UNDERGRADUATE RESEARCH

UNDERGRADUATE RESEARCH PROGRAMS

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Please complete this assessment form at three different times over the course of your summer research project: (1) At the outset of the project, after your first in-depth meeting with your faculty mentor. (2) As part of your mid-project Progress Report. (3) As part of your end-of-project Final Report. On each occasion, your faculty mentor will independently complete the same form. Please arrange to meet with your mentor each time to compare his/her assessment of your work with your own self-assessment. This should provide you with useful information about the extent of your self-knowledge, potentially give you a more realistic assessment of your strengths and weaknesses, and provide you with an opportunity to bring new information to bear on your mentor's assessment before he/she submits the assessment to the Program office. For Assessments 2 and 3, complete the last column in any case where your assessment has changed from the previous one. Where the new assessment score is lower, please provide a clear, explicit statement of how you think you need to improve. Where the assessment score is higher, you may at your option wish to include a comment on how you actually did improve. Because this is a computer-based document in which the cells are "infinitely" expandable, please feel free to write as much as you think is needed in order to explain improvements needed or realized.

For each of the outcomes shown in the accompanying table, please assess yourself on a six-point scale, where the points on the scale are defined as follows:

5-Always displays the outcome
4-Usually displays the outcome
3-Often displays the outcome
2-Seldom displays the outcome
1-Never displays the outcome
0-Not applicable

The faculty mentor version of this form includes some extra space for the insertion of other outcomes of his/her choosing. If your mentor does include additional outcomes, please add the same outcomes to your own assessment table and use the same scale for your assessments.

Confidence levels. The assessment instrument asks for your judgment on a wide range of outcomes, and we realize that you may not be equally certain of your self-assessment for every outcome listed, at all three assessment intervals. We would therefore appreciate your taking a moment to indicate, in the column next to each assessment score, your own level of confidence in the score's accuracy. We do not expect you to have the highest possible level of confidence in every score at every assessment interval. We do, however, want to make this process as fair and transparent as possible. We also hope that the act of indicating confidence levels will encourage additional reflection on the validity of each assessment score. In assigning confidence levels, please use the following scale:

5-Very confident
4-Fairly confident
3-Somewhat confident
2-Not terribly confident
1-Not confident at all

In the original form the mentor had the option to include additional criteria in each category
Student Name


Email


Communication

Uses and understands professional and discipline-specific language:

Confidence Level:



Expresses ideas in an organized, clear, concise and accurate manner:

Confidence Level:



Writes clearly and effectively in discipline-specific formats:

Confidence Level:



Creativity

Brings new insights to the problem at hand:

Confidence Level:



Shows ability to approach problems from different perspectives:

Confidence Level:



Combines information in new ways and/or demonstrates intellectual resourcefulness:

Confidence Level:



Effectively connects multiple ideas/approaches :

Confidence Level:



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Autonomy

Demonstrates the ability to work independently and identify when input, guidance and feedback are needed:

Confidence Level:



Accepts constructive criticism and applies feedback effectively:

Confidence Level:



Displays high level of confidence in ability to meet challenges:

Confidence Level:



Uses time well to ensure work gets accomplished and meets deadlines :

Confidence Level:




Ability to deal with obstacles

Learns from and is not discouraged by set-backs and unforeseen events:

Confidence Level:



Shows flexibility and a willingness to take risks and try again:

Confidence Level:




Practice and process of inquiry

Demonstrates ability to formulate questions and hypothesis within discipline:

Confidence Level:



Demonstrates ability to properly identify and/or generate reliable data :

Confidence Level:



Shows understanding of how knowledge is generated, validated and communicated within the discipline:

Confidence Level:




Nature of disciplinary knowledge

Shows understanding of the way practitioners think within the discipline (e.g., as an earth scientist, sociologist, artist . . .) and view the world around them:

Confidence Level:



Shows understanding of the criteria for determining what is valued as a contribution in the discipline:

Confidence Level:



Shows understanding of important current individuals within the discipline:

Confidence Level:




Critical thinking and problem solving

Trouble-shoots problems, searches for ways to do things more effectively and generates, evaluates and selects between alternatives:

Confidence Level:



Recognizes discipline-specific problems and challenges established thinking when appropriate:

Confidence Level:



Recognizes flaws, assumptions and missing elements in arguments:

Confidence Level:




Understanding ethical conduct

Shows understanding and respect for intellectual property rights:

Confidence Level:



Predicts, recognizes and weighs the risks and benefits of the project for others:

Confidence Level:



Recognizes the severity of creating, modifying, misrepresenting or misreporting data including omission or elimination of data/findings or authorship:

Confidence Level:




Intellectual development

Demonstrates growth from basic to more complex thinking in the discipline:

Confidence Level:



Recognizes problems are often more complicated than they first appear to be and the most economical solution is usually preferred over convoluted explanations:

Confidence Level:



Approaches problems from a perspective that there can be more than one right explanation or model or even none at all:

Confidence Level:



Displays accurate insight into the extent of his/her own knowledge and understanding and an appreciation for what isn't known:

Confidence Level:




Culture of scholarship

Is involved in the scholarly community of the discipline and/or professional societies:

Confidence Level:



Behaves with a high level of collegiality and ethical responsibility:

Confidence Level:




Content knowledge skills/methodology

Displays detailed and accurate knowledge of key facts and concepts:

Confidence Level:



Displays a thorough grasp of relevant research methods and is clear about how these methods apply to the research project being undertaken:

Confidence Level:



Demonstrates an advanced level of requisite skills:

Confidence Level:




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