Core Faculty Survey: Inquiry & Analysis Rubric Question Title * 1. Please indicate the discipline of your core course. Question Title * 2. Indicate any cells in the Inquiry & Analysis Rubric that are unclear. "Cells" refers to descriptions of performance as it relates to the six dimensions (Topic selection, etc.) Please pay particular attention to the Developing and Basic performance levels of the rubric as the assessment will be applied to work from students that are early in their academic career. As such, the majority would not be expected to perform at the Mastery or Proficient levels. Mastery (Senior Level)Point-value: 4 Proficient (Junior Level) Point-value: 3 Developing (Sophomore Level) Point-value: 2 Basic (Freshman Level) Point-value: 1 Skill evident but performance falls below Freshman level No Evidence Topic Selection Topic Selection Mastery (Senior Level)Point-value: 4 Topic Selection Proficient (Junior Level) Point-value: 3 Topic Selection Developing (Sophomore Level) Point-value: 2 Topic Selection Basic (Freshman Level) Point-value: 1 Topic Selection Skill evident but performance falls below Freshman level Topic Selection No Evidence Existing Knowledge, Research, and/or Views Existing Knowledge, Research, and/or Views Mastery (Senior Level)Point-value: 4 Existing Knowledge, Research, and/or Views Proficient (Junior Level) Point-value: 3 Existing Knowledge, Research, and/or Views Developing (Sophomore Level) Point-value: 2 Existing Knowledge, Research, and/or Views Basic (Freshman Level) Point-value: 1 Existing Knowledge, Research, and/or Views Skill evident but performance falls below Freshman level Existing Knowledge, Research, and/or Views No Evidence Design Process Design Process Mastery (Senior Level)Point-value: 4 Design Process Proficient (Junior Level) Point-value: 3 Design Process Developing (Sophomore Level) Point-value: 2 Design Process Basic (Freshman Level) Point-value: 1 Design Process Skill evident but performance falls below Freshman level Design Process No Evidence Analysis Analysis Mastery (Senior Level)Point-value: 4 Analysis Proficient (Junior Level) Point-value: 3 Analysis Developing (Sophomore Level) Point-value: 2 Analysis Basic (Freshman Level) Point-value: 1 Analysis Skill evident but performance falls below Freshman level Analysis No Evidence Conclusion Conclusion Mastery (Senior Level)Point-value: 4 Conclusion Proficient (Junior Level) Point-value: 3 Conclusion Developing (Sophomore Level) Point-value: 2 Conclusion Basic (Freshman Level) Point-value: 1 Conclusion Skill evident but performance falls below Freshman level Conclusion No Evidence Limitations and Implications Limitations and Implications Mastery (Senior Level)Point-value: 4 Limitations and Implications Proficient (Junior Level) Point-value: 3 Limitations and Implications Developing (Sophomore Level) Point-value: 2 Limitations and Implications Basic (Freshman Level) Point-value: 1 Limitations and Implications Skill evident but performance falls below Freshman level Limitations and Implications No Evidence Additional comments on the rubric: Question Title * 3. Do you currently have instruction in your core course that would help students develop a degree of proficiency in the dimensions of the rubric? Yes Maybe, perhaps with some additions No, something would need to be added. Inquiry and Analysis is not aligned with the focus or purpose of my core course. Additional comments: Question Title * 4. Do you currently have an assignment in your core course that would address the dimensions of this rubric? Yes Maybe, perhaps with some editing No, I would have to create something. Additional Comments Question Title * 5. What resources would you find helpful in developing content or assignments related to the dimensions of the Inquiry and Analysis rubric? Workshops Examples of how colleagues in similar disciplines are designing curriculum or assignments related to inquiry and analysis. Opportunity to collaborate with other faculty in my discipline. Other resources: Done