IDS 400 Project Guidelines and Rubric
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.
- 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.
- 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.
- 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.
- 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.
- Introduce your topic with an effective description and contextual information.
- Describe a population significant to your topic. Include information such as demographics, cultural practices, social identity, and key challenges.
- Articulate how the topic has shaped the lives and experiences of your chosen population.
- 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.
- 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.
- Discuss how you would constructively collaborate with your population to encourage their engagement with your chosen topic.
- Describe at least one positive element within your topic that supports transformation.
- Describe at least one specific element within your topic that could benefit from change.
- Explain how at least one potential obstacle could interfere with the population’s engagement with your topic.
- Assess at least two significant factors that could impact your topic, such as biases, beliefs, assumptions, and/or values.
- 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.
- Describe how critically analyzing your topic has positively informed your personal experience.
- Describe how examining your bias has altered the way you perceive the world.
- Describe how this course has helped you understand the role of diversity in society.
- Explain how critically analyzing diversity can positively influence your field of study or profession.
- 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.
- 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
| Criteria | Exemplary (100%) | Proficient (85%) | Needs Improvement (55%) | Not Evident (0%) | Value |
|---|---|---|---|---|---|
| Reliable Evidence from Varied Sources | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Integrates reliable evidence from varied sources throughout the paper to support analysis, including at least two resources from course materials and two resources from the library | Shows 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 library | Does not attempt criterion | 5 |
| Topic Description: Description of the Topic | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Introduces the topic with effective description and context | Shows 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 topic | Does not attempt criterion | 5 |
| Topic Description: Description of the Population | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Describes a population significant to the topic, including demographics, cultural practices, social identity, and key challenges | Shows 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 challenges | Does not attempt criterion | 5 |
| Topic Description: Lives and Experiences of the Population | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Articulates how the topic has shaped the lives and experiences of the chosen population | Shows 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 population | Does not attempt criterion | 5 |
| Topic Description: General Education Lens | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Explains choice of general education interdisciplinary lens for analyzing the topic | Shows 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 chosen | Does not attempt criterion | 5 |
| Topic Description: Thesis Statement | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Constructs a thesis statement that combines topic, population, cultural situation, and choice of general education interdisciplinary lens | Shows 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 lens | Does not attempt criterion | 5 |
| Critical Analysis: Constructive Collaboration | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Discusses constructive collaboration with the population to encourage their engagement with the topic | Shows 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 strategies | Does not attempt criterion | 5 |
| Critical Analysis: Positive Element | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one positive element within the topic that supports transformation | Shows 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 transformation | Does not attempt criterion | 5 |
| Critical Analysis: Element That Could Benefit From Change | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Describes at least one specific element within the topic that could benefit from change | Shows 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 topic | Does not attempt criterion | 5 |
| Critical Analysis: Potential Obstacle | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how at least one potential obstacle could interfere with the population’s engagement with the topic | Shows 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 topic | Does not attempt criterion | 5 |
| Critical Analysis: Factors That Impact the Topic | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Assesses at least two significant factors that could impact the topic, such as biases, beliefs, assumptions, and/or values | Shows 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 factors | Does not attempt criterion | 5 |
| Critical Analysis: Societal Conversations | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Describes a possible outcome of the proposed engagement that might influence the societal conversations that add to critical awareness of diversity | Shows 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 diversity | Does not attempt criterion | 5 |
| Reflection: Personal Experience | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how critically analyzing the topic has positively informed personal experience | Shows 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 experience | Does not attempt criterion | 5 |
| Reflection: Bias | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how examining bias has altered perception of the world | Shows 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 perceptions | Does not attempt criterion | 5 |
| Reflection: Role of Diversity in Society | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the course has helped in understanding the role of diversity in society | Shows 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 society | Does not attempt criterion | 5 |
| Reflection: Influence on Field of Study or Profession | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how critically analyzing diversity can positively influence field of study or profession | Shows 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 connection | Does not attempt criterion | 5 |
| Reflection: Different General Education Lens | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Explains at least one way the analysis might have been different if another general education lens was used to analyze the topic | Shows 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 explanation | Does not attempt criterion | 5 |
| Reflection: Interactions with People | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how critically analyzing diversity adds value to interactions with people in a variety of contexts | Shows 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 value | Does not attempt criterion | 5 |
| Articulation of Response | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively affecting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |
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