RUBRIC FOR CLASS DISCUSSION 0 Absent. 1 Present, not disruptive. Tries to respond when called on but does not offer much. Demonstrates very infrequent involvement in discussion. 2 Demonstrates adequate preparation: knows basic case or reading facts, but does not show evidence of trying to interpret or analyze them. Offers straightforward information (e.g., straight from the case or reading), without elaboration or very infrequently (perhaps once a class). Does not offer to contribute to discussion, but contributes to a moderate degree when called on. Demonstrates sporadic involvement. 3 Demonstrates good preparation: knows case or reading facts well, has thought through implications of them. Offers interpretations and analysis of case material (more than just facts) to class. Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion. Demonstrates consistent ongoing involvement. 4 Demonstrates excellent preparation: has analyzed case exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.). Offers analysis, synthesis, and evaluation of case material, e.g., puts together pieces of the discussion to develop new approaches that take the class further. Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc. Demonstrates ongoing very active involvement. Grading Class Participation, 1996 Martha L. Maznevski, Assistant Professor, McIntire School of Commerce Life Without Oil: Why We Must Shift to a New Energy Future (2011) by Steve Hallett Food Politics: What Everyone Needs to Know (2011) by Robert Paarlberg Denialism: How Irrational Thinking Hinders Scientific Progress, Harms the Planet, and Threatens Our Lives (2009) by Michael Specter AGR 294 Directed Readings in Agriculture, Environment, & Society  Reading and discussion-intensive course (1 book, plus additional related materials)  8 week elective  Limited to 12 students, any grade level  Unique offering in the curriculum  Co-taught by the AD for Academic Programs and a librarian  Each week (after the first class) instructors lead students through a discussion of the assigned chapters. Instructors encourage active and engaged participation, drawing students out as needed. Course Goals: 1.Critical reading of an important, timely and/or popular topic in Agriculture, Environment, and Society 2.Participation in open discussion and evaluation of contemporary issues facing society in the management of food, renewable & non-renewable natural resources, environment, and communities, locally and globally. 3.Development of critical thinking skills across disciplines and topics 4.Appreciation of the interconnectivity and broad factors affecting and influencing agriculture in today’s world 5.Development of information evaluation abilities Information Evaluation: Students are assessed on 3 aspects of the class. The librarian assesses class discussions with the rubric (on the right) using field notes taken after class. Students write weekly reflections at the beginning of each class. Thirdly, students submit one item to share and discuss with class. Reflections and the shared material are graded using a rubric similar to the Class Discussion Rubric. CLASS DISCUSSION (7x) + WEEKLY REFLECTION (7x) + SHARED MATERIAL (1x) = SCORE Class Discussions Shared Material Weekly Reflections Shared Material: Students select a week to share an item with the class relevant to the reading or discussion. The instructors encourage students to be creative about the item they share – it can be a peer-reviewed article, an opinion piece, a YouTube video, notes from a lecture, a cartoon, etc. They are asked to describe the item’s relevancy and validity, and the impact that it might have on the discussion in class or more generally by society. Examples of items are brought by the librarian the first few weeks to model the process and discussion.