As a teacher in higher education, it is important to understand the connection between research and teaching. This assignment will help you learn this concept.
In an essay (500-750 words), citing three to five scholarly sources, address the following:
1. Explain what is meant by a reflective professional in academia.
2. Explain why teachers in higher education should consider action-research projects focused on improving pedagogy.
3. Explain what is meant by scholarly teaching.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
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for assistance.
Rubic_Print_
Format
Course Code | Class Code | Assignment Title | Total Points | |||||
SOC-520 | SOC-520-O500 | The Reflective Professional Essay | 90.0 | |||||
Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
Content | 70.0% | |||||||
Reflective Professional Academia | 20.0% | Essay omits or incompletely explains what is meant by a reflective profession in academia. Essay does not demonstrate understanding of the topic. | Essay inadequately explains what is meant by a reflective profession in academia, but explanation is weak and missing evidence to support claims. Essay demonstrates poor understanding of the topic. | Essay adequately explains what is meant by a reflective profession in academia, but explanation is limited and lacks some evidence to support claims. Essay demonstrates a basic understanding of the topic. | Essay clearly explains what is meant by a reflective profession in academia, and explanation is strong with sound analysis and appropriate evidence to support claims. Essay demonstrates understanding that extends beyond the surface of the topic. | Essay expertly explains what is meant by a reflective profession in academia, and explanation is comprehensive and insightful with relevant evidence to support claims. Essay demonstrates an exceptional understanding of the topic. | ||
Action-Research Projects | 30.0% | Essay omits or incompletely explains why teachers in higher education should consider action-research projects focused on improving pedagogy. Essay does not demonstrate understanding of the topic. | Essay inadequately explains why teachers in higher education should consider action-research projects focused on improving pedagogy, but explanation is weak and missing evidence to support claims. Essay demonstrates poor understanding of the topic. | Essay adequately explains why teachers in higher education should consider action-research projects focused on improving pedagogy, but explanation is limited and lacks some evidence to support claims. Essay demonstrates a basic understanding of the topic. | Essay clearly explains why teachers in higher education should consider action-research projects focused on improving pedagogy, and explanation is strong with sound analysis and appropriate evidence to support claims. Essay demonstrates understanding that extends beyond the surface of the topic | Essay expertly explains why teachers in higher education should consider action-research projects focused on improving pedagogy, and explanation is comprehensive and insightful with relevant evidence to support claims. Essay demonstrates an exceptional understanding of the topic. | ||
Scholarly Teaching | Essay omits or incompletely explains what is meant by scholarly teaching. Essay does not demonstrate understanding of the topic. | Essay inadequately explains what is meant by scholarly teaching, but explanation is weak and missing evidence to support claims. Essay demonstrates poor understanding of the topic. | Essay adequately explains what is meant by scholarly teaching, but explanation is limited and lacks some evidence to support claims. Essay demonstrates a basic understanding of the topic. | Essay clearly explains what is meant by scholarly teaching, and explanation is strong with sound analysis and appropriate evidence to support claims. Essay demonstrates understanding that extends beyond the surface of the topic | Essay expertly explains what is meant by scholarly teaching, and explanation is comprehensive and insightful with relevant evidence to support claims. Essay demonstrates an exceptional understanding of the topic. | |||
Organization & Effectiveness | ||||||||
Thesis Development and Purpose | 7.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||
Argument Logic and Construction | 8.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | ||
Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||
10.0% | ||||||||
Paper Format (use of appropriate style for the major and assignment) | Template is not used appropriately, or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |||
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||
Total Weightage | 100% |