community-based learning (CBL) component case study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Instructions
You will work in assigned groups in a community-based learning (CBL) setting. You will be assigned to a group a few weeks into the course. (If you are at a distance from Portland/PSU, you’ll still be assigned to a group, but will attend meetings in your own area. Approach having group members from different areas as an opportunity to engage in rich conversations in exploring commonalities as well as identifying unique community elements. This is one of the great advantages of online learning!)
Your group’s final work product will be a composite profile of community leadership. Together, you will collaborate, build consensus, use course materials and CBL observations to support and propose leadership and structural components, with specific community asset examples, that promote a shared vision of community leadership. The composite profile will be submitted by one delegated member of your group into the appropriate online dropbox, 5-7 pages in length with correct APA citation by Thursday of Week 10 at 11:59 p.m. PST.
CBL:
This course has a community-based learning (CBL) component that requires students to work in small groups to develop a composite community profile. Each student is responsible for attending & observing two distinct types of community engagement opportunities. The first type is Neighborhood Associations (NA) and the second is Municipal Oversight Commissions & Boards (MOC). These can include economic development commissions or boards, planning or zoning commissions or citizen oversight boards, public school boards, civic associations, county commission, or city council meetings. Each student will attend at least one Neighborhood Association meeting, make observations, collect data, and report back to their group. Each member of the group will also be responsible for a particular MOC, collect data, and report back to their assigned group. The group is responsible for collectively creating and submitting the Community Composite Profile on time. Note: Groups are required to have attended different types of MOC meetings to compare and contrast, work together as a group to identify which meetings you’ll attend in order to achieve this goal.
Be aware that most public meetings are scheduled once a month. These meetings are advertised in media and on websites. Students should record enough data from these observations to draw conclusions about the assets of the community they’ve observed and work with their group to develop a composite community profile. A CBL Observational Field Notes template is provided for you to use during your observations. At a minimum, you will have attended two (2) public meetings for a total of ~10 hours of observation time.
Most of the people you meet will be volunteers so make sure you are polite and respectful. Remember, you are there to observe and collect data. While you are welcome/encouraged to interact as appropriate, you are not required to participate in any of the activities associated with the meetings attended. Locate your Regional, County, City or Commission website and begin your search to locate the times and places for you to collect observational data early in the term.
The crux of the assignment is as follows:
- Each student will identify specific characteristics, including community assets and issues, for the NA and MOC that are observed. This requires the implementation of basic data gathering strategies.
- The group members will be required to self-organize in order to establish and maintain regular “group communication” necessary to successfully accomplish the assignment. Note: effective communication and learning how to effectively work in groups are key civic leadership skills!
- The group will develop a composite community profile, including a summary of the key community assets and issues that people “care enough to act” on. Note: this “community” may not really exist (unless all students are from the same community), rather, the “composite community” is actually that: a composite of the separate community’s assets and issues, etc. where group members made their observations.
- Finally, the group will propose specific near- and medium-term action steps that the composite community could take in order to build on its assets in order to accomplish a public/civic goal(s) that would increase the common good.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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