Center for Faculty Development

·  Actively sup-ports, engages and listens to peers (on-going)

·  Arrives fully prepared at every session

·  Plays an active role in discus-sions (on-going)

·  Comments advance the level and depth of the dialogue (consistently)

·  Group dynamic and level of discussion are consistently better because of the student’s presence
 

·  Actively sup-ports, engages and listens to peers (ongoing)

·  Arrives fully prepared at almost every session

·  Plays an active role in discus-sions (ongoing)

·  Comments occasionally advance the level and depth of the dialogue

·  Group dynamic and level of discussion are often better because of the student’s presence

· Makes a sin-cere effort to interact with peers (on-going)

· Arrives mostly, if not fully, prepared (ongoing)

· Participates constructively in discussions (ongoing)

· Makes relevant comments based on the assigned ma-terial (on-going)

· Group dynamic and level of discussion are occasionally better (never worse) be-cause of the student’s presence

·  Limited inter-action with peers

·  Preparation, and therefore level of participation, are both incon-sistent

·  When prepared, participates constructively in discussions and makes relevant com-ments based on the assigned material

·  Group dynamic and level of discussion are not affected by the student’s presence

·  Virtually no interaction with peers

·  Rarely pre-pared

·  Rarely participates

·    Comments are generally vague or drawn from outside of the assigned material

·  Demonstrates a noticeable lack of interest (on occasion)

·  Group dy-namic and level of dis-cussion are harmed by the student’s presence

·  No interaction with peers

·  Never prepared

·  Never participates

·  Demonstrates a noticeable lack of interest in the material (ongoing)

·  Group dynam-ic and level of discussion are significantly harmed by the student’s presence