Appendix 1: Engagement Rubric
Your engagement will be assessed throughout the semester. Since we will have a relatively small group, it is expected that all students meaningfully engage with each other and the course content. An overall assessment will be made at the end of the semester, with a check-in point mid-way through the course.
| Rubric Category | Description | Breakdown of Marks (out of 20) |
|---|---|---|
| Frequency | Student attends class on time, prepared, having completed the readings and regularly contributes to class discussions. “Frequency” does not mean that students are awarded every time they speak in class. “Frequent” participation is to be read having regard to the other below listed aspects of the rubric. Providing space for others to speak, active listening, and helping to create an atmosphere of collegiality, collaboration, and respect, are all part of ‘frequent participation.’ Participation supplements (if used by the student) are emailed to the instructors on time and with regularity if in class-participation is irregular. | 8 |
| Quality | Comments and interventions are insightful and constructive; uses appropriate terminology. Comes to class prepared with questions and critiques of the readings. Comments demonstrate that the student has carefully read and has understood the readings. Provides analysis of complex ideas that help deepen the inquiry and further the conversation. Interventions are evidence-based (*noting that lived experienced counts as evidence). Is careful not to derail the conversation by raising issues that are irrelevant to the discussion. | 4 |
| Listening and Attentiveness | Student actively listens when others present materials, perspectives, as indicated by comments that build on others’ remarks. The student hears what others say and contributes to the dialogue remaining responsive to ideas and questions offered by other students. | 4 |
| Leadership | Takes responsibility for maintaining the flow and quality of the discussion whenever needed. Helps to redirect or refocus discussion when it becomes sidetracked or unproductive. Makes efforts to engage reluctant participants. Provides constructive feedback and contributes to a supportive learning environment. | 4 |
