Upload an 800-1000-word reflection on your learning throughout this course. Use a paragraph structure to address the following (be sure to add an introduction and conclusion – this is an essay – you may use headings if you wish):
K-12 Anti-Racism Resource design:
VERY briefly describe/summarize your resource and your impetus for creating it. Did you design it in response to a UCC survey request, for example, and why? And/or does your resource link to your own interests and career interests?
Explain 1 course concept that your anti-racism resource engages with and explain how it does so. Use citations from the course readings in your explanations. ***Don’t skimp on this question – it is the heart of this assignment***
Creating critical communities of care:
Give yourself a grade that assesses how you supported your Inquiry Hub members throughout the course.
Describe 1-2 specific examples to support your grade. For example, you might describe a group member’s challenge and how you assisted them. Or how you celebrated successes, shared resources, provided critical input, etc.
Explain how this experience might inform your future work with young people in terms of creating anti-racist teaching and learning opportunities/communities. Note that the grade you assign yourself does not influence how you are graded on this assessment.
Your big takeaway from the course:
Draw from assessment #3 and, if you like, one of your journal entries from class, to explain how your understanding of the topic of race, childhood, and youth has evolved throughout this course. Avoid general statements (“I believe that all children..”). Instead, focus on 1 concrete takeaway from readings, classes, and/or assignments that you feel will be useful for your future work with young people.
Use APA 7th referencing for the in-text citation and reference list (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html) . Use 12-point font. Double space. Indicate your word count.
(up to 50%) Does not meet expectations
(50-65%) Meets some expectations
(65-80%) Meets most expectations
(80-90%) Meets all expectations
(90-100%) Exceeds expectations
Enacts partnership principles with discernment
No evidence of reflection on the UCC partner’s needs and if/how best to engage with them.
The rationale for selecting a UCC partner request or deciding not to respond to their requests is unclear and/or unconvincing.
The rationale for selecting/not selecting a UCC partner request is somewhat clear and somewhat convincing.
The rationale for selecting/not selecting a UCC partner request is clear and convincing.
The rationale for selecting/not selecting a UCC partner request is clear and compelling. The rationale successfully engages with course concepts related to anti-racism, positionality, and/or community.
Connections to course concepts
No connection to any course concepts or course readings.
The connection between the anti-racism resource and course concepts is unclear, underdeveloped, and/or unrelated to course readings.
The connection between the anti-racism resource and concepts leaves the reader with some questions, could be more convincingly argued, and/or the course readings are somewhat successfully mobilized to make this argument.
The connection between the anti-racism resource and concepts is clear and convincing. Course readings are well-integrated into this argument.
The connection between the anti-racism resource and course concepts is strong, compelling, and directly reflective of course readings. Use of additional sources enhances the connection. The connection is detailed, well developed and well written.
Reflection on community
(supporting your Inquiry Hub and applying lessons learned to future work with young people)
Does not describe experience or provide insight or interpretation.
Describes experience. Cursory engagement with the Community Commitments listed in the syllabus; the connections between experiences and Commitments are undeveloped and/or unclear.
Describes experience and provides limited insight and interpretation. The Community Commitments listed in the syllabus are referred to but their relationship with the experiences described is somewhat lacking in the development of logic and/or clarity.
Moves beyond simple description of the experience to provide insight and interpretation. Identifies how the experience enacts the Community Commitments listed in the syllabus. Description is well-developed and clear.
Moves beyond simple description of the experience to provide insight and interpretation. Integrates the Community Commitments listed in the syllabus with ease and in relation to the principles of anti-racism explored in the course.
Reflection on your big takeaway from this course
Does not describe your big takeaway from the course.
The big takeaway is general and not linked to the course.
The big takeaway is compelling.
The big takeaway is compelling and specific. It draws from readings, classes, and/or assignments that you feel will be useful for your future work with young people.
The big takeaway is compelling and specific. It draws from readings, classes, and/or assignments that you feel will be useful for your future work with young people. It demonstrates learning from Assignment #3 and a journal entry.
Organization
Introduction and conclusion are missing. No narrative flow between the paragraphs.
Introduction or conclusion are missing. Rough transitions between paragraphs.
Some narrative flow between paragraphs.
Strong narrative flow between paragraphs. Introduction and conclusion are well-crafted to open and close the discussion.
Seamless narrative flow between paragraphs. Compelling and well-crafted introduction and conclusion open and close the discussion.
Mechanics and formatting
In-text citation style is unidentifiable. Excessive issues with grammar, syntax, tone and style.
Inconsistent in-text citation style and only followed a few formatting guidelines. Numerous issues with grammar, syntax, tone and style.
Consistent in-text citation style and most of the formatting guidelines are carefully followed. Several errors in grammar, syntax, tone, and style.
Consistent in-text citation style and all of the formatting guidelines are carefully followed. Grammar, syntax, tone, and style reflect expectations for undergraduate writing.
Consistent in-text citation style and all formatting guidelines are carefully followed. Grammar, syntax, tone, and style reflect expectations for advanced undergraduate writing.
Reference / copyright
No sources are listed in the reference list and any images are not credited.
Many sources are missing from the reference list and/or incorrectly cited and/or any images are not credited.
Some sources are missing from the reference list and/or incorrectly cited and/or any images are incompletely credited. Many citation errors and all sources are properly credited.
Few reference list citation errors/omissions and any images are properly credited.
No reference list citation errors/omissions and any images are properly credited.
Completion
Word count not indicated and the submission is far from the the word limit.
Word count not indicated and the submission does not adhere to the word limit.
Word count not indicated or does not adhere to the word limit.
Word count indicated and the submission is very close to the world limit.
Word count indicated and adhered to.
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