Personal

Development Plan Student:

Outcomes Rubric for First Year Seminars
Total Score: /40

0 1 2 3 4
No Evidence (Identifies) (Describes) (Explains) (Integrates) Line
Provided Subtotal
ePDP Articulated
Learning Outcomes

Self-Assessment and None ▪Presents basic ▪Presents background ▪Gives examples of how ▪Background and reasons for
Awareness background information information relevant to the background information seeking a college degree
▪Simplistic presentation of purpose of the ePDP presented is related to college integrated into a coherent
Students identify success- reasons for seeking a ▪Describes reasons for enrollment rationale for college enrollment
related college degree ▪Personal seeking a college degree ▪Explains in detail the reasons and success
competencies strengths, skills and ▪Personal strengths, skills for seeking a college degree ▪Personal strengths and skills are
competencies are and competencies are ▪Personal strengths, skills and applied to overcoming potential
minimally identified defined competencies are explained challenges
▪Presents challenges that ▪Explains source and/or
may be faced during college importance of challenges that
may be faced during college

None ▪Identifies potential a ▪Describes a potential ▪Provides a coherent narrative ▪Integrates choice of major and
Exploration
potential major(s) and major(s) and career(s) and about a potential major(s) and career OR evaluates possible
Students research and career(s) the relationship between the career(s) and how they are majors and careers with their
identify realistic and ▪Basic exploration of the two related to their skills, interests, skills, interests, values and
informed academic and connection between ▪Identifies ways in which the values, and personality personality
career goals major and career major and career options fit ▪Describes the knowledge, skills, ▪Shows in-depth knowledge of
▪Little or no identification with their skills, interests, and abilities needed to pursue career information and outlook
of how potential majors values and personality specific major(s) and career(s) ▪If needed (e.g. competitive
and careers are related to ▪Identifies basic information ▪Describes occupational majors) identifies alternate
the students’ skills, on occupational information information and outlook pathways to achieving major and
interests, values, and and outlook ▪Identifies potential roadblocks career goals and explains and
personality and acknowledges possible need addresses potential roadblocks
for parallel plan(s) or alternate
pathways

Goal Setting None ▪Identifies basic short and ▪Provides description of ▪Describes short and long term ▪Describes short and long term
long term goals for time in short and long term goals goals goals as well as connections
Students connect personal college and why these goals are ▪Explains how short and long between personal, academic and
values and life purpose to relevant to academic and term goals are linked to their career goals and how the goals
the motivation and career success. overall reasons for attending support each other
inspiration behind their college and/or personal ▪Relates goals to overall reasons
goals aspirations for attending college and/or
▪Provides some evidence that personal aspirations
these goals are important to ▪Clear evidence that goals are set
them versus external influence by the student versus an external
like parents/family influence like parents/family

 0 1 2 3 4
No Evidence (Identifies) (Describes) (Explains) (Integrates)
Provided
ePDP Articulated
Learning Outcomes

Planning None ▪Presents an academic ▪Presents an academic ▪Explains connections between a ▪Fully integrates a well-thought
course plan, even if not course plan for 2-4 years well-thought personal 2-4 year personal 2-4 year course plan
Students locate programs, complete ▪Identifies skills and course plan, the necessary skills with necessary skills and
information , people, and ▪No or little identification experiences needed and and identification of relevant relevant IUPUI resources and
opportunities to support of specific skills, describes specific IUPUI IUPUI resources and experiences experiences available to support
and reality test their goals resources and activities to resources available to available to support achieving achieving academic and career
enhance college support achieving academic academic and career success success
experience or support and success ▪Provides detailed information
academic and career goals on how resources and
experiences will develop specific
skills and knowledge in academic
and career field

Evaluation None ▪Identifies success and ▪Describes successes and ▪Explains why successes were ▪Provides an integrated narrative
challenges faced this challenges faced this achieved and what led to on successes and challenges
Students analyze their semester ▪Little or no semester challenges that were faced faced during the semester and
academic progress in identification of specific ▪Describes possible sources during the semester how these contribute/detract
terms of advancement actions that contributed that contributed to ▪Provides description of what from the academic and career
toward academic and to successes and successes and challenges - was learned from both and plans as well as achievement of
career goals challenges may include actions, explains how this learning will stated goals
decisions, motivations and lead to continued success and ▪Explains what was learned from
campus resources overcoming of challenges both successes and challenges
▪Provides examples of actions, ▪Describes detailed, integrated
decisions, motivations, and plans for enhancing/continuing
campus resources and explains actions, decisions, and
how they will enhance/continue motivations that led to success as
successes and be used to well as action, decisions, and
overcome challenges in future resources that will be taken to
semesters overcome challenges
▪Links academic and career plans
with narrative provided on
moving forward in future
semesters
Overall Competency in
meeting PDP Learning /20
Outcomes

 0 1 2 3 4
No Evidence (Identifies) (Describes) (Explains) (Integrates)
Provided
ePDP Construct,
Reflection, & Delivery

Depth None ▪Explores a topic at ▪Explores a topic with some ▪Explores a topic in depth, ▪Explores a topic in depth,
surface level, providing evidence of depth, providing yielding insight and/or yielding rich awareness and/or
little insight and/or occasional insight and/or information little-known information
information beyond the information
very basic facts

Coherence and None ▪Each section of the ▪Some evidence of ▪Where appropriate, linkages ▪PDP presents a coherent and
Alignment ePDP is presented as alignment and coherence between narrative in one or integrated narrative of who the
independent with no between sections with more sections are presented in a student is, why they are in
coherent “story” references to statements in clear and coherent matter college, and their educational
▪Information in each one section shown in other ▪A coherent “story” of the and career goals
section is presented in sections student is beginning to emerge ▪Coherence and alignment
isolation of other between sections is stated
sections clearly and with depth

Integrated Reflection None ▪Reviews prior learning ▪Reviews prior learning ▪Reviews prior learning (past ▪Reviews prior learning (past
(past experiences inside (past experiences inside and experiences inside and outside of experiences inside and outside
and outside of the outside of the classroom) the classroom) in depth of the classroom) in depth to
classroom) at a surface with some depth ▪Describes linkages, integration reveal linkages, integration
level ▪Presents surface level and/or broader perspectives and/or broader perspectives
▪Little to no indication of linkages, integration and/or about educational and life events about educational and life
linkages, integration broader perspectives about experiences, which provide
and/or broader educational and life events foundation for expanded
perspective about knowledge, growth, and
educational and life maturity over time.
events

Control of Syntax and None ▪Uses language that ▪Uses language that ▪Uses straightforward language ▪Uses graceful language that
Writing Mechanics sometime impedes generally conveys meaning that generally conveys meaning skillfully communicates
meaning because of to readers with clarity, to readers meaning to readers with clarity
errors in usage although writing may ▪Language in the portfolio has and fluency, and is virtually
include some errors few errors error-free

Presentation of PDP None ▪Minimal evidence of ▪ Some evidence of ▪Good evidence of supporting ▪Excellent evidence of
supporting multi-modal supporting multi-modal multi-modal materials to supporting multi-modal
materials to identify the materials to describe the reinforce and explain central materials to integrate the
central message central message message central message
▪Little attention paid to ▪Basic visual presentation ▪Purposeful and engaging visual ▪Purposeful, engaging and
visual presentation presentation creative visual presentation
Overall Competency in
ePDP Construction, /20
Reflection and Delivery