| Program level criteria | HD | DN | CR | P | FL |
|---|---|---|---|---|---|
| Connections to experience |
Synthesises Meaningfully synthesises connections among life, academic and professional experiences to deepen understanding of discipline knowledge and to broaden own points of view. |
Develops Thoughtfully selects and develops examples of life, academic and professional experiences to illuminate discipline concepts/theories/frameworks. |
Compares Compares life, academic and professional experiences to infer differences, as well as similarities, and acknowledge perspectives other than own. |
Connects Identifies connections in life, academic and professional experiences perceived as similar and related to own interests. |
Disconnected Limited or no identification of connections between life, academic and professional experiences to discipline knowledge scribes tenuous or unrelated connections between life or professional experiences and academic ideas. |
| Understanding an interdisciplinary approach |
Critical awareness Reflects on the limitations and benefits of the contributions of each discipline and predicts expected outcomes. Reflects on the strengths and limitations of an interdisciplinary approach. Develops insight into how to work within an interdisciplinary framework acknowledging the role of feelings, interests and values. |
Integration Integrates distinct disciplinary expertise and perspectives to broaden/vary own perspective and/or acknowledge different viewpoints. Recognises this approach as multi- faceted and not compartmentalised with the capacity to connect ideas/ perspectives/approaches. |
Disciplinary grounding Identifies the appropriate disciplines required to form an expert interdisciplinary team and justifies the purpose for involvement. |
Recognition of purpose Recognises the need for an interdisciplinary approach and states a valid purpose for this approach. |
Purposeless / Disconnected Limited or fragmented understanding of an interdisciplinary approach and its purpose. |
| Transfer of knowledge and skills |
Adapts and creates Adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways. |
Adapts and explores Adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations to solve problems or explore issues. |
Applies and extends Uses skills, abilities, theories or methodologies gained in one situation to new situations to contribute to the understanding of problems or issues in a new situation. |
Applies Uses, in a basic way, skills, abilities, theories or methodologies gained in one situation to new situations. |
Limited Limited use of skills, abilities, theories or methodologies gained in one situation, unable to apply to new situations. |
| Connections to profession |
Reciprocates Intentionally strengthens selected professional connections through the development of reciprocal partnerships that serves the betterment of self and others. |
Collaborates Extends professional networks and develops professional partnerships for purposes of collaborative innovation and problem solving. |
Engenders Engenders the characteristics and processes of the profession and fosters professional networks for purposes of career development and enterprise. |
Represents Competently represents professional identity in professional networks in accordance with the characteristics and processes of the profession. |
Unprofessional / Solitary Limited ability to represent professional identity and unable to apply professional networks knowledge and skills for professional purposes. |
| New/innovative ideas |
Extending Extends a novel or unique idea, question, format, or product to create new knowledge or knowledge that crosses boundaries. |
Creating Creates a novel or unique idea, question, format, or product. |
Experimenting Experiments with creating a novel or unique idea, question, format or product. |
Reformulating Reformulates a collection of available ideas. |
Forming Presents partially formed ideas or restated already available ideas. |
| Reflection or self-assessment |
Self-Improvement Plans for modified future self by building on past experiences, recognising current contextual factors and seeking feedback/guidance. |
Self-reflective Recognises changes in own learning/character/thinking/practice and recognises how this impacts self and others. |
Self-awareness Reflect on past professional practice demonstrating increased self- awareness by explaining strengths and improvements. |
Self-orientation Reflect on past professional practice identifying and describing success and failure. |
Limited self-insight Limited or no reflection on own performance with generic descriptors of success and failure. |
