{"id":1132,"date":"2022-05-09T17:46:05","date_gmt":"2022-05-09T21:46:05","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/?post_type=chapter&#038;p=1132"},"modified":"2022-07-27T11:50:42","modified_gmt":"2022-07-27T15:50:42","slug":"module-3-sample-assignment-rubric","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/chapter\/module-3-sample-assignment-rubric\/","title":{"raw":"Module 3 - Sample Assignment &amp; Rubric","rendered":"Module 3 &#8211; Sample Assignment &amp; Rubric"},"content":{"raw":"<span style=\"color: #000000\">This page outlines the assignment students are to complete for this module. Included, you will find:<\/span>\r\n<ul>\r\n \t<li>Student learning objectives<\/li>\r\n \t<li>Assignment details and introduction<\/li>\r\n \t<li>Assignment deliverables<\/li>\r\n \t<li>Assignment rubric<\/li>\r\n<\/ul>\r\nA downloadable file of the assignment can be found at the bottom of this page.\r\n<h2>Learning Objectives<\/h2>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Assignment - Student Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAfter the completion of the assignment, you will be able to:\r\n\r\nKnowledge\r\n<ul>\r\n \t<li>Critique personal, local and professional enforcement of colonial priorities across cultural boundaries<\/li>\r\n \t<li>Defend Indigenous legal and social authority in the consultation process<\/li>\r\n \t<li>Produce a strategy to champion Indigenous values and knowledge in an engineering project (purpose, preparations, research and knowledge gaps)<\/li>\r\n<\/ul>\r\nSkills\r\n<ul>\r\n \t<li>Use the Aboriginal and Treaty Rights Information System (ATRIS) system to access local consultation considerations.<\/li>\r\n \t<li>Articulate the connection between personal, communal and professional values<\/li>\r\n \t<li>Identify intercultural knowledge gaps<\/li>\r\n<\/ul>\r\nAttitudes\r\n<ul>\r\n \t<li>Relate engineering practice to its local context through the practice of epistemic equality<\/li>\r\n \t<li>Act transparently when outlining the purpose and knowledge gaps when creating a knowledge strategy document<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Assignment - Setting the Stage<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nIn the lecture, we discussed the necessity of values and beliefs on a personal, communal and professional level. These values and beliefs were shown to vary from place to place. The OECD global priority survey showed us for example that Brazilian respondents prioritize education while the Indian respondents value life satisfaction most. Personal values influence our engineering work, and our own values may be in conflict with the beneficiaries of our engineering project. So, engineers should become familiarized with the process of identifying values, beliefs and priorities.\r\n\r\nIn this assignment, you will identify and discuss some of your own values and priorities in the <em>self-reflection<\/em> section, and become familiar with the values of Indigenous people affected by your engineering work through the development of a <em>knowledge strategy document<\/em>.\r\n\r\n<\/div>\r\n<\/div>\r\n<h2>Assignment Details<\/h2>\r\n<h3>Self-Reflection<\/h3>\r\nConsider the value scales i), ii) and iii) below. Mark a symbol along the each of the sliding scales, with proximity to one side denoting increased importance to that value or trait:\r\n<ol>\r\n \t<li>What value is more important to you? Please mark the importance with an x<\/li>\r\n \t<li>What value do you believe is more important to the people in your local community (town or city)? Please mark the importance with a circle<\/li>\r\n \t<li>What value do you believe is more important to professional engineers in British Columbia? Please mark the importance with a triangle<\/li>\r\n \t<li>Optional: Compare your responses for 2) and 3) with a classmate. If your responses are different, discuss how your interpretation of local and professional ways of knowing affect your decision-making.<\/li>\r\n<\/ol>\r\n<table class=\"aligncenter\" style=\"border-collapse: collapse;width: 81.7973%;height: 352px\" border=\"0\" cellpadding=\".5\">\r\n<tbody>\r\n<tr style=\"height: 88px\">\r\n<td style=\"width: 27.6595%;height: 88px\"><strong>Straightforward<\/strong>\r\n\r\nBeing direct and outspoken<\/td>\r\n<td style=\"width: 25.0115%;height: 88px\"><img class=\"\" src=\"https:\/\/svgsilh.com\/svg\/27324.svg\" alt=\"arrow right line \" width=\"170\" height=\"85\" \/><\/td>\r\n<td style=\"width: 29.1273%;height: 88px\"><strong>Tactful<\/strong>\r\n\r\nConsideration in dealing with others and avoiding giving offense<\/td>\r\n<\/tr>\r\n<tr style=\"height: 88px\">\r\n<td style=\"width: 27.6595%;height: 88px\"><strong>i) Community<\/strong>\r\n\r\nThe quality of your social support network<\/td>\r\n<td style=\"width: 25.0115%;height: 88px\"><img class=\"\" src=\"https:\/\/svgsilh.com\/svg\/27324.svg\" alt=\"arrow right line \" width=\"170\" height=\"85\" \/><\/td>\r\n<td style=\"width: 29.1273%;height: 88px\"><strong>Education<\/strong>\r\n\r\nYour education and what you get out of it<\/td>\r\n<\/tr>\r\n<tr style=\"height: 88px\">\r\n<td style=\"width: 27.6595%;height: 88px\"><strong>ii) Protection of the environment<\/strong>\r\n\r\nConservation and stewardship toward nature at large<\/td>\r\n<td style=\"width: 25.0115%;height: 88px\"><img class=\"\" src=\"https:\/\/svgsilh.com\/svg\/27324.svg\" alt=\"arrow right line \" width=\"170\" height=\"85\" \/><\/td>\r\n<td style=\"width: 29.1273%;height: 88px\"><strong>Health and Safety<\/strong>\r\n\r\nConservation and stewardship of personal health<\/td>\r\n<\/tr>\r\n<tr style=\"height: 88px\">\r\n<td style=\"width: 27.6595%;height: 88px\"><strong>iii) Meritocracy<\/strong>\r\nOpportunity for those who are deserving<\/td>\r\n<td style=\"width: 25.0115%;height: 88px\"><img class=\"\" src=\"https:\/\/svgsilh.com\/svg\/27324.svg\" alt=\"arrow right line \" width=\"170\" height=\"85\" \/><\/td>\r\n<td style=\"width: 29.1273%;height: 88px\"><strong>Democracy<\/strong>\r\n\r\nOpportunity for all<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n&nbsp;\r\n\r\nAnswer the following questions, each in less than three sentences:\r\n<ol>\r\n \t<li>Is a particular value priority universally self-evident? For example, can you empirically justify valuing community over education?<\/li>\r\n \t<li>Have you ever experienced \u201cculture shock\u201d when integrating into a group with different values? How was the transition? For example, during integration into UBC\u2019s academic culture.<\/li>\r\n \t<li>How can an engineer understand and incorporate appropriate local values in their work?<\/li>\r\n<\/ol>\r\n<h3>Knowledge Strategy Writing<\/h3>\r\nDraft a 3 page (12 pt. font, double spaced) knowledge strategy for an Indigenous community or business local to your project. Compilation of this information will provide you with the baseline understanding of community necessary to begin respectful engagement. The knowledge strategy will include the following sections:\r\n<ol>\r\n \t<li>Purpose: What do you want to achieve with the people, businesses or communities you want to engage?<\/li>\r\n \t<li>Preparations: What does your group\/business need to do in order to get ready for these engagements and relationships? What group values are important to highlight and discuss during your first meeting?<\/li>\r\n \t<li>Research: Acquire some background knowledge of three features of the community or business, such as\r\n<ul>\r\n \t<li>Community History<\/li>\r\n \t<li>Community Profiles &amp; Statistics<\/li>\r\n \t<li>Traditional activities (fishing, hunting and gathering)<\/li>\r\n \t<li>Spiritual practices<\/li>\r\n \t<li>Governance (tribal affiliations, hereditary leaders, band council)<\/li>\r\n \t<li>Community priorities<\/li>\r\n \t<li>Ways of knowing<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Knowledge gaps: Prepare at least five questions to ask a community representative, to strengthen\r\n<ul>\r\n \t<li>intercultural dialogue and engagement<\/li>\r\n \t<li>understanding of social context including understanding the community\u2019s values and ways of conducting business<\/li>\r\n \t<li>your group\u2019s ability to design while considering social impact<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n<h2>Assignment Deliverables<\/h2>\r\nYou will submit one PDF document which contains:\r\n<ol>\r\n \t<li>Your responses to the self-reflection section<\/li>\r\n \t<li>A three page knowledge strategy<\/li>\r\n<\/ol>\r\n<h2>Guiding Questions for Success<\/h2>\r\n<ul>\r\n \t<li>How does knowledge strategy development relate to the assignment learning outcomes?<\/li>\r\n \t<li>Are you aware of your personal, local and professional values, and how they guide your decision making process?<\/li>\r\n \t<li>What important knowledge are you missing in your community research? How would you plan on gathering that information in a full-scale engineering project?<\/li>\r\n<\/ul>\r\n<h2>Useful Research Resources<\/h2>\r\nThe following links may be useful to begin your research:\r\n<ul>\r\n \t<li>Treaty Information: <a href=\"https:\/\/www.aadnc-aandc.gc.ca\/eng\/1100100014686\/1100100014687\">Aboriginal and Treaty Rights Information System<\/a><\/li>\r\n \t<li>First Nations Profiles: <a href=\"https:\/\/geo.aadnc-aandc.gc.ca\/cippn-fnpim\/index-eng.html\">First Nation Profiles Interactive Map<\/a><\/li>\r\n \t<li>Indigenous Self-Government: <a href=\"https:\/\/www.rcaanc-cirnac.gc.ca\/eng\/1100100032275\/1529354547314\">Self-Government Overview<\/a><\/li>\r\n \t<li>Territory maps according to Indigenous nations themselves: <a href=\"https:\/\/native-land.ca\/\">Native Land<\/a><\/li>\r\n \t<li>Indigenous Languages Dictionary: <a href=\"https:\/\/www.firstvoices.com\/content\/get-started\">First Voices<\/a><\/li>\r\n \t<li>Engagement Process: <a href=\"https:\/\/www.cca-acc.com\/wp-content\/uploads\/2016\/03\/IndigenousEngagementGuide.pdf\">Canadian Construction Association Indigenous Engagement Guide<\/a><\/li>\r\n \t<li>Indigenous Businesses in Canada: <a href=\"https:\/\/www.sac-isc.gc.ca\/REA-IBD\/eng\/reset\">Indigenous Business Guide<\/a><\/li>\r\n<\/ul>\r\nThese resources should be supplemented with community specific sources as well, such as community websites and colleagues who have worked with or consulted with communities in the area.\r\n<h2>Rubric<\/h2>\r\n<span style=\"color: #000000\">A sample rubric to evaluate your students' assignments is found below. Feel free to download and adapt the rubric to match your assessment procedures (i.e. changing weights, etc.).<\/span>\r\n\r\n[table id=8 \/]\r\n<h1>Downloadable Files<\/h1>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Downloadable Assignment<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/05\/Module-3-Assignment.docx\">Module 3 Assignment (Download)<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n&nbsp;","rendered":"<p><span style=\"color: #000000\">This page outlines the assignment students are to complete for this module. Included, you will find:<\/span><\/p>\n<ul>\n<li>Student learning objectives<\/li>\n<li>Assignment details and introduction<\/li>\n<li>Assignment deliverables<\/li>\n<li>Assignment rubric<\/li>\n<\/ul>\n<p>A downloadable file of the assignment can be found at the bottom of this page.<\/p>\n<h2>Learning Objectives<\/h2>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Assignment &#8211; Student Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>After the completion of the assignment, you will be able to:<\/p>\n<p>Knowledge<\/p>\n<ul>\n<li>Critique personal, local and professional enforcement of colonial priorities across cultural boundaries<\/li>\n<li>Defend Indigenous legal and social authority in the consultation process<\/li>\n<li>Produce a strategy to champion Indigenous values and knowledge in an engineering project (purpose, preparations, research and knowledge gaps)<\/li>\n<\/ul>\n<p>Skills<\/p>\n<ul>\n<li>Use the Aboriginal and Treaty Rights Information System (ATRIS) system to access local consultation considerations.<\/li>\n<li>Articulate the connection between personal, communal and professional values<\/li>\n<li>Identify intercultural knowledge gaps<\/li>\n<\/ul>\n<p>Attitudes<\/p>\n<ul>\n<li>Relate engineering practice to its local context through the practice of epistemic equality<\/li>\n<li>Act transparently when outlining the purpose and knowledge gaps when creating a knowledge strategy document<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Assignment &#8211; Setting the Stage<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>In the lecture, we discussed the necessity of values and beliefs on a personal, communal and professional level. These values and beliefs were shown to vary from place to place. The OECD global priority survey showed us for example that Brazilian respondents prioritize education while the Indian respondents value life satisfaction most. Personal values influence our engineering work, and our own values may be in conflict with the beneficiaries of our engineering project. So, engineers should become familiarized with the process of identifying values, beliefs and priorities.<\/p>\n<p>In this assignment, you will identify and discuss some of your own values and priorities in the <em>self-reflection<\/em> section, and become familiar with the values of Indigenous people affected by your engineering work through the development of a <em>knowledge strategy document<\/em>.<\/p>\n<\/div>\n<\/div>\n<h2>Assignment Details<\/h2>\n<h3>Self-Reflection<\/h3>\n<p>Consider the value scales i), ii) and iii) below. Mark a symbol along the each of the sliding scales, with proximity to one side denoting increased importance to that value or trait:<\/p>\n<ol>\n<li>What value is more important to you? Please mark the importance with an x<\/li>\n<li>What value do you believe is more important to the people in your local community (town or city)? Please mark the importance with a circle<\/li>\n<li>What value do you believe is more important to professional engineers in British Columbia? Please mark the importance with a triangle<\/li>\n<li>Optional: Compare your responses for 2) and 3) with a classmate. If your responses are different, discuss how your interpretation of local and professional ways of knowing affect your decision-making.<\/li>\n<\/ol>\n<table class=\"aligncenter\" style=\"border-collapse: collapse;width: 81.7973%;height: 352px\" cellpadding=\".5\">\n<tbody>\n<tr style=\"height: 88px\">\n<td style=\"width: 27.6595%;height: 88px\"><strong>Straightforward<\/strong><\/p>\n<p>Being direct and outspoken<\/td>\n<td style=\"width: 25.0115%;height: 88px\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/svgsilh.com\/svg\/27324.svg\" alt=\"arrow right line\" width=\"170\" height=\"85\" \/><\/td>\n<td style=\"width: 29.1273%;height: 88px\"><strong>Tactful<\/strong><\/p>\n<p>Consideration in dealing with others and avoiding giving offense<\/td>\n<\/tr>\n<tr style=\"height: 88px\">\n<td style=\"width: 27.6595%;height: 88px\"><strong>i) Community<\/strong><\/p>\n<p>The quality of your social support network<\/td>\n<td style=\"width: 25.0115%;height: 88px\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/svgsilh.com\/svg\/27324.svg\" alt=\"arrow right line\" width=\"170\" height=\"85\" \/><\/td>\n<td style=\"width: 29.1273%;height: 88px\"><strong>Education<\/strong><\/p>\n<p>Your education and what you get out of it<\/td>\n<\/tr>\n<tr style=\"height: 88px\">\n<td style=\"width: 27.6595%;height: 88px\"><strong>ii) Protection of the environment<\/strong><\/p>\n<p>Conservation and stewardship toward nature at large<\/td>\n<td style=\"width: 25.0115%;height: 88px\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/svgsilh.com\/svg\/27324.svg\" alt=\"arrow right line\" width=\"170\" height=\"85\" \/><\/td>\n<td style=\"width: 29.1273%;height: 88px\"><strong>Health and Safety<\/strong><\/p>\n<p>Conservation and stewardship of personal health<\/td>\n<\/tr>\n<tr style=\"height: 88px\">\n<td style=\"width: 27.6595%;height: 88px\"><strong>iii) Meritocracy<\/strong><br \/>\nOpportunity for those who are deserving<\/td>\n<td style=\"width: 25.0115%;height: 88px\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/svgsilh.com\/svg\/27324.svg\" alt=\"arrow right line\" width=\"170\" height=\"85\" \/><\/td>\n<td style=\"width: 29.1273%;height: 88px\"><strong>Democracy<\/strong><\/p>\n<p>Opportunity for all<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>Answer the following questions, each in less than three sentences:<\/p>\n<ol>\n<li>Is a particular value priority universally self-evident? For example, can you empirically justify valuing community over education?<\/li>\n<li>Have you ever experienced \u201cculture shock\u201d when integrating into a group with different values? How was the transition? For example, during integration into UBC\u2019s academic culture.<\/li>\n<li>How can an engineer understand and incorporate appropriate local values in their work?<\/li>\n<\/ol>\n<h3>Knowledge Strategy Writing<\/h3>\n<p>Draft a 3 page (12 pt. font, double spaced) knowledge strategy for an Indigenous community or business local to your project. Compilation of this information will provide you with the baseline understanding of community necessary to begin respectful engagement. The knowledge strategy will include the following sections:<\/p>\n<ol>\n<li>Purpose: What do you want to achieve with the people, businesses or communities you want to engage?<\/li>\n<li>Preparations: What does your group\/business need to do in order to get ready for these engagements and relationships? What group values are important to highlight and discuss during your first meeting?<\/li>\n<li>Research: Acquire some background knowledge of three features of the community or business, such as\n<ul>\n<li>Community History<\/li>\n<li>Community Profiles &amp; Statistics<\/li>\n<li>Traditional activities (fishing, hunting and gathering)<\/li>\n<li>Spiritual practices<\/li>\n<li>Governance (tribal affiliations, hereditary leaders, band council)<\/li>\n<li>Community priorities<\/li>\n<li>Ways of knowing<\/li>\n<\/ul>\n<\/li>\n<li>Knowledge gaps: Prepare at least five questions to ask a community representative, to strengthen\n<ul>\n<li>intercultural dialogue and engagement<\/li>\n<li>understanding of social context including understanding the community\u2019s values and ways of conducting business<\/li>\n<li>your group\u2019s ability to design while considering social impact<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<h2>Assignment Deliverables<\/h2>\n<p>You will submit one PDF document which contains:<\/p>\n<ol>\n<li>Your responses to the self-reflection section<\/li>\n<li>A three page knowledge strategy<\/li>\n<\/ol>\n<h2>Guiding Questions for Success<\/h2>\n<ul>\n<li>How does knowledge strategy development relate to the assignment learning outcomes?<\/li>\n<li>Are you aware of your personal, local and professional values, and how they guide your decision making process?<\/li>\n<li>What important knowledge are you missing in your community research? How would you plan on gathering that information in a full-scale engineering project?<\/li>\n<\/ul>\n<h2>Useful Research Resources<\/h2>\n<p>The following links may be useful to begin your research:<\/p>\n<ul>\n<li>Treaty Information: <a href=\"https:\/\/www.aadnc-aandc.gc.ca\/eng\/1100100014686\/1100100014687\">Aboriginal and Treaty Rights Information System<\/a><\/li>\n<li>First Nations Profiles: <a href=\"https:\/\/geo.aadnc-aandc.gc.ca\/cippn-fnpim\/index-eng.html\">First Nation Profiles Interactive Map<\/a><\/li>\n<li>Indigenous Self-Government: <a href=\"https:\/\/www.rcaanc-cirnac.gc.ca\/eng\/1100100032275\/1529354547314\">Self-Government Overview<\/a><\/li>\n<li>Territory maps according to Indigenous nations themselves: <a href=\"https:\/\/native-land.ca\/\">Native Land<\/a><\/li>\n<li>Indigenous Languages Dictionary: <a href=\"https:\/\/www.firstvoices.com\/content\/get-started\">First Voices<\/a><\/li>\n<li>Engagement Process: <a href=\"https:\/\/www.cca-acc.com\/wp-content\/uploads\/2016\/03\/IndigenousEngagementGuide.pdf\">Canadian Construction Association Indigenous Engagement Guide<\/a><\/li>\n<li>Indigenous Businesses in Canada: <a href=\"https:\/\/www.sac-isc.gc.ca\/REA-IBD\/eng\/reset\">Indigenous Business Guide<\/a><\/li>\n<\/ul>\n<p>These resources should be supplemented with community specific sources as well, such as community websites and colleagues who have worked with or consulted with communities in the area.<\/p>\n<h2>Rubric<\/h2>\n<p><span style=\"color: #000000\">A sample rubric to evaluate your students&#8217; assignments is found below. Feel free to download and adapt the rubric to match your assessment procedures (i.e. changing weights, etc.).<\/span><\/p>\n<table id=\"tablepress-8\" class=\"tablepress tablepress-id-8\">\n<thead>\n<tr class=\"row-1\">\n<th class=\"column-1\">Benchmark Grade<\/th>\n<th class=\"column-2\">Articulation of relationship between<br \/>\npersonal communal and<br \/>\nprofessional values (10%)<\/th>\n<th class=\"column-3\">Purpose section in the knowledge<br \/>\nstrategy (20%)<\/th>\n<th class=\"column-4\">Preparations and knowledge gaps<br \/>\nsections in knowledge strategy<br \/>\n(30%)<\/th>\n<th class=\"column-5\">Research section in knowledge strategy<br \/>\n(30%)<\/th>\n<th class=\"column-6\">Document Format (20%)<\/th>\n<\/tr>\n<\/thead>\n<tbody class=\"row-striping row-hover\">\n<tr class=\"row-2\">\n<td class=\"column-1\">100%<\/td>\n<td class=\"column-2\">Student leadership: advanced skills<br \/>\nand approaches researched and<br \/>\nimplemented above and beyond<br \/>\nstandard expectations.<\/td>\n<td class=\"column-3\">Student leadership: advanced skills<br \/>\nand approaches researched and<br \/>\nimplemented above and beyond<br \/>\nstandard expectations.<\/td>\n<td class=\"column-4\">Student leadership: advanced skills<br \/>\nand approaches researched and<br \/>\nimplemented above and beyond<br \/>\nstandard expectations.<\/td>\n<td class=\"column-5\">Student leadership: advanced skills and<br \/>\napproaches researched and implemented<br \/>\nabove and beyond standard expectations.<\/td>\n<td class=\"column-6\">Student leadership: advanced skills and<br \/>\naapproaches researched and<br \/>\nimplemented above and beyond<br \/>\nstandard expectations.<\/td>\n<\/tr>\n<tr class=\"row-3\">\n<td class=\"column-1\">90%<\/td>\n<td class=\"column-2\">The relationship between personal,<br \/>\ncommunal and professional values are<br \/>\narticulated in a clear, thoughful and<br \/>\nself-reflective manner. The content is<br \/>\nalso justified based on lecture content<br \/>\nand additional insight that<br \/>\ndemonstrates a high level of<br \/>\nintrospection on values and beliefs.<\/td>\n<td class=\"column-3\">The purpose section provides excellent<br \/>\nreasoning for engaging with external<br \/>\ncollaborators, and and does so with<br \/>\nclear and deliberate consideration of<br \/>\nexternal partner needs and social<br \/>\ncontext.<\/td>\n<td class=\"column-4\">The preparations demonstrate a clear,<br \/>\ndetailed and nuanced understanding of<br \/>\nintercultural engagement. All questions<br \/>\nin the knowledge gap section are not<br \/>\nadequately linked to strengthening<br \/>\nintercultural dialogue, understanding<br \/>\nsocial context or designing with social<br \/>\nimpact. The questions demonstrate a<br \/>\nparticularly detailed understanding<br \/>\nvalues, beliefs and context local to the<br \/>\nIndigenous collaborators.<\/td>\n<td class=\"column-5\">The research section outlines accurate,<br \/>\ndetailed and traceable background<br \/>\ninformation on the Indigenous group of<br \/>\ninterest, fostering a sense of mutual respect,<br \/>\nacknowledgement and interest between the<br \/>\nparties.The topics of research that were<br \/>\nselected are selected in such a way that each<br \/>\nresearch topic is demonstrably pertinent and<br \/>\ncan be integrated into the project<br \/>\nmethodologies (for example the design cycle<br \/>\nor in communication styles)<\/td>\n<td class=\"column-6\">All format expectations were followed<br \/>\nas described in the assignment outline<\/td>\n<\/tr>\n<tr class=\"row-4\">\n<td class=\"column-1\">70%<\/td>\n<td class=\"column-2\">The relationship between personal,<br \/>\ncommunal and professional values are<br \/>\narticulated clearly, but may lack<br \/>\nconnection to student\\] responses in<br \/>\nthe sliding scales or strong justification.<\/td>\n<td class=\"column-3\">The purpose section provides strong<br \/>\nreasoning for engaging with external<br \/>\ncollaborators and does so with some<br \/>\nconsideration of external partner needs<br \/>\nand social context<\/td>\n<td class=\"column-4\">The preparations address the scope<br \/>\nand detail required to prepare the<br \/>\nstudent group for intercultural<br \/>\nengagement. All of the questions in the<br \/>\nknowledge gap section are linked to to<br \/>\nstrengthening intercultural dialogue,<br \/>\nunderstanding social context or<br \/>\ndesigning with social impact.<\/td>\n<td class=\"column-5\">The research section outlines accurate,<br \/>\ndetailed and traceable background<br \/>\ninformation on the Indigenous group of<br \/>\ninterest, fostering a sense of mutual respect,<br \/>\nacknowledgement and interest between the<br \/>\nparties.<\/td>\n<td class=\"column-6\">Most format expectations were followed<br \/>\nas described in the assignment outline,<br \/>\nwith a couple of minor errors.<\/td>\n<\/tr>\n<tr class=\"row-5\">\n<td class=\"column-1\">50%<\/td>\n<td class=\"column-2\">The relationship between  personal,<br \/>\ncommunal and professional values is<br \/>\narticulated, but reasoning is and<br \/>\nfragmented. The result is a fail to<br \/>\nconnect all three types of values.<\/td>\n<td class=\"column-3\">The purpose section provides weak<br \/>\nreasoning for engaging with external<br \/>\ncollaborators, or does so with<br \/>\ninadequate consideration of<br \/>\ncommunity needs and social context.<\/td>\n<td class=\"column-4\">The preparations section inadeqately<br \/>\nrepresents the scope and detail<br \/>\nrequired to prepare the student group<br \/>\nfor intercultural engagement. Some<br \/>\nquestions in the knowledge gap<br \/>\nsection are not adequately linked to<br \/>\nstrengthening intercultural dialogue,<br \/>\nunderstanding social context or<br \/>\ndesigning with social impact.<\/td>\n<td class=\"column-5\">The research section partially outlines<br \/>\naccurate, detailed and traceable background<br \/>\ninformation on the Indigenous group of<br \/>\ninterest, leading to potential<br \/>\nmiscommunication during initial engagement.<\/td>\n<td class=\"column-6\">Format expectations as described in the<br \/>\nassignment outline were somewhat<br \/>\nfollowed.<\/td>\n<\/tr>\n<tr class=\"row-6\">\n<td class=\"column-1\">0%<\/td>\n<td class=\"column-2\">The relationship between  personal,<br \/>\ncommunal and professional values has<br \/>\nnot been clarified or articulated,<br \/>\nthrough lack of coherence or missing<br \/>\ninformation.<\/td>\n<td class=\"column-3\">The purpose section is not an<br \/>\napproprate way to introduce proposed<br \/>\ngoals to internal or external<br \/>\ncollaborators within the group<\/td>\n<td class=\"column-4\">The preparations section inadeqately<br \/>\nrepresents the scope and detail<br \/>\nrequired to prepare the student group<br \/>\nfor intercultural engagement. The<br \/>\nknowledge gaps section  outlines<br \/>\nquestions are either inappropriate,<br \/>\nirrelevant or counterproductive to<br \/>\nestablishing collaboration.<\/td>\n<td class=\"column-5\">The research section does not provide<br \/>\naccurate, detailed and traceable background<br \/>\ninformation on the Indigenous group of<br \/>\ninterest, leading to inadequate baseline<br \/>\nknowledge to begin engagement.<\/td>\n<td class=\"column-6\">Format expectations as described in the<br \/>\nassignment outline were ignored or<br \/>\nunread.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><!-- #tablepress-8 from cache --><\/p>\n<h1>Downloadable Files<\/h1>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Downloadable Assignment<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/05\/Module-3-Assignment.docx\">Module 3 Assignment (Download)<\/a><\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"author":1076,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1132","chapter","type-chapter","status-publish","hentry"],"part":1087,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1132","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/users\/1076"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1132\/revisions"}],"predecessor-version":[{"id":1423,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1132\/revisions\/1423"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/parts\/1087"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1132\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/media?parent=1132"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapter-type?post=1132"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/contributor?post=1132"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/license?post=1132"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}