
Experiential Learning Criteria

Criteria |
Capstone |
Milestone |
Benchmark |
|
---|---|---|---|---|
Rating | 4 | 3 | 2 | 1 |
Connections to Experience | Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden points of view. | Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience) to illuminate concepts/theories/frameworks of fields of study. | Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own. | Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests. |
Transfer | Adapts and applies, independently, skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways. | Adapts and applies skills, abilities, theories, and methodologies gained in one situation to new situations to solve problems or explore issues. | Uses skills, abilities, theories, or methodologies gained in one situation in a new situation to contribute to understanding of problems or issues. | Uses, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation |
Reflection and Self-Assessment | Envisions a future self (and possibly makes plans that build on past experiences ) that have occurred across multiple and diverse contexts | Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks). | Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness). | Describes own performances with general descriptors of success and failure. |
Curiosity |
Explores a topic in depth, yielding a rich awareness and/or little-known information indicating intense interest in the subject. |
Explores a topic in depth, yielding insight and/or specific information indicating interest in the subject | Explores a topic with some evidence of depth, providing occasional insight and/or information indicating mild interest in the subject. | Explores a topic at a surface level, providing little insight and/or information beyond the very basic facts indicating low interest in the subject. |
Initiative | Completes required work, generates and pursues opportunities to expand knowledge, skills and abilities | Completes required work, identifies and pursues opportunities to expand knowledge, skills, and abilities. | Completes required work and identifies opportunities to expand knowledge, skills, and abilities. | Completes required work. |
Independence | Educational interests and pursuits exist and flourish outside the classroom requirements. Knowledge and/or experiences are pursued independently. | Makes references to previous learning and shows evidence of applying that knowledge and those skills to demonstrate comprehension and performance in novel situations. | Beyond classroom requirements, pursues additional knowledge and/or shows interest in pursuing independent educational experiences. | Begins to look beyond classroom requirements, showing interest in pursuing knowledge independently. |
Collaboration/ Teamwork loosely defined as work with other students, a client(s), and/or faculty |
Supports a constructive team/collaborative climate by doing all of the following:
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Supports a constructive team/collaborative climate by doing all of the following:
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Supports a constructive team/collaborative climate by doing all of the following:
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Supports a constructive team/collaborative climate by doing all of the following:
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