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need help with draft question Project Guidelines and Rubric.html IDS 400 Project Guidelines and Rubric Course Outcomes In this project, you will

need help with draft question 

Project Guidelines and Rubric.html

IDS 400 Project Guidelines and Rubric

Course Outcomes

In this project, you will demonstrate your mastery of the following course outcomes:

  • Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
  • Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
  • Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
  • Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
  • Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
  • Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature and peer experiences

Overview

This course explores diversity and its impact on the world around us. Diversity influences society and society influences diversity, creating a feedback loop between them. You will critically analyze a feedback loop in this project through social, historical, and theoretical approaches to diversity as well as the four general education lenses: history, humanities, natural and applied sciences, and social science. From this enhanced understanding, you will be equipped to draw connections between diversity, self, and engagement with society. These skills are often necessary to achieve personal and professional goals across many disciplines.

Directions

For this project, you will write a 10-page paper that examines the topic you chose in Module Two and how it affects individuals and society. In the paper, you will describe your chosen topic, construct a thesis statement, perform a critical analysis, and reflect on how your topic informs your personal life and experience. You will demonstrate your ability to think critically, investigate, and communicate clearly.

Specifically, you must address the following rubric criteria:

I. Evidence: You will use evidence to support your analysis throughout the project.

  1. Integrate reliable evidence from varied sources throughout your paper to support your analysis. Use at least two resources from the Module Resources section of the course and two resources that you find through your own research using the Shapiro Library.
    1. It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions rubric criterion.
    2. Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text citations and a reference list at the end of your work.
    3. You will be evaluated on both criteria.

II. Topic description: In this section, you will identify and discuss the factors that shape your thesis statement.

  1. Introduce your topic with an effective description and contextual information.
  2. Describe a population significant to your topic. Include information such as demographics, cultural practices, social identity, and key challenges.
  3. Articulate how the topic has shaped the lives and experiences of your chosen population.
  4. Explain your choice of general education interdisciplinary lens for analyzing your topic. The four lenses are history, humanities, natural and applied sciences, and social science.
  5. Construct a thesis statement that combines your topic, population, cultural situation, and choice of general education interdisciplinary lens.

III. Critical analysis: In this section, you will analyze your engagement with your population and topic. You will identify opportunities for change, examine possible obstacles, and discuss the impact of your critical analysis on societal conversations about cultural diversity.

  1. Discuss how you would constructively collaborate with your population to encourage their engagement with your chosen topic.
  2. Describe at least one positive element within your topic that supports transformation.
  3. Describe at least one specific element within your topic that could benefit from change.
  4. Explain how at least one potential obstacle could interfere with the population’s engagement with your topic.
  5. Assess at least two significant factors that could impact your topic, such as biases, beliefs, assumptions, and/or values.
  6. Describe a possible outcome of your proposed engagement that might influence the societal conversations that add to critical awareness of diversity.

IV. Reflection: In this section, you will describe how using critical analysis tools influences your personal experience, your field of study or profession, how you interact with others, and your understanding of the role of diversity in society.

  1. Describe how critically analyzing your topic has positively informed your personal experience.
  2. Describe how examining your bias has altered the way you perceive the world.
  3. Describe how this course has helped you understand the role of diversity in society.
  4. Explain how critically analyzing diversity can positively influence your field of study or profession.
  5. Explain at least one way in which your analysis might have been different if you had used one of the other general education lenses to analyze your topic.
  6. Explain how critically analyzing diversity adds value to interactions with people in a variety of contexts.

What to Submit

To complete this project, you must submit a Word document of 10 pages in length (plus a reference page) with 12-point Times New Roman font, double spacing, and one-inch margins. Use at least two resources from course materials and two resources from the library. Sources should be cited according to APA style. Consult the
Shapiro Library APA Style Guide for more information on citations.

Project Rubric

CriteriaExemplary (100%)Proficient (85%)Needs Improvement (55%)Not Evident (0%)Value
Reliable Evidence from Varied SourcesExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerIntegrates reliable evidence from varied sources throughout the paper to support analysis, including at least two resources from course materials and two resources from the libraryShows progress toward proficiency, but with errors or omissions; areas for improvement may include drawing from a more diverse pool of perspectives, using more varied sources to support the analysis, integrating evidence and sources throughout the paper to support the analysis, or using at least two resources from course materials and two resources from the libraryDoes not attempt criterion5
Topic Description: Description of the TopicExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerIntroduces the topic with effective description and contextShows progress toward proficiency, but with errors or omissions; areas for improvement may include a more thorough description of the topic, greater support about its connection to diversity or significance to society, or additional contextual information about the topicDoes not attempt criterion5
Topic Description: Description of the PopulationExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes a population significant to the topic, including demographics, cultural practices, social identity, and key challengesShows progress toward proficiency, but with errors or omissions; areas for improvement may include a more thorough description or greater support regarding the population’s demographics, cultural practices, social identity, and/ or key challengesDoes not attempt criterion5
Topic Description: Lives and Experiences of the PopulationExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerArticulates how the topic has shaped the lives and experiences of the chosen populationShows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the topic to the population or providing greater support for how the topic has impacted the populationDoes not attempt criterion5
Topic Description: General Education LensExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerExplains choice of general education interdisciplinary lens for analyzing the topicShows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting one of the four general education lenses to the topic or providing a more convincing or thorough explanation of why the lens was chosenDoes not attempt criterion5
Topic Description: Thesis StatementExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerConstructs a thesis statement that combines topic, population, cultural situation, and choice of general education interdisciplinary lensShows progress toward proficiency, but with errors or omissions; areas for improvement may include a clearer or more concise thesis statement that integrates topic, population, cultural situation, and choice of general education lensDoes not attempt criterion5
Critical Analysis: Constructive CollaborationExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDiscusses constructive collaboration with the population to encourage their engagement with the topicShows progress toward proficiency, but with errors or omissions; areas for improvement may include providing a more thorough description of how to engage the population in dialogue about the topic, or providing theoretical support of the proposed engagement strategiesDoes not attempt criterion5
Critical Analysis: Positive ElementExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes at least one positive element within the topic that supports transformationShows progress toward proficiency, but with errors or omissions; areas for improvement may include providing more thorough support of the positive nature of the chosen element or of how it supports transformationDoes not attempt criterion5
Critical Analysis: Element That Could Benefit From ChangeExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes at least one specific element within the topic that could benefit from changeShows progress toward proficiency, but with errors or omissions; areas for improvement may include providing more thorough support of why the chosen element could benefit from change or how this change may impact engagement of the topicDoes not attempt criterion5
Critical Analysis: Potential ObstacleExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerExplains how at least one potential obstacle could interfere with the population’s engagement with the topicShows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the topic to a potential obstacle or providing more thorough support for how it could interfere with the population’s engagement with the topicDoes not attempt criterion5
Critical Analysis: Factors That Impact the TopicExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerAssesses at least two significant factors that could impact the topic, such as biases, beliefs, assumptions, and/or valuesShows progress toward proficiency, but with errors or omissions; areas for improvement may include identifying two specific factors that could impact the topic, or providing more thorough support for choice of factorsDoes not attempt criterion5
Critical Analysis: Societal ConversationsExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes a possible outcome of the proposed engagement that might influence the societal conversations that add to critical awareness of diversityShows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the critical analysis to changes in societal conversations about diversity or providing more thorough support for the explanation of how it adds to critical awareness of diversityDoes not attempt criterion5
Reflection: Personal ExperienceExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes how critically analyzing the topic has positively informed personal experienceShows progress toward proficiency, but with errors or omissions; areas for improvement may include additional details or a more specific description of how critically analyzing the topic in diversity positively informed personal experienceDoes not attempt criterion5
Reflection: BiasExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes how examining bias has altered perception of the worldShows progress toward proficiency, but with errors or omissions; areas for improvement may include describing one’s own bias, clearly connecting bias and personal perceptions, or providing more thorough support for how examining bias has altered personal perceptionsDoes not attempt criterion5
Reflection: Role of Diversity in SocietyExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes how the course has helped in understanding the role of diversity in societyShows progress toward proficiency, but with errors or omissions; areas for improvement may include additional details or a more specific description about how the course has helped in understanding the role of diversity in societyDoes not attempt criterion5
Reflection: Influence on Field of Study or ProfessionExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerExplains how critically analyzing diversity can positively influence field of study or professionShows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the critical analysis of diversity to a personal, academic, or professional experience, or providing more thorough support for this connectionDoes not attempt criterion5
Reflection: Different General Education LensExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerExplains at least one way the analysis might have been different if another general education lens was used to analyze the topicShows progress toward proficiency, but with errors or omissions; areas for improvement may include use of an alternative general education lens, a clearer explanation of how the analysis might have been different if one of the other general education lenses had been used to analyze the topic, or more support for the explanationDoes not attempt criterion5
Reflection: Interactions with PeopleExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerExplains how critically analyzing diversity adds value to interactions with people in a variety of contextsShows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the value of critical analysis to interactions with people in a variety of contexts or providing a more thorough explanation of that valueDoes not attempt criterion5
Articulation of ResponseExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerClearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purposeShows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively affecting readabilitySubmission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas5
Citations and AttributionsUses citations for ideas requiring attribution, with few or no minor errorsUses citations for ideas requiring attribution, with consistent minor errorsUses citations for ideas requiring attribution, with major errorsDoes not use citations for ideas requiring attribution5
Total:100%

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