SLOs:
Students will
- analyze a major issue of contemporary/enduring human significance (an urgent problem or enduring question)
- recognize and articulate relationships between different knowledge areas (i.e., disciplinary frameworks such as humanities, social science, arts, natural science, mathematics etc. Students should be guided to address problems using multiple areas of knowledge and multiple perspectives—e.g., cultural, ethical, etc.)
- locate, evaluate, and synthesize information from a variety of sources
- demonstrate an ability to develop and defend well-reasoned arguments
Contemporary issues courses focus on problems that are difficult or impossible to solve because of their complex and interconnected nature. They engage students in problem solving that requires integration of multiple areas of knowledge and multiple modes of inquiry. As students consider problems from multiple perspectives, they are encouraged to apply knowledge from across their educational and life experiences to consider a wide variety of situations that shape a rapidly changing, connected world. Contemporary issues courses help students to adapt their intellectual skills, contributing to students’ personal success, social responsibility, and civic engagement in today’s global society (adapted from American Association of Colleges and Universities VALUE rubric for integrative learning).
| Learning Outcomes | Exceeds (10-9) | Meets (8.9-8) | Approaches (7.9-7) | Does Not Meet (6.9-0) |
|---|---|---|---|---|
| 1. Framing/Analysis | Frames and analyzes the problem in ways that acknowledge complexity and the need to consider/apply multiple perspectives to address it. | Frames and analyzes the problem in ways that recognize complexity. Complexity of problem is reduced/simplified by the approach or the need to consider/apply multiple perspectives is partially/unevenly addressed. | Frames and analyzes the problem with little consideration of complexity. The need to consider/apply multiple perspectives is inadequately addressed or a very narrow approach is adopted. | Oversimplifies or neglects the complexity of the problem such that the analysis is incomplete. No attempt to consider/apply multiple perspectives. |
| 2. Connections across disciplines/perspectives | Creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective. | Makes effective connections between examples, facts, or theories from more than one field of study or perspective. | Makes insufficient/erroneous/weak connections between examples, facts, or theories from more than one field of study or perspective. | Presents examples, facts, or theories from only one perspective. |
| 3. Information selection | Chooses a variety of information sources appropriate to the scope of the research question. Selects sources after considering the importance (to the researched topic) of the multiple criteria used (such as relevance to the research question, currency, authority, audience, and bias or point of view). | Chooses a variety of information sources appropriate to the scope of the research question. Selects sources using multiple criteria (such as relevance to the research question, currency, and authority). | Chooses a variety of information sources. Selects sources using basic criteria (such as relevance to the research question and currency). | Chooses a few information sources. Selects sources using limited criteria (such as relevance to the research question). |
| 4. Argument | Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position (perspective, thesis/hypothesis). | Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others’ points of view are acknowledged within position (perspective, thesis/hypothesis). | Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue. | Specific position (perspective, thesis/hypothesis) is simplistic and obvious. |
Benchmark: 100% of students will meet or exceed standards
Give students a score for each area of the rubric, convert based on a 100-point scale, and sort students into the appropriate performance category.
Example:
| Learning Outcome | Score |
|---|---|
| Framing/analysis | 8/10 = 80 (Student meets) |
| Connections | 8.5/10 = 85 (Student meets) |
| Information | 9/10 = 90 (Student exceeds) |
| Argument | 7.9/10 = 79 (Students approaches) |