Discussion rubric[1]
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This rubric outlines the criteria and scoring for discussion posts in an online course between weeks 1-8. Students can earn up to 20 points per week for their discussion posts and responses to other students. The rubric assesses students on quality, participation, critical thinking, timeliness, and netiquette. Students are scored on a scale from 1 (beginning) to 4 (strong) for each category based on meeting expectations and going beyond expectations in terms of depth, clarity, analysis, synthesis, and respect for others.
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Discussion board rubric 1
This rubric evaluates original posts and responses on a discussion board. For original posts, up to 6 points are available for fully addressing the discussion question and citing sources, while responses can earn up to 4 points. Lower scores are given for partially addressing the discussion or citing sources. For responses to peers, 1-4 points are available based on reflecting on peers' perspectives, making connections, and responding to the required number of peers. No points are awarded for no response or inappropriate responses.
Online Discussion Assignment Template-BBWorld 2012
This document outlines the instructions for Assignment #4. Students are expected to participate in an online group discussion on the topic of Sharia Law by posting at least 3 comments over multiple days, applying readings and responding to other students' posts. Each group must then summarize their discussion and submit it to the class forum. Additionally, each student must post an evaluative response to another group's summary. The assignment will be evaluated based on timeliness, content, and level of participation in the discussion.
Mcnamara_orban_final_slideshow
This document provides details about an online course on conflict resolution taught by Eileen McNamara and Sarah Orban. The course is aimed at adult learners seeking continuing education credits. It will use discussions, role plays, and reflections to teach students how to identify and resolve conflicts that occur online. Students will learn skills like negotiation, mediation, and using third party negotiators. The course is divided into weekly modules and will assess students based on their participation, demonstration of conflict resolution skills, and a final paper.
Mc namara orban_final_slideshow updated
This document contains information about an online course on conflict resolution for adult learners seeking continuing education hours. It provides details on the course goals, topics that will be covered each week, grading criteria, and expectations for discussion posts and exercises. The main goals are to give students tools to resolve conflicts through writing and identify best practices for dealing with conflict online. Topics include the nature of conflict, personal experiences with conflict, role playing exercises, and a final exam. Students will be evaluated on timely and thoughtful posts that demonstrate understanding of concepts and move discussions forward.
Connecting Students’ Listening and Speaking Behaviors in Asynchronous Online ...
This study investigated the relationships between how students listen to (access existing posts) and speak in (contribute posts) asynchronous online discussions. The researchers found that when students take the time to read and reread peers' posts, there are related benefits in the quality of the posts they contribute, particularly in terms of responsiveness and argumentation. However, no effects were found for the breadth of listening behaviors. The researchers suggest making discussion groups smaller and providing guidance to students on effective listening behaviors to support higher quality speaking in discussions. More research is needed to examine these relationships in different discussion contexts.
Blogs & glogs
The document discusses blogs and glogs used for teaching and learning. It provides definitions of blogs as short for weblogs, which are simple web pages used as online journals. Glogs are interactive multimedia posters that allow incorporating text, visuals, audio and video. The document discusses reasons for using blogs, including enhancing the learning process, empowering student writing, and promoting engagement. It shares student views on blogs, including likes of improved writing skills and receiving feedback, and dislikes around workload and time commitment. Criteria for assessing blogs and glogs are also presented.
Recommended
Discussion board rubric 1
This rubric evaluates original posts and responses on a discussion board. For original posts, up to 6 points are available for fully addressing the discussion question and citing sources, while responses can earn up to 4 points. Lower scores are given for partially addressing the discussion or citing sources. For responses to peers, 1-4 points are available based on reflecting on peers' perspectives, making connections, and responding to the required number of peers. No points are awarded for no response or inappropriate responses.
Online Discussion Assignment Template-BBWorld 2012
This document outlines the instructions for Assignment #4. Students are expected to participate in an online group discussion on the topic of Sharia Law by posting at least 3 comments over multiple days, applying readings and responding to other students' posts. Each group must then summarize their discussion and submit it to the class forum. Additionally, each student must post an evaluative response to another group's summary. The assignment will be evaluated based on timeliness, content, and level of participation in the discussion.
Mcnamara_orban_final_slideshow
This document provides details about an online course on conflict resolution taught by Eileen McNamara and Sarah Orban. The course is aimed at adult learners seeking continuing education credits. It will use discussions, role plays, and reflections to teach students how to identify and resolve conflicts that occur online. Students will learn skills like negotiation, mediation, and using third party negotiators. The course is divided into weekly modules and will assess students based on their participation, demonstration of conflict resolution skills, and a final paper.
Mc namara orban_final_slideshow updated
This document contains information about an online course on conflict resolution for adult learners seeking continuing education hours. It provides details on the course goals, topics that will be covered each week, grading criteria, and expectations for discussion posts and exercises. The main goals are to give students tools to resolve conflicts through writing and identify best practices for dealing with conflict online. Topics include the nature of conflict, personal experiences with conflict, role playing exercises, and a final exam. Students will be evaluated on timely and thoughtful posts that demonstrate understanding of concepts and move discussions forward.
Connecting Students’ Listening and Speaking Behaviors in Asynchronous Online ...
This study investigated the relationships between how students listen to (access existing posts) and speak in (contribute posts) asynchronous online discussions. The researchers found that when students take the time to read and reread peers' posts, there are related benefits in the quality of the posts they contribute, particularly in terms of responsiveness and argumentation. However, no effects were found for the breadth of listening behaviors. The researchers suggest making discussion groups smaller and providing guidance to students on effective listening behaviors to support higher quality speaking in discussions. More research is needed to examine these relationships in different discussion contexts.
Blogs & glogs
The document discusses blogs and glogs used for teaching and learning. It provides definitions of blogs as short for weblogs, which are simple web pages used as online journals. Glogs are interactive multimedia posters that allow incorporating text, visuals, audio and video. The document discusses reasons for using blogs, including enhancing the learning process, empowering student writing, and promoting engagement. It shares student views on blogs, including likes of improved writing skills and receiving feedback, and dislikes around workload and time commitment. Criteria for assessing blogs and glogs are also presented.
Learning Analytics for Online Discussions: A Pedagogical Model for Intervent...
This document summarizes Alyssa Friend Wise's pedagogical model for using learning analytics to intervene in online discussions. The model focuses on capturing meaningful traces of student activity through metrics of "speaking" and "listening". It presents analytics to students in an extracted table format and embedded in the discussion interface. The model supports interpretation through a framework that emphasizes integration with learning activities, agency in interpretation, reflection, and dialogue between students and instructors. An initial implementation in a doctoral seminar found students engaged productively with the model.
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Storyboard
Constructivist learning theory holds that learners construct their own understanding and knowledge through experiences. Learners are in control of how they learn based on their prior experiences and construct their own view of new material. Interaction such as debates and discussions help learners construct their own ideas. Assessment focuses on self-assessment and skills demonstration projects to provide feedback to the learner. The goal is for learners to improve skills like listening, decision-making, and problem-solving that can be applied in a management context.
"Discussion boards don’t work": Evaluation of a course blog for teaching with...
This document describes a course instructor's evaluation of replacing an exam with a shared resource collection assignment for a second year medical biochemistry module. The assignment required students to submit blog posts and comments reviewing resources related to module topics over four windows. While some high-quality resources were shared, most posts lacked critical analysis. Engagement with other posts was limited due to late submissions and a lack of feedback examples. While skills were built, the discussion format did not maximize learning as intended. Future iterations would provide explicit examples and require timely, anonymous contributions and comments to improve interactivity.
De vry engl 147 all discussions latest 2016 november
This document provides instructions and discussion questions for multiple weekly discussions in an English course. It includes prompts for discussing topics like argumentative strategies, evaluating sources, peer reviewing draft essays, and using APA style documentation. Students are asked to find sources on given topics, analyze samples, and provide feedback to classmates on their draft papers. The discussions aim to prepare students for researching and writing their final course project paper.
Building Community
The document discusses expectations for weekly online discussion posts. Students are asked to discuss the differences between leadership and management based on provided resources. They are also asked to reflect on their own leadership style and how they can develop leadership skills in the classroom and community. The document outlines expectations for weekly discussion posts, including making an initial response, responding to other students, creating new discussion threads, and providing a reflective post at the end of the week. Students are expected to post early in the week and continue participating throughout to receive full credit. Posts should demonstrate understanding of course materials and avoid being vague, repetitive, or lacking examples or support.
Assessment 15 Annotated
Annotated slides from a presentation to a short introductory course for postgraduate teaching assistants.
Ubd Powerpoint
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
Depression myth v's reality 201314
This rubric evaluates student posters on myths and realities of depression. Students are to create an A4-sized poster highlighting one myth and the factual truth about depression. The poster should include facts from provided materials and students' own research, as well as quotes from various sources. The rubric assesses students on content included, collaboration skills, creativity, and self-reflection. Proficient posters address the main idea, include some facts and quotes, and students usually focus on the project without distracting others.
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This document outlines an agenda for preparing students for the GED extended response section. It discusses the anatomy and scoring rubric of the extended response, then demonstrates how to analyze sample student responses using the rubric. Teachers are guided through scoring responses on reasoning through language arts and social studies prompts to understand what makes a high quality response. Finally, techniques for teaching students to support arguments with evidence from the text are presented.
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The document discusses learning assessment strategies. It provides a framework for students to observe two different classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the learning process, assessment tools matching performance objectives, providing feedback to learners, considering different learning styles and intelligences, and providing positive and constructive feedback. The document also includes forms for students to document their observations and reflections on seeing these principles applied in the classroom.
C2 l reflective pedagogy spring 2011
The document discusses reflective practice and its importance in learning. It provides insights from scholars on reflection and how it enables meaning making from experiences. Reflection is seen as crucial for connecting experiences and knowledge. The document also outlines John Dewey's criteria for effective reflection, including reflection as connection, systematic/disciplined practice, social pedagogy, and personal growth. Examples of reflective practices from various institutions are presented, highlighting elements like scaffolding, iteration, and facilitating social feedback. The purpose is to examine reflective practices and identify portable elements that could work across disciplines.
Week Two Guidance
This document provides guidance to students for the second week of an English course. It outlines the reading and assignments due, which include participating in online discussions about argument structure and academic honesty, completing a quiz by Monday, and submitting a research paper outline. The document discusses developing claims, counterarguments, and avoiding plagiarism for the paper assignment. It also defines rhetorical devices like ethos, pathos, and logos and their use in persuasive arguments.
Fs5 episode1
The document discusses learning assessment strategies. It provides a framework for students to observe two classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the teaching-learning process, assessment tools matching performance objectives, feedback being provided to learners on results, and considering learners' styles and intelligences with a variety of assessment methods. Students are to observe classes, interview teachers, identify evidence of principles, reflect on their experiences, and document their analysis in an observation sheet and portfolio.
Intervention for improving electronic portfolio entries sloan emerging 2012
This document discusses improving student reflections in electronic portfolios. It provides directions and examples of reflection prompts based on professional teaching standards to help students connect concepts and engage in critical thinking. The document also discusses using rubrics and feedback models to evaluate student reflections and help students revise their work based on instructor and peer feedback in the electronic portfolio environment.
Assignment 3 assessment
The document discusses one-to-one research support sessions between librarians and students. The librarian assesses students' understanding, research skills gaps, learning styles, and assignment needs. The aim is to encourage students to enjoy research. Assessment of students during sessions helps achieve this. Although not formal curriculum, sessions support learning outcomes. Prompt sheets help librarians consistently assess students and provide thorough feedback, though each student is different.
Small Group Discussion Grading RubricParticipation for MSNSmal.docx
Small Group Discussion Grading Rubric
Participation for MSN
Small Group Discussion Guiding Principles
The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points.
Group Discussion Responses
Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories.
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSN-ST Executive Track
Small Group Discussion Grading Rubric Guidelines
Point Values
Except.
Class Discussion Rubric Exemplary (Exceeds Expectat.docx
Class Discussion Rubric
Exemplary
(Exceeds
Expectations)
Competent
(Meets Expectations)
Needs Improvement Non-Existent
Developed
Entries
Weight 25.00%
At least three (3) well
developed entries (3
is the minimum)
(approximately 250
words in the initial
entry (in-depth) and
75-100 words in
subsequent entries)
Less than three (3)
clearly
stated entries
(200-250 words in
the initial entry (in-
depth) and 50-75
words in subsequent
entries)
Less than two (2)
clearly
stated entries
(150-200 words in
the initial entry (in-
depth) and 25-50
words in subsequent
entries)
No well-stated
entries
(Less than 150 words
in the initial entry
(in-depth) and less
than 25 words in
subsequent entries)
Command of
Content
Weight 25.00%
Offers an exemplary
command of content
-Include
comprehensive
analysis of the article
-
-good parts/bad
parts/omissions/new
ideas/relevancy/other
.
-Does not confuse
analysis and opinion.
-Finds a strong
balance among
formal analysis,
opinion, and personal
experiences.
Offers competency of
command of content
-Include competent
analysis of the article
-
-good parts/bad
parts/omissions/new
ideas/relevancy/other
.
-Does not confuse
analysis and opinion.
-Finds a strong
balance among
formal analysis,
opinion, and personal
experiences.
Offers minimal
command of content
-Include minimal
analysis of the article
-
-good parts/bad
parts/omissions/new
ideas/relevancy/other
.
-Does not confuse
analysis and opinion.
-Finds a strong
balance among
formal analysis,
opinion, and personal
experiences.
Does not exhibit a
command of content
-Does not include an
analysis of the article
-
-good parts/bad
parts/omissions/new
ideas/relevancy/other
.
-Does not confuse
analysis and opinion.
-Finds a strong
balance among
formal analysis,
opinion, and personal
experiences.
Citations
Weight 20.00%
Comprehensively
cites article and other
resources
Includes multiple
references BEYOND
the assigned reading
or discussion
questions. To be sure
that you achieve an
EXEMPLARY grade
– cite multiple related
sources from other
readings from books
or Internet sources.
Competently cites
article and
other resources
Includes a couple of
references BEYOND
the assigned reading
or discussion
questions. To be sure
that you achieve a
COMPETENT grade
– cite a couple of
related sources from
other readings from
books or Internet
sources.
Minimally cites
article and
other resources
Includes a couple of
references BEYOND
the assigned reading
or discussion
questions. To be sure
that you achieve a
NEEDS
IMPROVEMENT
grade – cite a related
source from other
readings from books
or Internet sources.
Lacks cited articles
and
other resources
Does not include
references BEYOND
the assigned reading
or discussion
questions.
Professionalis
m & Sensitivity
Weight 10.00%
Comprehen ...
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
Dear readers,
This month we continue with more inspiring talks from the Global Spirituality Mahotsav that was held from March 14 to 17, 2024, at Kanha Shanti Vanam.
We hear from Daaji on lifestyle and yoga in honor of International Day of Yoga, June 21, 2024. We also hear from Professor Bhavani Rao, Dean at Amrita Vishwa Vidyapeetham University, on spirituality in action, the Venerable BhikkuSanghasena on how to be an ambassador for compassion, Dr. Tony Nader on the Maharishi Effect, Swami Mukundananda on the crossroads of modernization, Tejinder Kaur Basra on the purpose of work, the Venerable GesheDorjiDamdul on the psychology of peace, the Rt. Hon. Patricia Scotland, KC, Secretary-General of the Commonwealth, on how we are all related, and world-renowned violinist KumareshRajagopalan on the uplifting mysteries of music.
Dr. Prasad Veluthanar shares an Ayurvedic perspective on treating autism, Dr. IchakAdizes helps us navigate disagreements at work, Sravan Banda celebrates World Environment Day by sharing some tips on land restoration, and Sara Bubber tells our children another inspiring story and challenges them with some fun facts and riddles.
Happy reading,
The editors
Trusting God's Providence | Verse: Romans 8: 28-31
Trusting God's Providence.
Providence - God’s active preservation and care over His creation. God is both the Creator and the Sustainer of all things Heb. 1:2-3; Col. 1:17
-God keep His promises.
-God’s general providence is toward all creation
- All things were made through Him
God’s special providence is toward His children.
We may suffer now, but joy can and will come
God can see what we cannot see
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This document summarizes Alyssa Friend Wise's pedagogical model for using learning analytics to intervene in online discussions. The model focuses on capturing meaningful traces of student activity through metrics of "speaking" and "listening". It presents analytics to students in an extracted table format and embedded in the discussion interface. The model supports interpretation through a framework that emphasizes integration with learning activities, agency in interpretation, reflection, and dialogue between students and instructors. An initial implementation in a doctoral seminar found students engaged productively with the model.
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Storyboard
Constructivist learning theory holds that learners construct their own understanding and knowledge through experiences. Learners are in control of how they learn based on their prior experiences and construct their own view of new material. Interaction such as debates and discussions help learners construct their own ideas. Assessment focuses on self-assessment and skills demonstration projects to provide feedback to the learner. The goal is for learners to improve skills like listening, decision-making, and problem-solving that can be applied in a management context.
"Discussion boards don’t work": Evaluation of a course blog for teaching with...
This document describes a course instructor's evaluation of replacing an exam with a shared resource collection assignment for a second year medical biochemistry module. The assignment required students to submit blog posts and comments reviewing resources related to module topics over four windows. While some high-quality resources were shared, most posts lacked critical analysis. Engagement with other posts was limited due to late submissions and a lack of feedback examples. While skills were built, the discussion format did not maximize learning as intended. Future iterations would provide explicit examples and require timely, anonymous contributions and comments to improve interactivity.
De vry engl 147 all discussions latest 2016 november
This document provides instructions and discussion questions for multiple weekly discussions in an English course. It includes prompts for discussing topics like argumentative strategies, evaluating sources, peer reviewing draft essays, and using APA style documentation. Students are asked to find sources on given topics, analyze samples, and provide feedback to classmates on their draft papers. The discussions aim to prepare students for researching and writing their final course project paper.
Building Community
The document discusses expectations for weekly online discussion posts. Students are asked to discuss the differences between leadership and management based on provided resources. They are also asked to reflect on their own leadership style and how they can develop leadership skills in the classroom and community. The document outlines expectations for weekly discussion posts, including making an initial response, responding to other students, creating new discussion threads, and providing a reflective post at the end of the week. Students are expected to post early in the week and continue participating throughout to receive full credit. Posts should demonstrate understanding of course materials and avoid being vague, repetitive, or lacking examples or support.
Assessment 15 Annotated
Annotated slides from a presentation to a short introductory course for postgraduate teaching assistants.
Ubd Powerpoint
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
Depression myth v's reality 201314
This rubric evaluates student posters on myths and realities of depression. Students are to create an A4-sized poster highlighting one myth and the factual truth about depression. The poster should include facts from provided materials and students' own research, as well as quotes from various sources. The rubric assesses students on content included, collaboration skills, creativity, and self-reflection. Proficient posters address the main idea, include some facts and quotes, and students usually focus on the project without distracting others.
Prepare Your Students for the GED Test Extended Response
This document outlines an agenda for preparing students for the GED extended response section. It discusses the anatomy and scoring rubric of the extended response, then demonstrates how to analyze sample student responses using the rubric. Teachers are guided through scoring responses on reasoning through language arts and social studies prompts to understand what makes a high quality response. Finally, techniques for teaching students to support arguments with evidence from the text are presented.
Fs5 episode1-120323075556-phpapp02
The document discusses learning assessment strategies. It provides a framework for students to observe two different classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the learning process, assessment tools matching performance objectives, providing feedback to learners, considering different learning styles and intelligences, and providing positive and constructive feedback. The document also includes forms for students to document their observations and reflections on seeing these principles applied in the classroom.
C2 l reflective pedagogy spring 2011
The document discusses reflective practice and its importance in learning. It provides insights from scholars on reflection and how it enables meaning making from experiences. Reflection is seen as crucial for connecting experiences and knowledge. The document also outlines John Dewey's criteria for effective reflection, including reflection as connection, systematic/disciplined practice, social pedagogy, and personal growth. Examples of reflective practices from various institutions are presented, highlighting elements like scaffolding, iteration, and facilitating social feedback. The purpose is to examine reflective practices and identify portable elements that could work across disciplines.
Week Two Guidance
This document provides guidance to students for the second week of an English course. It outlines the reading and assignments due, which include participating in online discussions about argument structure and academic honesty, completing a quiz by Monday, and submitting a research paper outline. The document discusses developing claims, counterarguments, and avoiding plagiarism for the paper assignment. It also defines rhetorical devices like ethos, pathos, and logos and their use in persuasive arguments.
Fs5 episode1
The document discusses learning assessment strategies. It provides a framework for students to observe two classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the teaching-learning process, assessment tools matching performance objectives, feedback being provided to learners on results, and considering learners' styles and intelligences with a variety of assessment methods. Students are to observe classes, interview teachers, identify evidence of principles, reflect on their experiences, and document their analysis in an observation sheet and portfolio.
Intervention for improving electronic portfolio entries sloan emerging 2012
This document discusses improving student reflections in electronic portfolios. It provides directions and examples of reflection prompts based on professional teaching standards to help students connect concepts and engage in critical thinking. The document also discusses using rubrics and feedback models to evaluate student reflections and help students revise their work based on instructor and peer feedback in the electronic portfolio environment.
Assignment 3 assessment
The document discusses one-to-one research support sessions between librarians and students. The librarian assesses students' understanding, research skills gaps, learning styles, and assignment needs. The aim is to encourage students to enjoy research. Assessment of students during sessions helps achieve this. Although not formal curriculum, sessions support learning outcomes. Prompt sheets help librarians consistently assess students and provide thorough feedback, though each student is different.
Small Group Discussion Grading RubricParticipation for MSNSmal.docx
Small Group Discussion Grading Rubric
Participation for MSN
Small Group Discussion Guiding Principles
The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points.
Group Discussion Responses
Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories.
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSN-ST Executive Track
Small Group Discussion Grading Rubric Guidelines
Point Values
Except.
Class Discussion Rubric Exemplary (Exceeds Expectat.docx
Class Discussion Rubric
Exemplary
(Exceeds
Expectations)
Competent
(Meets Expectations)
Needs Improvement Non-Existent
Developed
Entries
Weight 25.00%
At least three (3) well
developed entries (3
is the minimum)
(approximately 250
words in the initial
entry (in-depth) and
75-100 words in
subsequent entries)
Less than three (3)
clearly
stated entries
(200-250 words in
the initial entry (in-
depth) and 50-75
words in subsequent
entries)
Less than two (2)
clearly
stated entries
(150-200 words in
the initial entry (in-
depth) and 25-50
words in subsequent
entries)
No well-stated
entries
(Less than 150 words
in the initial entry
(in-depth) and less
than 25 words in
subsequent entries)
Command of
Content
Weight 25.00%
Offers an exemplary
command of content
-Include
comprehensive
analysis of the article
-
-good parts/bad
parts/omissions/new
ideas/relevancy/other
.
-Does not confuse
analysis and opinion.
-Finds a strong
balance among
formal analysis,
opinion, and personal
experiences.
Offers competency of
command of content
-Include competent
analysis of the article
-
-good parts/bad
parts/omissions/new
ideas/relevancy/other
.
-Does not confuse
analysis and opinion.
-Finds a strong
balance among
formal analysis,
opinion, and personal
experiences.
Offers minimal
command of content
-Include minimal
analysis of the article
-
-good parts/bad
parts/omissions/new
ideas/relevancy/other
.
-Does not confuse
analysis and opinion.
-Finds a strong
balance among
formal analysis,
opinion, and personal
experiences.
Does not exhibit a
command of content
-Does not include an
analysis of the article
-
-good parts/bad
parts/omissions/new
ideas/relevancy/other
.
-Does not confuse
analysis and opinion.
-Finds a strong
balance among
formal analysis,
opinion, and personal
experiences.
Citations
Weight 20.00%
Comprehensively
cites article and other
resources
Includes multiple
references BEYOND
the assigned reading
or discussion
questions. To be sure
that you achieve an
EXEMPLARY grade
– cite multiple related
sources from other
readings from books
or Internet sources.
Competently cites
article and
other resources
Includes a couple of
references BEYOND
the assigned reading
or discussion
questions. To be sure
that you achieve a
COMPETENT grade
– cite a couple of
related sources from
other readings from
books or Internet
sources.
Minimally cites
article and
other resources
Includes a couple of
references BEYOND
the assigned reading
or discussion
questions. To be sure
that you achieve a
NEEDS
IMPROVEMENT
grade – cite a related
source from other
readings from books
or Internet sources.
Lacks cited articles
and
other resources
Does not include
references BEYOND
the assigned reading
or discussion
questions.
Professionalis
m & Sensitivity
Weight 10.00%
Comprehen ...
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Recently uploaded
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
Dear readers,
This month we continue with more inspiring talks from the Global Spirituality Mahotsav that was held from March 14 to 17, 2024, at Kanha Shanti Vanam.
We hear from Daaji on lifestyle and yoga in honor of International Day of Yoga, June 21, 2024. We also hear from Professor Bhavani Rao, Dean at Amrita Vishwa Vidyapeetham University, on spirituality in action, the Venerable BhikkuSanghasena on how to be an ambassador for compassion, Dr. Tony Nader on the Maharishi Effect, Swami Mukundananda on the crossroads of modernization, Tejinder Kaur Basra on the purpose of work, the Venerable GesheDorjiDamdul on the psychology of peace, the Rt. Hon. Patricia Scotland, KC, Secretary-General of the Commonwealth, on how we are all related, and world-renowned violinist KumareshRajagopalan on the uplifting mysteries of music.
Dr. Prasad Veluthanar shares an Ayurvedic perspective on treating autism, Dr. IchakAdizes helps us navigate disagreements at work, Sravan Banda celebrates World Environment Day by sharing some tips on land restoration, and Sara Bubber tells our children another inspiring story and challenges them with some fun facts and riddles.
Happy reading,
The editors
Trusting God's Providence | Verse: Romans 8: 28-31
Trusting God's Providence.
Providence - God’s active preservation and care over His creation. God is both the Creator and the Sustainer of all things Heb. 1:2-3; Col. 1:17
-God keep His promises.
-God’s general providence is toward all creation
- All things were made through Him
God’s special providence is toward His children.
We may suffer now, but joy can and will come
God can see what we cannot see
Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Unleash your spiritual growth journey as a truth-seeker!
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Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Do you ever feel like your Bible highlighting isn't quite enough to ignite lasting spiritual growth? Have you struggled to retain key takeaways from your Bible study sessions?
Discover how living in 4D can transform your highlighting into a strategic tool for spiritual development.
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In this video, you'll gain insights on:
How highlighting key verses and themes can enhance memory and retention of Scripture (we see a few key ones, here!)
Studies have shown that highlighting can significantly improve information recall. Highlighting key points visually reinforces them in your mind, leading to better long-term memory.
How to personalize your Bible study through strategic highlighting. Don't just highlight everything!
This video will teach you how to strategically highlight based on what resonates with you, focusing on central themes, recurring ideas, or connections between different passages.
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How connecting highlighted passages can reveal deeper biblical truths. By highlighting these connections, you can see the bigger picture and uncover the underlying messages within Scripture.
By the end of this video, you'll be equipped to unlock the hidden potential within your highlighted Bible and embark on a transformative spiritual growth journey! Don't forget to like and subscribe for more inspiring content on deepening your faith.
Note: For Christians seeking to enrich their Bible study and deepen their faith, as well as any other spiritual seeker of truth and growth.
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Is Lucid Dreaming Dangerous? Risks and Benefits!
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
English - The Book of 1st Samuel the Prophet.pdf
The Book of Samuel is a book in the Hebrew Bible, found as two books in the Old Testament. The book is part of the Deuteronomistic history, a series of books that constitute a theological history of the Israelites and that aim to explain God's law for Israel under the guidance of the prophets.
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Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
2nd issue of Volume 15. A magazine in urdu language mainly based on spiritual treatment and learning. Many topics on ISLAM, SUFISM, SOCIAL PROBLEMS, SELF HELP, PSYCHOLOGY, HEALTH, SPIRITUAL TREATMENT, Ruqya etc.A very useful magazine for everyone.
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Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
This lecture created by Brandon Taylorian (aka Cometan) specially for the CESNUR Conference held Bordeaux in June 2024 provides a brief introduction to the legacy of religious and philosophical thought that Astronism emerges from, namely the discourse on transcension started assuredly by the Cosmists in Russia in the mid-to-late nineteenth century and then carried on and developed by Mordecai Nessyahu in Cosmodeism in the twentieth century. Cometan also then provides some detail on his story in founding Astronism in the early twenty-first century from 2013 along with details on the central Astronist doctrine of transcension. Finally, the lecture concludes with some contributions made by space religions and space philosophy and their influences on various cultural facets in art, literature and film.
Tales of This and Another Life - Chapters.pdf
This book is one of the best of the translated ones, for it has a warning character for all those who find themselves in the experience of material life. Irmão X provides a shrewd way of describing the subtleties and weaknesses that can jeopardize our intentions, making us more attentive and vigilant by providing us with his wise pages, reminding us between the lines of the Master's words: "Pray and watch."
Lição 12: João 15 a 17 – O Espírito Santo e a Oração Sacerdotal | 2° Trimestr...
Esta lição é uma oportunidade para discutirmos um assunto multo mal interpretado no contexto cristão, que é o fato de algumas pessoas pensarem que o conhecer Jesus é ter a nossa vida mudada em todas as áreas, como se Deus tivesse o dever de transportar-nos deste mundo para um outro mundo onde muitas coisas maravilhosas que desejamos seriam reais. No entanto, a nossa fé não nos tira do mundo após nos convertermos; ao invés disso, permanecemos vivendo sob as mesmas circunstâncias. O propósito de Deus não é nos tirar do mundo, mas nos livrar das ações do maligno (Jo 17.15), Sendo assim, a vida eterna não significa estar fora da realidade deste mundo, mas conhecer o único Deus verdadeiro (Jo 17.3).
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Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
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Discussion rubric[1]
- 1. Discussion Rubric (Weeks 1-8) – total 20 points per week (weeks 2 - 8) + 10 points week 1- completion credit for discussion intro - Final points 150 OUTCOME Beginning Developing Proficient Strong ASSESSED 1 2 3 4 Quality Some of the Most of the The reflection fully The reflection goes assignment assignment addresses all of the beyond expectations requirements are requirements are requirements of the in terms of depth and met. met. assignment. clarity of contributions Participation Less than two Student provides Student provides Student provides postings are made responses to at thoughtful responses thoughtful responses to other students in least two different to at least two to more than three the course each individuals per different students different students week. week. each week that shares each week that shares resources or extends resources or extends meaning or meaning or discussion. discussion. Critical ThinkingPostings lack There is an attempt Postings show Postings go beyond evidence of critical to include critical evidence of analysis analysis and synthesis thinking. thinking in and synthesis of to begin to show postings and course activities and evidence of creation of responses. content. new knowledge Timeliness Postings and Postings and Posting and response Postings and response response to response to to comments occur to comments indicate comments are late comments occur daily indicating check- check-in several times (more than 3 days within 2 days. in and reading of daily. after initial current posts and comment or posts comments are made) Netiquette Proper net- Most of the time Postings reflect Postings are positive etiquette is not postings follow respect for others and with constructive followed. proper net- follow professional net criticism that supports etiquette rules. etiquette standards. the growth of peers.