University Scholar Self-Assessment Tool
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Fall 2007
University Scholar Self-Assessment Tool
What is a University Scholar?
A university scholar is a master learner and thinker – an educated person. A university scholar has excellent communication, quantitative, study and research
skills developed through years of practice. University scholars have breath and depth of knowledge and can use that knowledge in a variety of situations.
The knowledge of a university scholar is broad in the areas of science, humanities and social sciences (a liberal education), as well as in-depth in a particular
area of study (the major). A university scholar can critically analyze arguments and assumptions, find relevant information, make sense of ambiguous and
complicated information, and can use and share what he or she knows through effective communication skills. A university scholar can use and integrate
knowledge and skills to new situations and issues and is thus, well prepared to pursue a life of learning, exploration, and discovery. An educated person
exercises personal responsibility for continued learning and intellectual development. Individuals become university scholars not by acting as empty vessels
to be filled, but as active and responsible learners who continue to build their knowledge base to create deeper understandings of themselves and the world.
The abilities of university scholars are valued not only in a university, but also in the work world where these scholars will need to re-tool and prepare
themselves for the many phases of their careers. Educated persons are crucial to the continued vibrancy and functioning of our communities that need
informed citizens who can identify and understand issues and opportunities and help identify and implement appropriate solutions to a variety of problems.
SJSU provides its students with the necessary courses, activities, advising, and assistance to guide students on a pathway to the “educated person” level.
Reaching that level requires more than attending classes and checking off completion of a list of classes to satisfy degree requirements. It also involves self-
discovery; engagement with other students, faculty, and staff; self-assessment and discussions with faculty and others to help gauge progress; and
development of skills, a knowledge base, habits and motivation to continue to learn throughout life.
The chart* on the following page is designed to help you gauge your progress towards becoming a university scholar. It will help you to understand this goal
as well as what is involved in reaching the goal. The chart describe a university scholar as someone who:
1) Has learning and social interaction skills
2) Has knowledge for lifelong learning and living
3) Uses cognitive processes
4) Takes responsibility as an engaged person in various roles: student, learner, professional, and global citizen
There are also three tables that describe these traits at three levels:
1. Beginning
2. Middle years
3. Educated person
Use these tables to gauge your progress and to plan your program of study and involvement in activities. Review these tables and your progress at least
twice each year, such as before the start of each semester.
* Originally developed by Annette Nellen for use in MUSE seminars. Subsequently expanded and modified for use with SAIL by Debra David, Gail Evans, David Mesher, Annette Nellen,
Dorothy Poole, Eloise Stiglitz, , and Emily Wughalter.
1Fall 2007
A University Scholar/Lifelong Learner …
Has Learning and Social Has Knowledge Uses Cognitive Processes Takes Responsibility as an Engaged Person:
Interaction Skills for Lifelong Student, Learner, Professional, and Global
Learning and Citizen
Living
Reading skills Broad Critical thinking (identify Knowledge of and adherence to university rules,
Communication skills knowledge in assumptions and missing procedures and requirements.
(written, oral, listening) the social information, evaluate and analyze Ability to set and achieve goals, including degree
sciences, data and arguments; reflect on attainment (self-reflection, planning, motivation,
Technology skills (use of word
humanities, arts impact of one’s own values and flexibility, completion)
processing, spreadsheet and
and sciences beliefs on the analysis and outcome)
presentation software, Internet Initiative to seek information and knowledge, explore
and in-depth Creative thinking (open-minded;
navigation and search skills) and question ideas and connect thoughts with one’s
knowledge of a uses techniques to derive new ideas
Information literacy skills own and others’ in order to create meaning
major field of and approaches)
(abilities as defined by ALA;1 study Has an integrated identity (self in relation to others
how to keep current in an area) Integration (consideration of and the community, in a global context; aware of
Cultural problems and situations in ways that
Quantitative and qualitative one’s values and behaves in an ethical manner;
competency – integrate factual, cognitive,
literacy skills (understand expresses aesthetic preferences; career goal consistent
understanding affective, social and physical
graphic depictions of data, with values; understands limits and strengths; seeks
and aspects to derive answers)
create graphics, interpret data, purpose; takes responsibility for actions)
appreciation of
basic financial literacy, Application (problem solving skills, Exercises responsible citizenship (civic engagement;
multicultural
grouping information into decision-making skills, ethical social justice; active participation in professional,
and global
thematic categories, content standards,2 ability to form reasoned artistic, ethnic and other communities)
perspectives
analysis) independent judgment, ability to
Knowledge to Possesses and uses practical skills for everyday living
deal with ambiguity)
Study and learning skills maintain (knowledge, skills and motivation for physical,
(note-taking, studying, Evaluation (ability to develop and emotional, occupational , financial, spiritual, social
personal health
knowledge of own learning implement appropriate assessments; well-being)
and wellness.
style, time management) ability to use constructive criticism;
ability to use assessment data for
Social skills (intrapersonal,
continuous improvement)
interpersonal, civil discourse)
1
See American Library Association list at http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm#ildef.
2
See five ethical approaches at http://www.scu.edu/ethics/practicing/decision/framework.html.
2Fall 2007
A University Scholar/Lifelong Learner …Beginning
Has Learning and Social Interaction Skills Has Knowledge for Uses Cognitive Processes Takes Responsibility as an Engaged
Lifelong Learning and Person: Student, Learner,
Living Professional, and Global Citizen
Reading Lifelong Learning Responsibility for Learning
You can read complex texts.3 You have Level of Exploration You primarily rely on your
You have read the campus reading selection for the successfully Your questions tend to be instructor to set the tasks for
year, and participated in at least one completed range of focused on learning the material.
discussion/activity related to the book. courses required to comprehension
You are beginning to learn of
enter a CSU. (understanding), rather
Communication resources and steps to
than going beyond the
You are starting to get a better idea of your abilities In-Depth Knowledge understanding a subject matter.
materials provided to
to communicate verbally and in writing and where You have a You are learning the skills to be
explore other concepts or
improvement is needed. rudimentary an information literate person.
views.
Information Literacy understanding of Engagement
Critical & Creative Thinking
You have demonstrated an understanding of what what your major is You are trying different
You are starting to get a
constitutes plagiarism,. about. techniques for effective studying.
better idea of your ability
You are learning how to locate and retrieve Multicultural & Global to think critically and You are likely to take instructor
information relative to a research topic. Perspective where improvement is comments about your work
Quantitative Literacy You are aware that needed. (criticism) as a setback (or even
Basic math skills through algebra and geometry many differences Ability for mean spirited) rather than as a
Ability to read graphs exist between Thoroughness/Problem learning opportunity.
peoples of different Solving Motivation for Learning
Technology
countries, regions, You have some difficulty Your motivation to learn is
You access your records/information on my.sjsu at
cultures, etc., and and/or low confidence in focused more on getting a good
least once per week.
you are beginning comparing and contrasting grade rather than learning the
You are proficient at word processing and basic to articulate them in the subject matter to other subject matter to broaden your
Internet searches. detail or use that areas studied. knowledge base, skill set and
Study and Learning knowledge in move on to more challenging
Your confidence level is
You are beginning to identify your learning style discussion or work.
low that you will find the
and how to study to make the most of that style. analysis.
best and most relevant Ethical Choices
You are evaluating your skills for note taking, reference materials for a • You are beginning to recognize
studying, time management, and reading to identify research project. your values in various situations.
techniques that work effectively for you.
Social Skills
• You have made friends and are becoming
comfortable at SJSU.
3
See the definition of “complex texts” in the ACT report: Reading Between the Lines, page 6; available at http://www.act.org/path/policy/pdf/reading_summary.pdf.
3Fall 2007
A University Scholar/Lifelong Learner …Middle Years
Has Learning and Social Interaction Has Knowledge for Uses Cognitive Processes Takes Responsibility as an Engaged
Skills Lifelong Learning and Person: Student, Learner,
Living Professional, and Global Citizen
Reading Lifelong Learning Level of Exploration Responsibility for Learning
• You read everyday. You come to class prepared.
You continue to gain You are beginning to recognize Your course work (readings, notes, calendar,
Communication breadth and depth of similarities and differences in additional resources) are organized. You are
You are able to effectively explain (both knowledge through your topics. aware of the importance of having a good study
verbally and in writing) the key issue(s) and General Education environment and schedule and of working with
curriculum, which covers You are feeling more confident
point(s) in a book or presentation. in being able to separate others sometimes (such as a study group).
social systems and issues, You appreciate the importance of being
You continue to work on weaknesses in your physical and biological relevant from irrelevant
written and verbal skills. You receive few, if any information. information literate and practice these skills
sciences, the arts, and seek assistance in further developing them.
corrections for grammar or clarity of writing. technology, philosophy, and Critical & Creative Thinking Engagement
Information Literacy human interaction. You are becoming better aware of university
You are often able to derive
You know the difference between an Internet In-Depth Knowledge examples of your own to rules and policies and working within them.
search and skilled research. explain information. You feel more confident asking questions in
You begin an in-depth study class and during professors' office hours.
You know about and have used at least ten of a particular discipline You often do not take Motivation for Learning
library databases. (your major!). information at face value, but Your motivation to learn is increasing and you
Quantitative Literacy instead ask questions to help find yourself discussing course subject matter
Multicultural & Global
You ask questions about quantitative data rather Perspectives determine its validity and with people outside of class and seeking
than taking it at face value. completeness. additional resources.
• You have a greater You are starting to appreciate that even a
Critical Thinking Ability for Thoroughness/Problem
understanding of differences subject that you don't particularly enjoy offers
You are able to identify some flaws in Solving
between peoples of opportunities to improve your academic
arguments and missing assumptions. difference countries, regions, You are starting to appreciate foundation, intellect and ability to learn.
cultures, abilities, gender, that learning is an interactive When you come across something you don’t
Study and Learning process (with other learners
sexual orientation, etc., and know, you take the initiative to find out.
Your confidence to ask questions in class and of you’re beginning to use that and/or authors); you can learn Ethical Choices
your instructors during office hours is fairly knowledge in discussion or through dialogue and debate You are aware of your values and beginning to
high. analysis. with professors and fellow critically assess them.
You know what your learning style is and are students. Global Citizenship
exploring ways to use it to best utilize study • You attend or participate in You keep up with news daily through print
time. at least one campus event or and/or electronic media.
activity each semester that
You continue to improve note taking, reading, exposes you to something
study and time management skills. new.
Your confidence in approaching new
assignments continues to increase.
Social Skills
You are involved in at least one co-curricular
activity at SJSU.
4Fall 2007
A University Scholar/Lifelong Learner …Educated Person
Has Learning and Social Interaction Skills Has Knowledge for Lifelong Learning Uses Cognitive Processes Takes Responsibility as an Engaged
and Living Person: Student, Learner, Professional,
and Global Citizen
Communication Lifelong Learning Level of Exploration Responsibility for Learning
You are able to explain (both verbally and You have successfully navigated the
• You are integrating your knowledge You recognize similarities and differences in university so as to complete the
in writing) the key issue(s) and point(s) in learned in GE courses with those in topics.
a book or presentation. requirements to earn your degree.
your major, as well as between You come to class prepared no matter
You receive few, if any corrections for curricular and co-curricular activities. Critical and Creative Thinking
what.
grammar or clarity of writing. You are confident in being able to separate Engagement
• You understand how this knowledge
Information Literacy relevant from irrelevant information. You engage daily in activities to broaden
can be used as a foundation to further
learning. your horizons (read the newspaper, listen
You can use appropriate editorial You are able to derive examples of your own to the news, read, etc.).
standards for citing primary and to explain information. You can assist others in learning new
In-Depth Knowledge
secondary sources. things and becoming better learners.
You are able to identify flaws in arguments.
Quantitative Literacy You see the importance of Motivation for Learning
understanding the underlying You do not take information at face value, • Your motivation to learn is high and you
You are able to point our limitations and
principles, rules and concepts to but instead ask questions and find the find yourself discussing course subject
flaws with quantitative information.
comprehend, utilize and appreciate a answers in order to help determine its matter with people outside of class and
You are able to represent information in subject or discipline. validity and completeness. seeking additional resources.
quantitative form that is informative and You appreciate that there is always more
Multicultural & Global Perspectives You appreciate that learning is an interactive
accurate. to learn and that continued learning is
process (with other learners); you can learn
• You are able to use your important to be a productive member of
Study and Learning through dialog and debate with professors
understanding of differences between society and to effectively deal with the
Your confidence to ask questions in class and fellow students.
peoples in discussion and analysis. constant change in the world around you.
and of your instructor during office hours You are able to lead discussions on critical Ethical Choices
is high. • You are able to participate in analysis of information. You are clear about your own values and
You know what your learning style is and dialogues in a reasoned, civil way and your reasons for holding them, and you
how to use it to maximize learning and to understand others’ views, even You can "recognize and deal with live by them.
best utilize study time. when you disagree with them complexity, ambiguity, and uncertainty. Global Citizenship
[You] can think logically, critically, and, You have the communication and
You have excellent skills in note-taking, • You have an understanding of how the where necessary, abstractly, in order to collective decision-making skills needed
reading, study and time management. world works economically, politically, synthesize reasoned conclusions from to participate effectively in civic roles.
Your confidence in approaching new socially, culturally, technologically, information."5 You understand how to be effectively
assignments is high. and environmentally.4
involved in your local and national
Ability for Thoroughness/Problem Solving
Social Skills communities.
You "think outside of the box" and exercise You have a very good understanding of
You are productively engaged in activities
creativity in looking at and exploring new yourself and your abilities and limits.
at SJSU outside of the classroom.
areas. You seek out avenues to “push” your
boundaries of understanding with people
who are not like you.
You are aware of the wider world and
have a sense of your own role as a Global
citizen.
4
Adapted from Oxfam as found at: http://www.oxfam.org.uk/coolplanet/teachers/globciti/whatis.htm
5
From CSU Academic Senate Policy - Baccalaureate Education in the California State University; available at http://www.calstate.edu/acadsen/actions/1997-98/2388a.shtml.
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