Table 2 A rubric developed to benchmark student development through outreach.
From: Developing a new generation of scientist communicators through effective public outreach
Level | Statement | Descriptor | Example |
|---|---|---|---|
Supporter | Aware of outreach | The student occasionally does outreach when encouraged to. Does not connect their experience and their role as a scientist | Attends outreach as part of a group, or when specifically asked to join in |
Novice | Responds to outreach | The student actively attending outreach, pro-active & asking for new opportunities but expresses their involvement in terms of their own benefits. | Attends regularly as a volunteer, attends without being asked, starts to talk of enjoyment, works with small groups but not confident to talk to whole class or lead an activity |
Learner | Values outreach and shares experiences | The student sees the impact of outreach on the community group and gives their role a value beyond the learner/expert dialog and sees the role they are playing in the development of positive attitudes in their partners/learners | Recognizes the response in the community to outreach, talks about excitement in kids, starts to feel confident in front of a group, starts to lead activities or whole class |
Facilitator | Balances their role in outreach with their role as a scientist | starts to advocate for outreach as a desired activity for their peer group, sees the impact on their learning | Starts to recruit/advocate for outreach, leads sessions, has developed an internal dialog that they are comfortable with |
Leader/initiator | Outreach becomes a recognized and valued part of their role as a scientist | The student looks to initiate projects independently, Community engagement and its advocacy becomes part of their expectations for their future career in science | Starts to organize whole events, develop their own program, start to see the development of others as important and reflects on their role as mentor |
