University of South Florida Sarasota-Manatee
Diversity & Community Engagement Pillars Rubric
University of South Florida Sarasota-Manatee’s (USFSM) Core Curriculum Committee developed the Pillars rubrics. This team of faculty, representing each of the
colleges, conducted a process that examined existing campus rubrics, the American Association of Colleges and Universities (AAC&U) VALUE Rubrics, related
documents and research for each of the learning outcomes and incorporated extensive feedback from faculty experts and staff as well as the university’s Diversity
and Community Engagement Committee. The Pillars rubrics are modelled after both the AAC&U VALUE Rubrics and USFSM’s Incredi-Bull Critical Thinking Rubric,
developed by the faculty and staff QEP Steering Committee for SACSCOC Reaffirmation in 2016. The faculty intend to use the rubrics across campus in evaluating
and discussing student learning. The utility of the rubric is to provide a framework of expectations and a common language for the undergraduate-level Pillars.
Definitions
In accordance with AAC&U Intercultural Knowledge and Competence & Civic Engagement VALUE Rubrics:
Diversity is “a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.”
Community Engagement is “working to make a difference in . . . our communities and developing . . . knowledge, skills, values and motivation to make that
difference. It means promoting the quality of life in community. In addition, [it] encompasses actions wherein individuals participate in activities of personal and
public concern that are both individually life enriching and socially beneficial to the community.”
Framing Language
This rubric is intended to assist Pillars faculty to both develop and evaluate assignments aligned with USFSM’s mission to demonstrate student learning about
diversity and community engagement, and to communicate those learning objectives with students as well. The goal of this Core Curriculum Pillars Assessment is to
evaluate, using a rubric, whether or not students (1) have the tools to interact effectively and appropriately in a variety of cultural contexts and (2) value the role of
community engagement in improving quality of life for individuals and communities.
Rubric Glossary
In accordance with the AAC&U VALUE Rubric for Intercultural Knowledge and Competence (AAC&U 2010):
 Culture: All knowledge and values shared by a group.
 Cultural differences: the differences in rules, behaviors, communication and biases, based on cultural values that are different from one’s own culture.
 Cultural rules and biases: Boundaries within which an individual operates in order to feel a sense of belonging to a society of group, based on the values
shared by that society or group.
 Elements important to different cultures: History, values, politics, communication styles, economies, or beliefs and practices.
Excerpted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Prepared by Melanie Le Clainche, USFSM Assessment Coordinator, 10/13/16
University of South Florida Sarasota-Manatee
Diversity & Community Engagement Pillars Rubric
USFSM Mission: “Prepare successful leaders and responsible citizens”
Goals
Outcomes
Proficiency
Levels
4
Expert
3
Advanced
2
Satisfactory
1
Novice
0
DIVERSITY
COMMUNITY ENGAGEMENT
USFSM students interact effectively in diverse cultural contexts.
USFSM students connect with the community to improve quality of life.
KNOWLEDGE
Uses knowledge of own culture and multiple
worldviews to evaluate social issues.
SELF-AWARE
WORLDLY
Formulates
Organizes the
insights into own complexity of elements
cultural rules
important to members
and biases.
of other cultures.
ATTITUDE
Develops an approach to
multiculturalism.
INCLUSIVE
Collaborates to produce
mutually beneficial
outcomes supporting
cultural differences.
ENGAGEMENT
Engages with local
community.
TRAILBLAZER
Validates leadership role in
ongoing community
engagement activities.
GROWTH
Grows personally.
IMPACT
Impacts local community.
CONNECTED
Integrates knowledge, interests
and skills with social issues and
serving others.
ACCOMPLISHED
Generates new ideas and
is a catalyst for improving
quality of life.
MATURE
Evaluates own
cultural rules
and biases.
SUPPORTIVE
Supports cultural
differences.
SELF-MOTIVATED
Selects own ongoing
experience in community
engagement activities.
FLEXIBLE
Shows willingness to
change own biases.
INVOLVED
Completes ongoing
community engagement
activities offered by the
course.
EXPLORATORY
Participates in a
community engagement
activity offered by the
course.
ACTIVE
Appraises own knowledge,
interest and skills and how they
relate to a growing sense of
commitment to community.
POSITIVE
Connects own knowledge,
interests and skills to social issues
or serving others.
COMMITTED
Determines what the
impact of working
actively within the
community was.
VALUABLE
Shows how own actions
benefit others.
TRANSITIONAL
Examines own aims or effects on
engaging in the community.
OBSERVANT
Recognizes how own
actions benefit others.
Applies own
cultural rules
and biases.
INFORMED
Explains elements
important to members
of other cultures.
KNOWLEDGEABLE
Articulates elements
important to members
of other cultures.
Discovers own
cultural rules
and biases.
INQUISITIVE
Identifies elements
important to members
of other cultures.
REFLECTIVE
Examines own biases.
Assign a zero to any work sample that does not provide evidence of the required outcome.
N/A
Note: All performance indicators are dependent upon the evidence provided and how the evidence relates to the content or the course and the engagement experience.
Excerpted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Prepared by Melanie Le Clainche, USFSM Assessment Coordinator, 10/13/16