iRubric: Creating Equitable Environments rubric

All aspects of the assignment have been included. The introduction was strong and included a clear organizational statement was presented. Evidence to support assertions is offered. The paper masterfully followed that organization and included a conclusion connected those ideas.

The majority of the aspects in the assignment were included. The organizational statement needs to be clearer. The points presented generally followed the organizational statement with evidence to support assertions.

The major points are addressed and some reflection was conducted to provide evidence for the conclusions. The paper lacks a clear organizational statement. The structure of the paper is not clear.

Major points are addressed, but not well supported or discussed. Little evidence was provided to support the claims.

Major points are lacking or not all included. The aspects to be included in the paper were poorly discussed.

A clear statement regarding ongoing work for developing inclusive environments is included. Student masterfully articulates strategies to engage with students who identify differently than self. The approach to addressing lingering questions reflects critical examination of biases and assumptions that demonstrate ongoing work needed to build equitable environments.

A statement regarding ongoing work for developing inclusive environments is included, but general without enough specificity. Student articulates strategies to engage with students who identify differently than self, but examples are sometimes unclear. The approach to addressing lingering questions reflects critical examination of biases and assumptions that demonstrate ongoing work needed to build equitable environments.

A statement regarding ongoing work for developing inclusive environments is included, but somewhat vague. Student articulates strategies to engage with students who identify differently than self, but does not offer clear examples. The approach to addressing lingering questions is vague--more evidence is needed to support approach.

A statement regarding ongoing work for developing inclusive environments is included, but vague. Student articulates the need to engage with students who identify differently than self, but not how. Evidence is missing to support approach.

No plan for ongoing work toward building equitable environments was included.

Student masterfully addresses possible tensions between personal and professional views regarding issues of diversity. (*if no tensions, notes why) Student expresses how facing their own defense modes influences practice. The student masterfully exhibits vulnerability in a way that connects with experiences inside and outside of the classroom with supporting evidence.

Student states that possible tensions might arise between personal and professional views but needs to address how. (*if no tensions, addresses why) Individual could do a better job to not only exhibit that defense modes arise, but talks about oneself in relation to defense modes. Student makes several connections between views and professional practice with evidence.

Student states some tensions between personal and professional views and the influence of defense modes, but does not articulate how defenses may influence practice. (*states no tensions, and needs more evidence to support why) Student states defense modes are prevalent, but does not relate the ideas to oneself. Student makes connections between professional practice and personal views, but needs more evidence to support assertions.

Student states some tensions between personal and professional views and the influence of defense modes, but does not articulate how defenses may influence practice. (*if no tensions, does not address why) Student does not connect defenses to oneself. Student makes minimal connections between professional practice and personal views because evidence is needed to support assertions.

Student fails to note any possible tensions between personal and professional views and the influence of defense modes or just says there are no tensions. Student does not relate the ideas to oneself or one's professional practice and personal views.