rubric gallery

Class participation is instrumental to each student’s learning and development, and active engagement is expected for graduate students. Each student is expected to read all the required assignments and engage in small and large group activities and discussions. While I welcome a wide variety of perspectives and experiences, I expect class contributions to not demean a person or groups of people. To promote a safe space and supportive learning environment, students are expected to approach the course content, instructor, and one another with civility and respect.

Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. This writing rubric is designed for use in a wide variety of educational institutions. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing. Courtesy of AAC&U: http://aacu.org/value/index.cfm

How can The Bridge of San Luis Rey contribute to envisioning a proper distinction and relational unity between the Christian faith and modern science, between “looking at” and “looking along” reality?