtfully evaluates argument, including major alternative points of view, evidence, and argument’s effectiveness

Identifies relevant arguments (reasons and claims) pro and con.Offers analyses and evaluations of obvious alternative points of view.

Fails to identify strong, relevant counter-arguments.Ignores or superficially evaluates obvious alternative points of view.

Fails to identify or hastily dismisses strong, relevant counter-arguments.Ignores or superficially evaluates obvious alternative points of view

Use basic research inclusion strategies like citation, interpretation and assimilation

All sources are seamlessly assimilated and accurately cited in the body and reference section using relevant style

Most sources are seamlessly assimilated and accurately cited, in the body and reference section using relevant style.

Some sources are smoothly assimilated and accurately cited in body and reference section using relevant style

Few or no sources are smoothly assimilated and accurately cited in body and reference section using relevant style.

Comments:

Developed(by(J.(Wing

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Student Learning Outcome #2: Think critically about the role of individual behaviors in fostering local and global environmental sustainability.

Student Learning Outcome #6: Make connections between individual, local, and global sustainability initiatives.

Format: This assessment is to be completed as a series of scholarly journal entries as classwork or homework.

Description:

Using the varied prompts provided to you by your instructor, please take your time to reflect upon several themes relating to the individual and collective behaviors surrounding environmental sustainability and other more encompassing sustainability initiatives. These entries will give you space to enhance and refine your critical thinking skills on the complexity inherent in topics such as: human behavior and sociology, differing cultural values, social change, educational challenges, personal experience, ecopsychology, etc.

In each of your entries, your expression should be both local and global in context (as appropriate to the prompt) and your journals must be scholarly in format and academic in perspective. This means that although you are encouraged to free-write by sharing your personal perceptions and values, you want to be sure to couple these writings with the materials that you are exploring in class. Include specific examples from your readings and your classroom discussions and incorporate references (informally) where necessary.

SUS 421 Common Assessment, SLO’s 2 and 6 Total: 9 Points

Developed by M. Quesada-Embid

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0-1 Point 2 Points 3 Points

Each of the journal entries is reflective, closely adheres to the prompts provided and demonstrates critical thought and complexity

Ineffective; Does not have the appropriate number of entries or they only marginally connect to the prompts; writing is vague, deficient in quality, does not demonstrate critical thinking, misses major opportunities to explore topics’ complexity

Adequate; Does have appropriate number of entries that connect to the prompts provided, the writing is of good quality but is somewhat lacking in complexity and reflective capacities; begins the process of critical analysis, but requires more development and precision

Effective; An excellent and reflective series of journal entries; the writing is of high quality and adheres to the prompts provided, student demonstrates complexity and criticality of thought necessary for the topics

Each entry should be local and global, scholarly and academic

Ineffective; Entry is not accompanied by a clear description of the local/global connections; Entry is not a balance of personal and scholarly writing

Adequate; Description reveals understanding of the local/global connections, but it lacks clarity and understanding; Entry is a balance of personal and scholarly writing

Effective; Description shows a skillful and clear understanding of local/global connections; Entry is a superb balance of personal and scholarly writing

Demonstrates knowledge of and use of course materials, discussions, etc. Uses references informally as needed

Ineffective; Does not demonstrate knowledge of course material and/or misconstrues it; requires precision as per understanding of course materials; Informal references not included where appropriate

Adequate; Shows stages of comprehension of course material; competencies present, but at times unclear as per overall knowledge and application of course materials; Informal references included where appropriate

Effective; Shows assimilation of the course material; inclusion in entries is apt and accurate; incorporates a significant amount from the course; Informal references utilized well and included where appropriate

SUS 421 Common Assessment, SLO’s 2 and 6 Total: 9 Points

Developed by M. Quesada-Embid

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Student Learning Outcome #4: To identify environmental-economic-equity impacts, issues, and opportunities.

Student Learning Outcome #7: To understand and implement essential sustainability best-practices.

Format: This assignment is to be completed as an informal comparative assessment of the sustainability initiatives of two business entities. It should be approximately 2 pages in length.

Description: Please choose two business entities to examine, critique, and compare in an effort to assess whether or not you believe they have incorporated Sustainability in an authentic, meaningful, and effective way. The businesses can be local entities or non-local, depending on the preference of your instructor. [If a local entity, then this may include a combination of textual/web analysis, as well as a discussion with individuals pertinent to the business organization or those key to its management infrastructure. If a non-local entity, the discussion component may need to be accomplished via email communications.]

Your comparative written evaluation of these two businesses will include your thoughts on the strategic sustainability initiatives that the business could adopt and implement, as well as assessing some initiatives that may already be in place. Please include a determination of validity, feasibility, and need as related to the 3-E model that is central to the course. Include a reference page in proper format, as necessary.

SUS 430 Common Assessment, SLO’s 4 and 7 Total: 12 Points

Developed(by(M.(Quesada1Embid

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0-1 Point 2 Points 3 Points

Chooses two businesses to examine, critique and compare how they have incorporated sustainability strategies

Ineffective; the student has not properly examined, critiqued and/or compared two entities and their strategic incorporation of sustainability

Adequate; the student has examined, critiqued and compared two business entities, but lacks precision and detail as to the incorporation of sustainability strategies

Effective; the student has very successfully examined, critiqued and compared two business entities and their incorporation of sustainability strategies

Demonstrates text/web analysis and/or pertinent communications with the entity as necessary

Ineffective; the student does not demonstrate sufficient text/web analysis, nor has the student participated in pertinent communications with the entity to help to strengthen the work

Adequate; the student has a good start on the analysis component based on text/web information, but needs to be more thorough; the communications have helped to provide clarity to the work

Effective; the student has demonstrated a careful and thorough analysis of the text/web component and has included pertinent communications, which enhance the overall work

Includes an assessment of validity, feasibility and need as well as thoughts on prospective and actual adoption of 3-E components

Ineffective; the student has not included an assessment of these three elements effectively nor has the student shared sufficient thoughts on the 3Es or prospective and actual adoption

Adequate; the student has done a fine job of including the three elements effectively; however, the student could expand somewhat on the actual and prospective adoption of the 3E components

Effective; the student has included the three elements in a detailed and well organized manner; the thoughts on actual and prospective adoption of 3E components are clearly defined and communicated

It is well written and expressed, meets the length requirements, and provides references properly

Ineffective: The document is not well-written overall due to the grammatical errors it contains; it does not meet length requirements, nor does it include references appropriately

Adequate; the document is well-written and expressed, but there are some grammatical errors that detract from the quality; references are included appropriately for the most part

Effective; the document is exceptionally well-written with no grammatical errors; the overall expression is of high quality and references are incorporated properly and appropriately

SUS 430 Common Assessment, SLO’s 4 and 7 Total: 12 Points

Developed(by(M.(Quesada1Embid

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Student Learning Outcome #5: Social entrepreneurship elements: sustainability, impact and performance, innovation, leadership

Student Learning Outcome #8: Social entrepreneurial practice: case studies

Format: This will be a 1-2 page biographical and professional description of a social entrepreneur.

Description: Choose one social entrepreneur which you feel epitomizes and serves as an exemplar individual in the field. In a concise format, please create a document that highlights and describes his/her social entrepreneurial qualities. Include a small photograph of the entrepreneur in the document. Please also include a narrative on their contributions to sustainability, their impacts on social change, and your overall interpretation of the implications of their work locally and globally. This may be an individual that is very well known or one that is lesser known. In either case, the work that s/he does should be considered pertinent to the innovative business model of social entrepreneurship.

Once completed, students will share these findings with the class and collectively create a compendium of these representative individuals which embody social entrepreneurship. Ideally, each student will provide a copy of their document to their classmates and then each will have a completed compilation as a resource and reference for their course files.

SUS 431 Common Assessment, SLO’s 5 and 8 Total: 9 Points

Developed(by(M.(Quesada1Embid

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0-1 Point 2 Points 3 Points

Chooses a social entrepreneur that is an exemplar in the field and begins to highlight entrepreneurial qualities

Ineffective; Does not select an individual that is an exemplar in the field or does not begin to highlight entrepreneurial qualities well

Adequate; Does choose a social entrepreneur that is an exemplar in the field, but is lacking somewhat with regard to introducing the entrepreneurial qualities

Effective; The student selects an exemplar in the field and does an excellent job of highlighting the entrepreneurial qualities of the individual

Creates a document that includes a photo, contributions, impacts and overall interpretations

Ineffective; the document is highly deficient and does not satisfy all of the requirements of including a photo, describing contributions to sustainability, impacts on social change, and/or thoughts on implications locally and globally

Adequate; the document is well written and incorporates each requirement; it lacks elements of precision and clarity with regard to the descriptions of contributions to sustainability, impacts on social change, and/or thoughts on implications locally and globally

Effective; the document is a wonderfully written, professional biography of the chosen individual; including a photo, apt descriptions of the contributions to sustainability, impacts on social change and thoughts on global/local implications

Adeptly shares findings with the class about individual and provides a copy of the document for classmates’ compendium

Ineffective; The student does not share the findings about the individual in class effectively and does not provide a copy of the document to classmates for a compendium

Adequate; The student does share the findings about the individual in class adeptly and/or does not provide a copy of the document to classmates for a a compendium

Effective; The student successfully and adeptly shares the findings about the individual in class and provides a copy of the document to classmates for a compendium

SUS 431 Common Assessment, SLO’s 5 and 8 Total: 9 Points

Developed(by(M.(Quesada1Embid

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Student Learning Outcome #2: Synthesize adeptness and knowledge acquired through program coursework

Student Learning Outcome #10: Create a small intellectual portfolio of several selected works, coalescing assignments from previous courses

Format: This assignment is to be completed as a series of drafts that will result in a dually academic and professional portfolio.

Description: Overall, the Portfolio assignment is a scholarly and professional compendium representing key materials, topics and accomplishments over the course of your BASS degree. Once completed, it will be a professional portrayal of some of your principle works, and thus will reflect many of the interests you have had over the course of your degree program. The Portfolio, in its final form, will comprise a variety of elements and formats such as: word clouds and lexicons, executive summaries, essential images, and exemplars of your written scholarship, among others.

Please begin this assignment by reviewing the work you have completed over your course of study in the BASS. Think back over the courses you have taken, the assignments you have completed, the test questions that you have answered, the projects you have worked on, the presentations you've given, the materials you have read, the groupwork you've done, and even some of the lectures you have experienced, or classroom dialogues that you have most enjoyed. Pool a list of at least one such scholarly component from each class. Gather these materials into an informal electronic packet. For each choice, please include a short, thoughtful justification for why you believe it might be a good prospect for your Portfolio. Your choices should be materials that you are proud of, that you worked hard on, and that you feel represent well (or represented well at that stage in the program) your perception of sustainability. This packet of materials, after a few drafts and iterations, will eventually become your Portfolio. Your instructor will work with you and likely help you to narrow down your selections further.

As you work on revisions and begin to compile the final version, you should have approximately 6 materials. The last of these 6, will be a final page that lists the title and abstract of the research project you completed in this Capstone class. Ideally, only 2 of the overall inclusions should be incorporated as they were in their original format (i.e., as essays/reports/business plans, etc. in full prose). This is so that any prospective employer or graduate admissions entity will not be overwhelmed with text as they peruse your Portfolio, but instead will be introduced to a few of your writing samples, and will receive an introduction to some of the key assignments, topics and interests you have within the field. Having a variety of representations of your work demonstrates creativity and balances the scholarly and professional components of your work.

In addition to these 6 elements, you will also include: Page 1: cover page with your name, date, institution; Page 2: a 2-paragraph introduction with a table of contents, listing the course name and the main issue/topic expressed in each of your included materials; and Page 3 will be your CV/résumé.

Have a good time with this assignment! It is a wonderful way to reconnect with the ideas, perspectives and insights you have had in the Sustainability Studies program. Spending time reviewing these works allows you to see the breadth and depth of issues that you have pursued over your course of study.

SUS 489 Common Assessment, SLO’s 2 and 10 Total: 12 Points

Developed(by(M.(Quesada1Embid

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0-1 Point 2 Points 3 PointsThe initial portfolio draft accurately reflects student’s work over the course of the BASS degree by pulling in a variety of materials, at least one from each SUS class with a thoughtful justification statement for each.

Ineffective; the first draft does not fully reflect the BASS coursework that the student has taken; student does not provide a justification for each potential assignment

Adequate; the first draft pulls from each course, but does not incorporate a great variety of materials and the justification written about each lacks perspective, therefore, does not aid in the process of narrowing the selections

Effective; the first draft accurately reflects work from the degree program and incorporates a wide variety of materials; the justification for each item is well done and demonstrates a thoughtful approach to the assignment, facilitating the narrowing process well

After a few drafts, the portfolio has been narrowed down to approximately 6 components, which are represented in a variety of ways. (lexicons, word clouds, imagery, etc.)

Ineffective; the portfolio has not been narrowed down properly and/or there is little to no variety in the way in which the materials are being presented

Adequate; the portfolio has been narrowed down into approximately six components, but variety is lacking in the manner in which the materials are presented, which detracts from its overall presentation

Effective; the portfolio has been successfully narrowed down into the appropriate components and each assignment included reflects a variety of representative elements and formats; its diverse presentation adds to its quality

The final portfolio also includes an introduction with table of contents, and title and abstract of the research project completed for the capstone course

Ineffective; the final portfolio does not include the proper introductory section and/or the title and abstract for the capstone research project are missing

Adequate; the final portfolio does include an introductory section, but the intro paragraphs and table of contents need improvement; the research project’s title and abstract have been incorporated

Effective; the final portfolio includes an excellent introduction to the compendium, the paragraphs describe the portfolio well and the table of contents is accurate; the research component is also incorporated properly

The overall portfolio, in its final print form, looks both professional and scholarly and is a sample of intellectual growth for future career endeavors; It includes a CV/résumé following instructor guidelines

Ineffective; in its final print form, the portfolio does not represent a professional and scholarly sample of intellectual growth; the CV/résumé is either not included or is a poorly formulated, disorganized document

Adequate; in its final print form, the portfolio has some components that represent the professional/scholarly qualities of intellectual growth, but others do not; the CV/résumé is average in quality and could be more organized in structure

Effective; in its final print form, all of the portfolio components represent well the professional and scholarly qualities of intellectual growth; the CV/résumé is well-organized, formatted properly, and reflects the student’s accomplishments accurately and proficiently

SUS 489 Common Assessment, SLO’s 2 and 10 Total: 12 Points

Developed(by(M.(Quesada1Embid