Students will be graded based on attendance habits, uniform compliance, classroom behavior, patient interaction, peer interaction, attitude, and perception of such, and/or other factors defined by accreditation requirements. The School of EMS values will be used as a guide for appropriate behavior.

Students will be given a grade for their overall affective performance based upon evaluation from instructors, clinical performance, and other factors noted in the syllabus.

Students will be provided with multiple chances to demonstrate appropriate affect during the class.

This assignment is the first comprehensive affective evaluation.

Students must answer the following self-reflection questions in their submission. Instructors will use these responses as well as their assessment of your overall performance to guide the affective evaluation.

The goal is not to be perfect, but rather to identify your own flaws and work to correct them.

The value for this assignment is weighted into the prelim category, but poor affect can be grounds for administrative action. The minimum expected score is 3 in each category, for a total of 24. Any score above 24 represents going above and beyond, while any score below 24 represents an area for improvement. A score of 1 in any single category, or an overall score below 16 will trigger an administrative warning.

1. Quality: Regardless of actual quality, how do you feel you approach the desire to produce quality work? Do you accept feedback gracefully and apply it to subsequent assignments? Do you struggle with a "know it all" attitude?

2. Integrity: Do you strive to act in good faith? Or do you tend to shade the truth?

3. Professionalism: Is your attitude and language appropriate? Have there been any reports from lab about your appearance or grooming being particularly good or bad? How did you address it?

4. Developing Professionals: How is your relationship with your sponsoring agency, and/or clinical sites? Have you had any reports from clinical sites about your attitude, good or bad? How did you address it?

5. Adaptability: How do you handle change, or different viewpoints? Can you disagree with your classmates gracefully, particularly during the discussions? Are you open to new medical research?

6. Fully Invested: Do you consistently give your best effort, and/or seek extra help? Or do you struggle with disinterest and only doing the minimum to get by?

7. Responsibility: How do you handle deadlines? Do you have excessive late work or missed deadlines?

8. Institutional Growth: Do you represent SOE well to others? Do you tend to complain to other students, or do you seek to resolve issues?