History Rubric, Regis University
Institution: Regis University
Location: Denver, CO
Tuner: Gladys Frantz-Murphy
Student Learning Outcomes and Objectives
Upon successful completion of this course, the student will be able to:
Outcome 1: Show the understanding of the disciplines of HS and POL, which systematically examine change over time and the underlying cause of change--environmental, economic, cultural, linguistic, and/or institutional. [Explain with factual and theoretical detail the underlying cause of change over time, drawing on environmental, economic, cultural, linguistic, or institutional contexts.]
A. HS students will explain how historians draw on the evidentiary record in attributing change over time to specific causes; they will show that causal relationships require a link between a specified starting and ending point in time and place. [HS students will provide in-depth evidentiary support of these causal relationships from one point in time/place to another.]
B. History students will know how to read and interpret the evidentiary record to identify and explain the causes and effects of changes over time.
Outcome 2: Show understanding of the complexity of such change and its causes. [Delve into the complexity of said change, continuity, and causality.]
A. HS students will do so through systematic analysis of three environmental zones.
B. History students will demonstrate the ability to use the historical method in analyzing change over time in three defined fields, from among the following: Europe, Asia, United States, Middle East, World, Latin America, and Africa, as well as over two distinct time periods, pre and post 1500.
Outcome 3: Show understanding of society and politics in diverse cultures, explaining inter-group social, economic, individual, and collective dynamics as they change over time and shape their contexts. [Students explain how complex individual, intergroup, and cultural dynamics shape social, political, and economic contexts.]
A. History students will demonstrate an understanding of diverse cultures and the ability to explain the causes and effects of cultural, political, social, economic, and environmental interactions among diverse groups.
Outcome 4: Show ability to read, write, and speak critically and respectfully with empathy, facts, concepts, and theories. [Students read, write, and speak critically and respectfully with empathy, facts, concepts, and theories.]
A. History students will demonstrate the ability to read and write critically and to speak persuasively with eloquence.
Outcome 5: Show responsible ethical behavior as adults engaged in social and scholarly work. [Students model ethical behavior as adults engaged in social and scholarly work.]
|History Student Self-Evaluation - Baseline, Midway, and Summative (circle one); date of evaluation:
|Developing||Commendable||Exceptional||Circle one or more|
|SLO 1||Fewer than 3 methods of inquiry in just 1 or 2 fields of study||Articulation of at least 3 methods of inquiry in 3 of 4 fields of political study||Synthesized argument of the comparative advantage of different methods of inquiry that draws on all 4 fields||Capstone / research / honors / video / sum critique / reflection / pictures / link|
|SLO 2||Still unclear about the relation of power and ideology as causes of change and continuity||Clear argument of change, continuity, and causality in the study of power and ideology||In addition, synthesized analysis of power and ideology across 4 fields in terms of change, continuity, and causality||Capstone / research / honors / video / sum critique / reflection / pictures / link|
|SLO 3||Unable to explain why certain political systems emerge, given their particular place, time, and culture||Cognizance of how differently the political systems of diverse cultures emerge and affect people||Empathetic consideration of diverse cultures, socio-political systems, and the dynamics of groups, particularly those on the margin of political power||Capstone / research / honors / video / sum critique / reflection / pictures / link|
|SLO 4||Unable to read, write, speak, or take notes that reflect these basic elements of an essay||Clean and concise reference to researchers' questions, theses, contexts, theories, concepts, and evidentiary analysis||In addition, synthesis and comparative analysis of different fields of political and international studies||Capstone / research / honors / video / sum critique / reflection / pictures / link|
|SLO 5||Clear reflection and response to one's Regis experience and the materials and applied lessons of this department||Mature reflection and response to one's own experience and learning, as well as one's alter ego, and how different lessons and applications of history and politics occur||Capstone / research / honors / video / sum critique / reflection / pictures / link|