Your Winding Path... and beyond

Please see the "Windy Path" assignment pasted below. Begin with a path that represents your four years of undergraduate college. Then continue with a path that reaches further into your future... your QuarterLife Self, your MidLife Self, your Elder Self... the Self you will be in the Memories of Others after you have lived the fullness of your life.

To complete your Winding Path, look through your in-class "discernment" reflections (personal reflections), your "purposeful life" circle diagram and notes, your journal entries from your team activity, your letter to your 25-year-old self, and any other reflective inputs you find meaningful.

Bring this to class with you no later than Tuesday, December 4.

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The Windy Path

Draw the Windy Path that represents your four years in college. What campus programs, resources and opportunities will be available to you as you move through your Freshman, Sophomore, Junior and Senior years? Which of these will further your personal, professional or vocational goals? Which will help prepare you to live a happy life? Which do you want to participate in for other reasons? Draw them out along your Windy Path.
Are there other accomplishments you’d like to make during your time here at NDNU? Draw those along your Windy Path as well.
As you consider what to include in your Path, ask a variety of members of the NDNU campus community what they think. Ask a respected coach or professor... ask a mentor, a librarian, a staff member with whom you developed a connection, a student who has been on campus longer than you. Ask the director of a graduate program you’re interested in, or a person whose job or career you think might suit you.
Think big. Be creative. Remember that the line of your Path is just a way to help you focus... to help you begin to organize your thoughts. Feel free to build some flexibility into it... after all, at the end of the day it’s really up for debate: are you following the line, or is the line following you?
Here are some things you might include in your Windy Path, but don’t be limited by these!! Alternative Spring Break! Bonner program! Campus employment with the Center for Spirituality
! Campus employment with the Dorothy Stang Center or other office
! Community Engagement courses! Capstone course! Founders’ Week (help with preparations)
! Internships! Model Arab League! Musical, Dance or Theater performance group
! O-Team! RA! Student club leadership! Student Mentor for Freshman Seminar! Study Abroad! Teaching Assistant for a professor! Summer employment back at home

Revised Schedule for last 2 weeks of classes

WEEK FOURTEEN

November 27

Discuss: Quarter Life Crisis handout; Semester review and interim prep for final. 

DUE: Be sure to have read all handouts to date, including the Quarter-Life Crisis handout

November 29

Make-up Freshman Research Conference session with our Pod. Meet in Chapel. 

DUE: Team or Individual Journal

ALSO DUE: Any remaining late items

WEEK FIFTEEN

December 4

Harding reading #2; Course assessments and reflections

DUE: Stephan Harding, Animate Earth reading #2

December 6

Final Exam - in class

DUE: Study for final

Information Literacy Rubric

Information Literacy Rubric

Learning Outcome	Level of Achievement
	Highly Developed 4	Developed 3	Emerging 2
Integrate and Synthesize Information Effectively to Accomplish a Specific Purpose	Evidence is integrated and synthesized expertly to support claims. Consistently presents evidence to support claim(s) and argument(s) Synthesizes and contextualizes evidence appropriately for audience Distinction between own ideas and ideas of others is consistently clear Does not over-or under-rely on the ideas of others or the work of a single author	Proficient synthesis and integration of evidence. Generally employs evidence to support claim(s) and argument(s) May present some evidence without context Distinction between own ideas and ideas of others is usually clear May over- or under- rely on the ideas of others or the work of a single author	Weak attempts at synthesis or integration. Sporadically uses evidence to support claim(s) or argument(s) Frequently fails to put sources into context (e.g. “The World Bank says...” Consistently blurs distinction between own ideas and ideas of others Frequently over- or under-relies on the ideas of others or the work of a single author

Initial 1
No evidence of attempt at synthesis or integration.

• Claim(s) or argument(s) lack necessary evidence
• Fails to contextualize quotes and evidence
• No distinction between own ideas and ideas of others
• Over or under-relies on the ideas of others or the work of a single author

Learning Outcome	Level of Achievement
	Highly Developed 4	Developed 3	Emerging 2	Initial 1
Access and Use Information Ethically and Legally	Shows a sophisticated level of understanding for when and how to give attribution. Uses advanced search strategies and demonstrates the ability to refine search strategies to discover and retrieve authoritative and relevant resources. Documents sources consistently and completely Uses in-text citations and notes correctly and consistently Cites non-textual sources consistently Names and labels figures and/or graphs clearly and completely Choice and use of paraphrasing, summary, and quoting is correct and consistent. Use of information is true to the original context	Attribution indicates understanding of the rationale for and various mechanisms of citation. Uses intermediate search strategies and demonstrates the ability to refine search strategies to discover and retrieve authoritative and relevant resources. Documents sources throughout with occasional errors or inconsistencies. Uses in-text citation and notes with occasional errors or inconsistencies Cites non-textual sources with relative consistency Usually names and labels figures and/or graphs clearly and completely. Choice and use of paraphrasing, summary, and quoting has occasional errors or inconsistencies. Use of information is usually true to the original context	Missteps in attribution interfere with the argument or point to fundamental misunderstandings. Uses simple search strategies and retrieves information with limited authority and partial relevance. Frequently documents sources incorrectly or leaves out some citations. Frequent errors and inconsistencies with in-text citation and notes. Does not consistently cite non-textual sources Names and labels figures and/or graphs inconsistently Choice and use of paraphrasing, summary, and quoting is frequently incorrect and inconsistent. Use of information is frequently not true to the original context	Use of evidence and citation is poor, making it difficult to evaluate the argument or sources. Accesses resources randomly and retrieves information that lacks authority and relevancy. Displays fundamental and consistent errors in source documentation Does not include or contains significant inconsistencies with in-text citation and notes Does not name, title, or cite non-textual sources Does not name or label figures and/or graphs Choice and use of paraphrasing, summary, and quoting is incorrect and inconsistent. Use of information is not true to the original context

Oral Communication Rubric

NDNU ORAL COMMUNICATION RUBRIC Course No. and Section _________________ Student ID _______________

	5 – Highly Developed	4– Developed	3 – E merging	2 – Initial	1 –Below Standard	Student Score
Introduction	Specific introduction is strongly stated, catching theaudience’s attention,stating the thesis clearly, and providing a preview statement.	Specific introduction is clearly observable, stating the thesis clearly, and providing a preview statement	Specific introduction is observable but does not include all required components.	Specific introduction is observable but not clearly related to the overall thesis and content.	No clear introduction is observable.
Body	Central message is compelling and memorable, with well- developed and clearly- supported points. The topic is well-focused and appropriate to audience and occasion. Effective organizational pattern (sequence and transitions) is clearly and consistently observable.	Central message is well- developed, with clearly- supported points. The topic is focused and appropriate to audience and occasion. Effective organizational pattern (sequence and transitions) is clearly and consistently observable.	Central message and organizational pattern (sequence and transitions) is observable. The topic is focused and generally appropriate to audience and occasion.	Central message and organizational pattern (sequenced and transitions) is intermittently observable. The topic is more or less appropriate to audience and occasion.	No clear central message or organizational pattern is observable. The topic may not be appropriate.
Conclusion	Specific conclusion is strongly stated, effectively summarizes and reinforces all of the main points, and is clearly linked to the thesis.	Specific conclusion is clearly observable, summarizes and reinforces all of the main points, and relates to the thesis.	Specific conclusion is observable and related to the overall thesis, but it does not summarize the main points.	Specific conclusion is observable but not clearly related to the overall thesis. It does not summarize the main points.	No clear conclusion is observable.

	5 – Highly Developed	4– Developed	3 – E merging	2 – Initial	1 –Below Standard	Student Score
Language	Language choices are vivid, imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language is appropriate to the audience. Articulation/pronuncia tion is clear throughout.	Language choices are thoughtful and support the effectiveness of the presentation. Language is appropriate to the audience. Articulation/pronunciation is clear throughout.	Language choices are mundane and partially support the effectiveness of the presentation. Language is appropriate to the audience. Articulation/pronunciation is clear throughout.	Language choices are mundane and partially support the effectiveness of the presentation. Language is appropriate to the audience. Articulation and pronunciation is not always clear.	Language choices are poor, and pronunciation and articulation may be unclear.
Voice	Vocal expression is polished and compelling, with appropriate rate and volume, excellent variety, and no vocalized pauses (i.e.,“uhm”s).	Vocal expression holds theaudience’s interest, withappropriate rate and volume, variety, and few vocalized pauses (i.e.,“uhm”s).	Vocal expression shows appropriate rate and volume, variety, and few vocalized pauses (i.e.,“uhm”s).	Vocal expression shows inconsistent rate and volume, variety, and vocalized pauses (i.e.,“uhm”s).	Vocal expression shows inappropriate rate, volume, and variety.
Physical Presence	Posture, gesture, and eye contact are polished, making the presentation compelling and interesting.	Posture, gesture, and eye contact make the presentation interesting. The speaker appears comfortable.	Posture, gesture, and eye contact make the presentation understandable. The speaker appears tentative.	Posture, gesture, and eye contact are inconsistent, hurting the clarity of the presentation. The speaker appears tentative.	Confident posture, gesture, and eye contact is not observable.

NDNU ORAL COMMUNICATION RUBRIC Student ID _______________ TOTAL SCORE _________________________