CIVIC ENGAGEMENT CORE COMPETENCIES RUBRIC
23 | P a g e Kingsborough Community College Grants Manual
Demonstrates understanding of
how the processes, principles,
and structure of governments
and political institutions affect
individuals in society.
Demonstrates understanding of how a
dominant perspective shapes social
authority and patterns of power.
Demonstrates understanding of
needed skill sets and processes to
advance group position on a civic
topic, and demonstrates capacity to
carry out and reflect on public efforts
that involve service, public education,
and/or policy formulations as a
means to influence decision makers.
Demonstrates understanding of the
importance and/or lack of importance
for individuals and organizations to
behave ethically and with due
sensitivity toward social, cultural,
economic and environmental issues.
Demonstrates
understanding and/or
participation in activities that
reinforce a sense of civic
identity and continued
commitment to public
action.
Demonstrates understanding of
how to inspire or facilitate others
to build democratic societies
and/or the counter perspective.
SELECT TWO DOMAINS. FOR EACH DOMAIN YOU CHOOSE, DESCRIBE CONCRETE EXAMPLES (E.G. ACTIVITIES, ASSIGNMENTS, ETC.) FROM YOUR SYLLABUS OF HOW STUDENTS WILL FULFILL THE DOMAIN’S
COMPETENCIES.
Student acquires and/or
disseminates knowledge
relating to political issues.
Student demonstrates
understanding of the need for
awareness of the
interconnectedness and
cumulative benefit of diverse
political perspectives.
Student describes key
historical struggles,
campaigns, and social
movements that sought/seek
to achieve the full promise of
democracy.
Student acquires knowledge
of relevant political issues
affecting local and/or global
communities.
Student participates in a
political movement and/or
campaign.
Student listens, discusses,
debates with others of
different viewpoints on
political, social, economic, and
cultural issues.*
Student utilizes media to
achieve civic engagement
objectives.
Student engages in activities
to improve the community
through political venues.
Student examines the central
principles and historical development
of democratic governments.
Student examines American
democracy from a comparative
perspective relative to the
expressions of ideals and practices
in other countries.
Student examines the philosophy of
building coalitions to develop ideas
that are greater than the individual
through group synergy.
Student examines the impact of
government and political systems on
public policy formulation and
decision making.
Student examines democracy-
building strategies through research
and application.
Student examines useful strategies
to address mutually agreed upon
problems on campus and in
community, society or the world.
Student communicates strategically
and effectively in support of a civic
endeavor.
Student applies information and
concepts from previous class
lessons to a new perceived unjust
situation in order to benefit the
oppressed.
Student demonstrates the ability to
appreciate the perspectives of
those with different viewpoints on
controversial issues.
Student listens, discusses, debates
with others of different viewpoints
on political, social, economic, and
cultural issues.*
Student formulates action plan to
influence dominant/powerful forces
to act in a way that benefits the
poor, marginalized, or oppressed.
Student identifies social and/or
individual problem and creates
campaign to draw attention to the
situation.
Student facilitates constructive
dialogue with peers, faculty, and
community members.
Student engages in meaningful
volunteer activity.*
Student formulates strategies for
action to contribute to the perceived
common good of society.
Student demonstrates
understanding of possible
consequences for violating unjust
rules or laws.
Student appropriately participates in
activities that seek to change unjust
rules or laws.
Student formulates action plans to
be defenders of the oppressed,
weak, vulnerable, or mother earth.
Student actively participates in
cultural activities or events within
local or global community.
Student demonstrates the
relationship between healthy
behavior and the accomplishment of
long-term professional and/or
personal goals.
Student formulates strategies that
promote health and reduction or
elimination of risk factors for
themselves or others.
Student recognizes the value of the
arts as a means to facilitate civic
dialogue and engage diverse
constituencies.
Student engages in meaningful
volunteer activity.*
Student uses
extracurricular activities
to improve the
community through
engagement.
Student successfully
completes Service
Learning Course.
Student identifies the
role of spirituality in self
and engages in activities
that support religious
affiliation.
Student engages in
meaningful volunteer
activity.*
Student organizes food,
coat, blood drives and
the like.
Student serves as the catalyst
for others to act.
Student leads projects and
activities.
Student attends leadership
skills development activity.
Student demonstrates
organizational skills to
effectively run groups,
meetings and projects.
Student facilitates effective
involvement from
stakeholders.
Student seeks out leaders of
cultural organizations to serve
as mentors to groups and/or
individuals.
Student understands the
important role of followers.
Student understands the
different approaches to
leadership.
* This example appears in multiple domains.
