Professional Communication Student is unaware, unwilling, or unable to demonstrate the appropriate level of respect when interacting with staff, faculty, classmates, clients and/or supervisors. Respect includes level of familiarity/tone of language and phrasing of words during personal interaction and in written correspondence. Student does not appear to understand the concept of professional boundaries. Student is beginning to represent self and/or the discipline of occupational therapy in a positive and respectful manner in all forms of communication with a few exceptions. Student seeks assistance from faculty when unsure of professional boundaries and how to maintain them. Student consistently represents self and/or the discipline of occupational therapy in a positive and professional manner during all forms of communication. Student demonstrates a good understanding of professional boundaries. Student consistently demonstrates exceptional use of appropriate, professional terminology and language Student consistently demonstrates effective professional boundaries. Timeliness & Dependability Student misses and/or is late for appointments and class without providing acceptable notification. Student is seldom late for appointments and/or class and provides acceptable notification. Student keeps scheduled appointments, is consistently on time to class, and remains in class until dismissed. Personal Health & Wellness Student does not appear to be coping with stress, and/or denies having difficulties managing. Student expresses awareness of a need to develop coping strategies to deal with stress, and seeks assistance (although may need Student has learned coping skills but may need occasional reminders on how/when to utilize them. Student demonstrates the ability to cope well with stress.
encouragement to do so). Learning Behaviors Organizational Skills Includes preparedness prior to class and adherence to syllabus timelines and assignment deadlines Student does not demonstrate the level of organizational skills required for effective participation and learning in the educational and clinical environment. Student demonstrates that organizational skills are developing but need continued improvement. Student demonstrates sufficient organizational skills to support effective participation and learning in the educational and clinical environment. Student demonstrates exceptional organizational skills. Self-Initiation/ Proactivity Student does not read and/or refer to the syllabus for instruction Student waits to be informed as to next steps or how to proceed rather than independently and actively seeking resources/solutions. Student is beginning to independently seek answers to questions rather than relying on fellow students/instructor Student appropriately and actively utilizes available resources (including self) to take action/be proactive. Student consistently seeks out additional resources for personal growth, going above and beyond instructor expectations. Attitude Toward Learning Includes enthusiasm, initiative, skills of inquiry, contribution to others, and openness to others Student lacks a positive and enthusiastic attitude toward learning. Does not take personal responsibility for inquiry and integration of previous learning in both individual and group situations. Student demonstrates a positive and enthusiastic attitude toward learning that includes personal responsibility for inquiry and integration of previous learning, but needs cues from instructors/ Student independently demonstrates a positive and enthusiastic attitude toward learning that includes personal responsibility for inquiry and Student consistently demonstrates a positive attitude toward learning that includes personal responsibility for inquiry and integration of previous learning. Student actively seeks new learning or
faculty/supervisors to do so. integration of previous learning. service opportunities and offers assistance to peers. Problem Identification and Problem Solving Student is unable to apply systematic approach to problem solving and decision making, requiring assistance to identify and implement. Student is developing knowledge in problem identification, systematic problem solving and decision making but needs guidance and/or cueing from faculty/ instructor/supervisor in order to be effective in addressing problem. Student demonstrates effective ability to apply systematic approach to problem solving and decision making, requiring minimal assistance to verify and/or validate with faculty/ instructor/supervisor. Student consistently demonstrates independent ability to apply systematic approach to problem solving and decision making, requiring no assistance to identify and implement. Interpersonal Competence Collaboration & Respect for Others Student does not demonstrate the ability to work with and/or collaborate with others in groups or teams; for example, the student does not utilize effective interpersonal and behavioral strategies to attain a common purpose. Student does not appear to consider the impact of their interpersonal communication (both Student demonstrates difficulty in several key behaviors (i.e. cooperation; active listening; giving receiving feedback) necessary for effective team/group work. He/she requires guidance from faculty/instructor/ supervisor to identify and implement effective interpersonal and behavioral strategies to attain a common purpose. Student demonstrates the ability to work effectively with others in groups or teams. For the most part, he/she independently utilizes positive interpersonal and behavioral strategies to attain a common purpose. Student consistently maintains a cooperative working relationship and respectful attitude toward others. Student consistently collaborates with others in groups and teams, utilizing effective interpersonal and behavioral strategies to attain a common purpose. Student takes a leadership role and role models to their peers how to work toward a common purpose.
verbal and body language) when interacting with instructors, professors, staff and peers. Student requires prompts from faculty/instructor/ supervisor on how to demonstrate respect toward others during interpersonal situations. Cultural Sensitivity & Diversity Student does not demonstrate an awareness of the value of diversity and/ or has difficulty getting along with others from different backgrounds, beliefs, gender, age, and/or disability status. Student demonstrates an increased awareness of the value of diversity and/or demonstrates an improved ability to get along with others from different backgrounds, beliefs, gender, age, and/or disability status. Student treats other people, including those of different backgrounds, beliefs, gender, age, and/or disability status, with respect. Student demonstrates leadership in assisting others in diversity awareness. Models respect for diversity to others. Displays a nonjudgmental, culturally sensitive attitude toward instructors, professors, staff, patients/clients Self-Awareness Student is unable to identify personal strengths and challenges. Student is unable to demonstrate weighing of with view of others. Student, with assistance, is able to identify personal strengths and challenges Is beginning to actively demonstrate that student is weighing self-assessment with assessment of others. Student independently identifies personal strengths and challenges. Weighs with assessment of others. Student actively utilizes existing personal strengths to address challenges Student actively works to build additional strengths.
Dealing with Feedback and Conflict Student does not accept feedback on personal behavior. When provided with constructive feedback or a conflict of opinion the student: Shuts down (i.e. displays no outward response to feedback) and/or Becomes verbally defensive and/or Demonstrates aggressive behavior (i.e. verbally insults or attacks the person offering feedback/difference of an opinion) and/or Demonstrates passive/aggressive behavior - avoids contact with the individual with whom conflict exists, then complains to a 3rd party. He/she needs redirection to bring issues directly to the appropriate individual Is unable to engage in self-reflection related to feedback Does not attempt to maintain a productive working Student is beginning to use skills of reflection. He/she attempts to resolve conflict in order to maintain a productive working relationship with others, although support and guidance may be needed to do so. The student: Usually seeks clarification of feedback as needed With encouragement, brings appropriate issues to the person involved, choosing the appropriate time and place to discuss these issues Generally uses an assertive styled of communication during this interaction The student independently seeks clarification/feedback regarding personal behavior, engages in negotiation to resolve conflict and maintains productive working relationships with others: Acknowledges personal error when it occurs and takes responsibility for self by altering behavior Independently brings appropriate issues to the person involved Generally makes use of feedback to improve future classroom performance Generally uses assertive communication to deal with feedback and differences of opinion The student is reflective and insightful and consistently utilizes feedback to improve behaviors both in and out of the classroom Independently seeks feedback from instructors and peers for personal growth Consistently uses assertive communication to deal with conflict in and outside of the classroom Demonstrates tolerance for errors.