Rubric for Teaching Students Collaboration Skills

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Are you ready to use team projects in your course?
Use this rubric to assess your readiness for launching a team project in your course.

Faculty members’ success in stimulating student learning via team assignments rests largely on two issues:

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Undergraduate Academic Programs Committee

The Undergraduate Academic Programs committee (UGAP)* works with the Office of Undergraduate Studies to oversee issues related to undergraduate education across the university. This committee (formerly known as the General Education Program Implementation Committee) has coordinating and advisory functions. Its members are primarily associate deans from the university's schools and colleges, as well as those in key roles from the Provost's office, the Registrar, DIT, IRPA, and Admissions.

Effective Dates for Transfer Students

October 25, 2011

Academic Integrity

Rubric for Faculty: How well do you and your course promote academic integrity?

The Code of Academic Integrity is designed to ensure that the principle of academic honesty is upheld. There are many ways that academic dishonesty can manifest in a University setting. The Code of Academic Integrity defines academic dishonesty in 4 categories:

Faculty resources

To support meaningful, vibrant undergraduate learning experiences, the Office of Undergraduate Studies seeks to work collaboratively with faculty in all colleges and schools, as well as with campus partners (including Academy for Innovation and Entrepreneurship, the Office of Institutional Research, Planning, and Assessment, Teaching & Learning Transformation Center, Division of Informati

Big Question

This rubric is designed as a tool to assess activities aimed at student gains in the following learning outcome(s) for the Big Question (formerly I-Series) General Education Category:

At the completion of this course, students will be able to:

• Identify the major question and issues of the Big Question course topic

Scholarship in Practice

This rubric is designed as a tool to assess activities aimed at student gains in the following learning outcome(s) for the Scholarship in Practice General Education Category:

At the completion of this course, students will be able to:

Humanities

This rubric is designed as a tool to assess activities aimed at student gains in the following learning outcome(s) for the Humanities General Education Category:

At the completion of this course, students will be able to:

• Demonstrate the ability to formulate a thesis related to a specific topic in the humanities and to support the thesis with evidence and argumentation

Social Sciences

This rubric is designed as a tool to assess activities aimed at student gains in the following learning outcome(s) for the History & Social Sciences General Education Category:

At the completion of this course, students will be able to: