Intercultural Competence and Civic Engagemement Project

Sheet1

Exceeds

Meets

Meets/Dev

Developing

Unacceptable

TOTAL

5

4

3

2

0

1: Define Ingroup and "culture" (20 possible points)

Define Culture of people in your ingroup (shared beliefs, values, norms, practices)

How does the culture of the group influence attitudes and behavior of the group?

What contributions has the group made?

Why is the group important to you, and what do you do to show commitment to the group?

Have you participated with the group? If so, how? If not, how could you participate?

TOTAL

2: Define the "outgroup" for this issue (20 points)

What is the outgroup's position on the issue?

How does the culture of the group influence how outgroup members think about this issue?

Why is this group important to its members?

What contributions has this group made?

TOTAL

3. Compare and Contrast Ingroup and Outgroup (15 points)

Besides the obvious differences, why are there differences between the ingroup and outgroup?

Use research and psychological principles to answer this question

TOTAL

4. Spending the day with members of the Outgroup (20 points)

How would feel about this encounter? Why?

How would you adapt your behavior/attitudes?

What more would you need to know about the outgroup to make the encounter beneficial?

How could members of the ingroup and outgroup effectively interact?

TOTAL

5. Reflection on Engagement (10 points)

As you researched the topic, did your attitudes change about the ingroup, outgroup, or both?

Why is it important for people to understand each other's cultures/beliefs?

TOTAL

6. Actual Engagement (5 points)

5

4

3

2

0

If you have engaged with members of the outgroup, describe that experience.

(Consider doing this intentionally for this project)

TOTAL

COMMENTS ON CLASS MEMBERS' POSTS (10)

10

On the Class Discussion Board

OVERALL TOTAL

5 Exceeds: Questions are answered with in-depth, relevant, and significant answers. Free from grammatical errors.

Answers demonstrate fair and balanced analysis and understanding of the issues. The challenges and benefits of understanding the issues,

the willingness to engage with people from other cultures (belief sets), and how to do that successfully are fully explored. Discussion about the ingroup' and outgroup's cultures include

specific examples of influences (environmental, political, philosophical, historical, psychological).

4-3 Meets: Answers include descriptions and some analysis; comparisons and contrasts are balanced, but some releveant and significant information is

missing (such as evidence, examples, and analysis). Recognizes and discusses how one can be involved in one's community. Answers are mostly free from grammatical errors.

Personal reflections tend to be more subjective than objective.

Discussion about ingroup's and outgroup's culture include some specific influences (environmental, political, philosophical, historical, psychological) that have shaped each culture.

2 Developing: Answers include descriptions; recognition of the issues. An attempt is made to discuss, but in-depth analysis (and evidence) is missing. Discussion of culture is

conventional. Personal reflections are subjective and reflect a basic, but not fully-developed, understanding of the issue and the psychological principals that influence ingroup

and outgroup relationships. Grammatical errors may detract from meaning.

0 Unacceptable: No answer, or answer does not address the question presented.

Grammatical errors detract from meaning.

&"Calibri,Regular"&K000000Intercultural Competence Project_x000D_Grading Rubric &"Calibri,Regular"&K000000Winter 2017/2018