This project investigates the impact of co-constructing leadership success criteria compared to instructor-generated criteria on student’s perceived ability levels and the grade.
The project aims to improve student leadership self-efficacy (individual's confidence in their ability to carry out necessary leadership behaviors, such as delegating, making decisions, and motivating others) within and outside of the classroom; recognize the value of multiple dimensions of leadership success criteria and explain the value of the co-constructing process; and engage more fully in course activities and their organizations in implementing change.
For the teaching team (instructor and TA), the project provides an opportunity to develop a shared understanding of success within rubrics; thus, preventing the mismatch of expectations and improving overall assignment and course effectiveness.
Pre-and-post questionnaires to assess students' and teaching team's views of rubrics and the co-construction process, a “What Makes Effective Rubrics” workshop alongside the co-construction process of a current assignment, as well as instructor interviews and student focus groups to gather explanations of processes used and how to modify the process in the future.
USG Teaching and Learning Conference, 2024
