Program-Based Criteria Table
Bachelor of Science (PD)
Learning Summary Template| (1 of 16) History of Science | |||||
|---|---|---|---|---|---|
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Shows knowledge of foundations of the history of science | Demonstrates systematic & thorough knowledge of science history in general as well as detail in specific areas of scientific endeavour | Exhibits sufficient grasp of history of the discipline to interpret & assess some aspects of scientific advance | Has completed & balanced insights into context of the roles & positions of science as a discipline in historic & current times | Shows advanced, complex & nuanced grasp of historical fact & implication in the advance of science as a discipline |
| (2 of 16) Scientific Reasoning | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Foundations of the logic of scientific process evident in materials presented | Appreciates philosophical implications of method & theory in scientific processes | Draws accurate conclusions from engagement of scientific endeavour with logical application of scientific method | Exhibits insight & complex reasoning to engage in experimental design | Fully engages questions of ethics in scientific practice & theory |
| (3 of 16) Critical Evaluation and Understanding | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Approaches scientific problems & issues with curiosity | Inquiring approach & skilled use of process frequently yield grounded results and new scientific comprehension | Readily sees connections between scientific ideas, systematic procedures & data | Achieves accurate insights through scientific inquiry in a dependable & consistent manner | Realizes consistently useful scientific results through a combination of skeptical judgement, theoretical grounding & practical experience |
| (4 of 16) Practical (Lab and/or field) | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Knows & uses equipment & process accurately, with limited supervision | Usually produces good results from independent lab, field & practice situations related to the discipline | Independent, competent use of lab &/or field process relevant to the discipline | Combines techniques & equipment to yield some new & useful results | Innovative approaches to lab & field practice leading to useful new insights & processes in the discipline |
| (5 of 16) Quantitative | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Recognizes & uses fundamental quantitative relationships | Careful & skilled measurement & calculation | Experienced & independent in quantifying, calculating & drawing results of scientific utility | Considerable adept use of measurement, calculation & estimate to reach useful conclusions | Wields measurement & mathematical extrapolations with great skill |
| (6 of 16) Qualitative | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Describes & elaborates factual information related to scientific observations | Advancing skill in portraying the materials & processes of science accurately & fairly | Projects qualities of samples, specimens, environmental experiments & results accurately & in detail | Encourages others to experience, sense or otherwise know the qualities of scientific materials, calculations or results | Engaging & persuasive description & interpretation of data, calculations & results |
| (7 of 16) Techniques | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Understands techniques employed in the scientific process at a general level | Uses techniques of the discipline in a competent way | Skilled exercise of scientific technique | Confident & expert wielding of scientific technique | Employs scientific techniques at advanced level, with flair & responsibility |
| (8 of 16) Equipment | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Selects & uses equipment indicated in standard scientific routines | Takes some responsibility for choice of equipment & supplies | Confident & efficient selection & use of scientific apparatus | Shows advanced insight & clever selection of needed equipment | Invents & combines equipment to maximize experimental advantage |
| (9 of 16) Data Analysis (statistics) | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Understands numeric, measured & calculated qualities of specimens, samples, processes, etc. related to discipline | Uses formulae, calculation & measurement with assurance & skill | Understands reasoning behind formulae, measurement & calculations | Accurately portrays, explains & interprets data calculation & results of scientific processes related to the discipline | Innovative, audacious use of data to draw novel conclusions related to the discipline |
| (10 of 16) Independent Thought/Innovation/Invention | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Tries proven methods with skill & occasional new twists or combinations | Often sees relationships suggesting new openings for inquiry, experiment, measurement or calculation | Strikes out on new avenues of inquiry with frequent useful new ideas, processes or results | Consistently applies hunches & new insights to create new equipment, combine resources or find evidence supporting new conclusions | Confident, smart new queries pursued toward innovative process & result |
| (11 of 16) Organizational Skills, Planning | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Prepares systematically with some foresight for inquiry, experiment or field trip | Looks ahead to lab, field or other environment & assures to a great extent all requirements for completion of scientific process to conclusion | Provides for & accesses needed resources, organized in useful & orderly way, for scientific process related to discipline | Virtually always makes accurate arrangements for successful conclusion to scientific process | Accurately forecasts needs for materials, equipment & other resources to successfully complete process related to discipline |
| (12 of 16) Communication Skills | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | General capacity to communicate evidence of a scientific nature | Accurate, detailed, systematic & sound communication of process &/or findings related to discipline | Portrays evidence, data & interpretation in convincing manner | Creates engaging, lively account of scientific process &/or finding | Clever, persuasive communication of scientific materials, concepts, results |
| (13 of 16) Written Skills (what would be expected at undergrad level?) | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Shows evidence of general & written competence in scientific applications | Competent level of written scientific material | Skilled, adept, presentation of scientific ideas & practices in writing | Record of scientific publications & reports | Demonstrates unusual clarity & convincing style in published scientific writing |
| (14 of 16) Oral Skills | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Exhibits evidence of capacity to explain basic scientific concepts & related interests | Competent level of oral presentation of material of scientific detail & complexity | Shows insight & capacity to illustrate, compare, contrast & explain scientific material orally | Advanced, broad skills in oral presentation of scientific information & conclusions | Shows flair for convincing presentations of scientific information, numeric data & conclusions |
| (15 of 16) Computer Literacy Skills | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Basic computer literacy & numeracy related to scientific uses | Generally knowledgeable in computer & software application related to science usage | Wields computers software & allied equipment & supplies in skilled fashion | Advanced levels of computer usage | Adept & daring in scientific computer usage |
| (16 of 16) Currency in the relevant discipline (such as engaging in continuing education, science, literature, conferences) | |||||
| 0 | 1-2 | 3-4 | 5-6 | 7-8 | 9-10 |
| No opportunity to observe | Keeps up with events & themes at a general level in the scientific literature | General currency with focus on some specific areas of scientific debate, advance or problem solution | Takes part in scientific endeavour through literature searches, conference attendance or other intervention in the related scientific disciplines | Systematic & thorough in engaging current themes in science writing, debate & issue identification | Can comment with advanced & grounded insight on issues, themes, controversies & advances in science |
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Updated December 15, 2020 by Digital & Web Operations, University Relations (web_services@athabascau.ca)