Includes how individuals have contributed to history, artistic movements, social values, cultural practices, politics, or belief systems and/or transformed or resisted the dominant culture.
| Learning Outcome | Exceeds Expectations | Meets Expectations | Approaches Expectations | Does Not Meet Expectations |
|---|---|---|---|---|
| 1) Identify how individuals and groups resist dominant cultural practices and/or define how groups exist, live, survive, and/ or thrive when they are not part of the dominant culture. | Identifies sophisticated examples and evidence of what it means for individuals and groups to resist dominant cultural practices and/or define how groups exist, live, survive, and thrive when they are not part of the dominant culture. | Offers adequate explanations and examples describing what it means for individuals and groups to resist dominant cultural practices and/or define how groups exist, live, survive, and thrive when they are not part of the dominant culture. | Uses few appropriate explanations and examples when describing what it means for individuals and groups to resist dominant cultural practices and/or define how groups exist, live, survive, and thrive when they are not part of the dominant culture. | Fails to provide appropriate explanations and examples when describing what it means for individuals and groups to resist dominant cultural practices and/or define how groups exist, live, survive, and thrive when they are not part of the dominant culture. |
| 2) Describe the ways in which individuals, groups, or social institutions influence and/or come into conflict over systems of power associated with gender, bodily autonomy, race, ethnicity, class, ability, individual and intersecting identities, intersectionality, language, artistic expression, religion, and/or historical idealization. | Describes, using substantial details and supporting evidence, the ways in which individuals, groups, or social institutions influence and/or come into conflict over systems of power associated with gender, bodily autonomy, race, ethnicity, class, ability, individual and intersecting identities, intersectionality, language, artistic expression, religion, and/or historical idealization. | Uses adequate details and supporting evidence to describe the ways in which individuals, groups, or social institutions influence and/or come into conflict over systems of power associated with gender, bodily autonomy, race, ethnicity, class, ability, individual and intersecting identities, intersectionality, language, artistic expression, religion, and/or historical idealization. | Uses limited details and supporting evidence to describe the ways in which individuals, groups, or social institutions influence and/or come into conflict over systems of power associated with gender, bodily autonomy, race, ethnicity, class, ability, individual and intersecting identities, intersectionality, language, artistic expression, religion, and/or historical idealization. | Fails to describe or offer details and supporting evidence about the ways in which individuals, groups, or social institutions influence and/or come into conflict over systems of power associated with gender, bodily autonomy, race, ethnicity, class, ability, individual and intersecting identities, intersectionality, language, artistic expression, religion, and/or historical idealization. |
| 3) Explain how particular groups have been impacted by specific historical, cultural, economic, ecological, environmental, political, and/or social actions. | Thoroughly explains how particular groups have been impacted by specific historical, cultural, economic, ecological, environmental, political, and/or social actions. | Adequately explains how particular groups have been impacted by specific historical, cultural, economic, ecological, environmental, political, and/or social actions. | Provides a limited explanation that is incomplete or demonstrates issues of comprehending how particular groups have been impacted by specific historical, cultural, economic, ecological, environmental, political, and/or social actions. | Fails to explain how particular groups have been impacted by specific historical, cultural, economic, ecological, environmental, political, and/or social actions. |
| 4) Compare evidence of how diverse cultures and/or individuals with intersectionality or intersecting identities have been impacted by economic, historical, political, cultural, and/ or social dynamics. | Offers a clear and sophisticated comparison of how diverse cultures and/or individuals with intersectionality or intersecting identities have been impacted by economic, historical, political, cultural, and/or social dynamics. | Offers an adequate comparison of how diverse cultures and/or individuals with intersectionality or intersecting identities have been impacted by economic, historical, political, cultural, and/or social dynamics. | Provides a limited comparison that is incomplete or demonstrates some issues in comprehending how diverse cultures and/or individuals with intersectionality or intersecting identities have been impacted by economic, historical, political, cultural, and/or social dynamics. | Fails to compare how diverse cultures and/or individuals with intersectionality or intersecting identities have been impacted by economic, historical, political, cultural, and/or social dynamics. |
| 5) Analyze the potential merits and/or limits of one's personal values, biases, behaviors, and attitudes to participate in cross-cultural interactions. | Analyzes fully with sophistication and depth the potential merits and/or limits of one’s personal values, biases, behaviors, and attitudes to participate in cross-cultural interactions. | Analyzes with adequate reasoning the potential merits and/or limits of one’s personal values, biases, behaviors, and attitudes to participate in cross-cultural interactions. | Provides a limited analysis that is incomplete or demonstrates some issues with comprehension of the potential merits and/or limits of one’s personal values, biases, behaviors, and attitudes to participate in cross-cultural interactions. | Fails to analyze or demonstrate an understanding of the potential merits and/or limits of one’s personal values, biases, behaviors, and attitudes to participate in cross-cultural interactions. |
| 6) Evaluate the multiplicities of aesthetic and/or creative processes/products, theories, and/or philosophies represented in specified cultural contexts. | Evaluates fully with sophistication and depth the multiplicities of aesthetic and/or creative processes/products, theories, and/or philosophies represented in specified cultural contexts. | Evaluates with adequate coverage and sound reasoning the multiplicities of aesthetic and/or creative processes/products, theories, and/or philosophies represented in specified cultural contexts. | Provides a limited evaluation that is incomplete or demonstrates some issues with comprehending the multiplicities of aesthetic and/or creative processes/products, theories, and/or philosophies represented in specified cultural contexts. | Fails to evaluate or demonstrate a clear understanding of the multiplicities of aesthetic and/or creative processes/products, theories, and/or philosophies represented in specified cultural contexts. |