Reflection Examples of programming/ personal experience Learning outcomes/skills gained 3 - Excellent Response includes significant 2- Strong personal reflection on their experience with service or leadership. personal reflection on their experience Response includes significant with service or leadership using examples to articulate the ways in which lessons have translated to other settings. Note: Identifying specific roles in organizations is not required. Response includes several examples (3+) of programming participation or personal experience with leadership development and/or service activities AND clearly demonstrates how they have sustained commitment. Response articulates multiple (3+) outcomes or skills as well as specific examples gained from their experience with service and/or leadership; may also discuss transferrability of skills to other areas (academic, professional) in their life. Response includes several examples (2+) of programming participation or personal experience with leadership development and/or service activities. Response articulates at least one 1 - Acceptable Response includes minimal reflection on their experience with service or leadership. Response includes one (1) example of programming participation or personal experience with leadership development and/or service activities. Response articulates general outcome or skill gained from (1) specific outcome or skill gained their experience with service from their experience with service or leadership with one example. or leadership. No examples provided. 0 - Unacceptable / Incomplete Response includes no reflection on their experiences with service or leadership. Response includes no examples of programming participation or personal experience with leadership development and/or service activities. Response articulates no outcomes or skills gained from their experience with service or leadership. No examples provided. Shared personal involvements/ interests Discussed barriers--helps reviewing committee Mentioned 3 - Excellent Describes/mentions multiple (2+) specific opportunities or experiences they are interested in or currently involved in that informs their response. Mentioned more than one specific personal need and addressed how this barrier would impact their involvement. Articulated multiple (2+) specific potential/anticipa benefits, skills, or knowledge that they ted learning hope/seek to develop or have started (knowledge, developing (see examples in prior skills, rubric description); response connects awareness) these skills to their future goals/career. 2 - Strong Describes/mentions one specific opportunity or experience they are interested in or currently involved in that informs their response. Mentioned at least one specific barrier or need. Articulated one specific benefit, skill, knowledge or awareness they hope/seek to develop or have started developing (e.g. "I want to manage my time, facilitate reflections, learn project management, build a team"). 1 - Acceptable Identifies broad involvement opportunities (e.g., "leadership" or "service") but no specific program or opportunity. Mentioned a broad personal need. Articulated at least one broad (not specific) skill, knowledge, or experience hope/seek to develop or have started developing (e.g., "I want to be a better leader or be ready for jobs"). 0 - Unacceptable / Incomplete Response demonstrates no experience or interests outside of academic work. Did not articulate a personal need. Did not mention how they might develop skills, knowledge or experience.