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SOCIAL RESPONSIBILITY RUBRIC Formatted by the DCCCD in alignment with the AAC&U VALUE rubrics.

Updated 9/12/2016

DDefinition The Texas Higher Education Coordinating Board describes Social Responsibility to include “intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.”

Framing Language This rubric is designed to assess the Core Objective (Social Responsibility) as described by the THECB in the Texas Core Curriculum.

We wanted to keep this rubric simple since Social Responsibility is a value that students typically experience outside of the classroom. Our team decided to create a two-criteria rubric to allow for more freedom of interpretation since it will be used across the curriculum. The ideal assignment will be a written essay that is long enough to address both criteria. This rubric was created to fit well in a signature assignment that assesses more than one core objective simultaneously.

Glossary – the definitions that follow were developed to clarify terms and concepts used in this rubric only.

Intercultural Competence – includes knowledge of one’s own culture and how it has shaped one’s world view, knowledge of significant characteristics of other cultures, the ability to compare and contrast different cultures and the ability to adjust one’s actions to successfully interact with someone from another culture. Culture includes history, values, politics, economics, communication styles, beliefs and practices.

Knowledge of Civic Responsibility and Engagement with Communities – includes active participation in the public life of a local, regional, national, and/or global community in an informed, committed, and constructive manner, with a focus on the common good. Our committee discussions included measuring knowledge and engagement separately, with the idea that a person can have vast knowledge of civic responsibility with no interest in engagement, or be very engaged without any knowledge. The challenge is that we are not able to measure effective engagement – since a student could attend a protest for the sole purpose of meeting girls.

SOCIAL RESPONSIBILITY RUBRIC Formatted by the DCCCD in alignment with the AAC&U VALUE rubrics.

Updated 9/12/2016

Social Responsibility (SR) – intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities

Capstone Milestones Benchmark Below Benchmark 4 3 2 1 0

Intercultural Competence

Achieves a score of 3, and discusses how one has or should adjust one’s actions to successfully interact with someone from another culture.

Achieves a score of 2, and is able to compare and contrast different cultures.

Achieves a score of 1, and discusses significant characteristics about other cultures.

Discusses how one’s own culture has shaped one’s identity and world view.

Does not discuss how one’s own culture has shaped one’s identity and world view.

ENGAGEMENT KNOWLEDGE Knowledge of Civic Responsibility

and Engagement with Communities (local, regional, national and/or global)

Achieves a score of 3, and includes an understanding of the purpose and/or benefits of their engagement.

Achieves a score of 2, and describes effective participation in civic engagement activities.

Achieves a score of 1, and discusses actions one should take as a citizen to address the pertinent issues within one’s community.

Recognizes and discusses one’s civic responsibility to a specific community.

Does not recognize one’s civic responsibility to a community.