(Approved by ASA April 22, 2022; CRC Aug. 26, 2022; Faculty Senate Sept. 16, 2022)
| Learning Outcome | Exceeds Expectations | Meets Expectations | Approaches Expectations | Does not Meet Expectations |
|---|---|---|---|---|
| 1) Identify and describe diverse and changing human cultures in the United States (e.g., domestic, international, dominant, non-dominant, marginalized, othered, disenfranchised, empowered, systemically inequitable, systemically equitable, and intersecting, etc.). | Identifies and describes diverse and changing human cultures from multiple perspectives in a clear and concise manner. Demonstrates a thorough understanding of the heterogeneity of the U.S. | Identifies and describes diverse and changing human cultures from one perspective in a clear and concise manner. Demonstrates a satisfactory level of understanding of the heterogeneity of the U.S. | Accurately identifies or describes changing human cultures in the US but several elements of the description/identification are missing and an understanding of the heterogeneity of the U.S. is lacking. | Does not accurately identify and/or describe the changing human cultures in the U.S. and does not demonstrate an understanding of the heterogeneity of the U.S. |
| 2) Describe and explain global cultural markers (e.g., language, history, customs, worldviews, natural environments, abilities, artifacts, etc.) that constitute one's self and one's self in relation to other cultures and/or people. | Description and explanation of global cultural markers that constitute one’s self in relation to other cultures and/or people is in-depth and complete. | Description and explanation of global cultural markers that constitute one’s self in relation to other cultures and/or people is present but description and/or explanation could be more thorough. | Description and explanation of global cultural markers that constitute one’s self in relation to other cultures and/or people is present but lacking in multiple elements. | Description and explanation of global cultural markers is inaccurate and there is no attempt to relate those to one’s self in relation to other cultures and/or people. |
| 3) Describe and explain the physical, institutional, social and cultural barriers and/or transformative opportunities which give rise to corresponding environmental injustices and justices. | Description and explanation show a good understanding and critical awareness of the physical, institutional, social and cultural barriers and/or transformative opportunities which give rise to environmental injustices and justices. | Description and explanation show a satisfactory understanding and describe critical awareness of the physical, institutional, social and cultural barriers and/or transformative opportunities which give rise to environmental injustices and justices, but could be more thorough. | Description and explanation identify the physical, institutional, and cultural barriers and/or transformative opportunities which give rise to environmental injustices and justices but shows minimal understanding. | Does not describe or understand awareness of the physical, institutional, social and cultural barriers and/or transformative opportunities which give rise to environmental injustices and justices. |
| 4) Analyze the physical, institutional, social, and cultural barriers and/or transformative opportunities which influence diverse and changing human cultures and impact systemic inequities and injustices (e.g., class, race and mixed race, ethnicity, national origin, age, language, gender, ability, sovereignty, sexual orientation, political ideologies, economic structure, natural environments, historical events, social movements, religion, and/or other forms of identity or intersections of identities). | Analysis demonstrates a general understanding of relevant barriers and/or opportunities. Demonstrates an acceptable understanding of the target culture(s). Observations are contextualized with examples that support the interpretation of the cultural context(s), barriers and transformative opportunities. | Analysis demonstrates a fundamental understanding of relevant barriers and/or opportunities. Demonstrates a competent understanding of the target culture(s). Observations are generally contextualized with examples that support the interpretation of the cultural context(s), barriers and transformative opportunities more often than not; minor mis- interpretations are present. | Analysis addresses some of the barriers or transformative opportunities but contains some areas of misinterpretation. Demonstrates a surface understanding of the barriers and/or transformative opportunities within the target culture(s). Relies on generalizations or stereotypes but makes an attempt to provide some context for these with examples even if unsuccessful. | Analysis addresses few to none of the relevant barriers or opportunities and/or misinterprets them, demonstrates little to no understanding of barriers or transformative opportunities within the target culture(s), and relies on broad generalizations or stereotypes that are not contextualized with examples. |
| 5) Research and analyze cultural competency (e.g., differences, rules, biases, systemic inequities, and transformative opportunities, etc.) in one’s own or another society, within or between non-dominant and dominant groups, and intersectional identities using relevant methodologies. | Research and analysis demonstrates an in-depth understanding of cultural competency in one’s own or another society, within or between non-dominant and dominant groups, and intersectional identities. | Research and analysis demonstrates a satisfactory understanding of cultural competency in one’s own or another society, within or between non-dominant and dominant groups, and intersectional identities. | Research and analysis demonstrates a surface understanding of cultural competency in one’s own or another society, within or between non-dominant and dominant groups, and intersectional identities. | Research and analysis is missing or does not demonstrate an understanding of cultural competency in one’s own or another society, within or between non-dominant and dominant groups, and intersectional identities using relevant methodologies. |