Online Community Development Discussion Assignment
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
Online Community Development Discussion Assignment
Respond to two peers’ initial posts with recommendations of which approach to apply with strategies on how the leader can implement them to maximize their outcomes.
Student post down below:
Based on approaches on community collaboration found in the literature, what are two that appeal to you?
In this week’s literature we explored approaches on community collaboration. One phrase that stuck out to me that I think organizations that collaborate should keep in mind is, “The hope for collaboration is to integrate one another’s interests into solutions that will strengthen relationships, foster understanding, and cultivate trust (Heath & Isbell, 2017).”
One approach to community collaboration that appeals to me is appreciative inquiry. It is a style of innovation that promotes originality within a group of people who are coming together to create a project. The second approach is brainstorming. “Brainstorming is part of the vocabulary that composes a praxis of collaborative solution-generation (Heath & Isbell, 2017).”
Which approach do you feel most comfortable with based on your skills, your abilities, and your values?
I feel most comfortable with appreciative inquiry (AI) and brainstorming because I’m the type of person who likes to listen to other people point of view. I like to try to understand where another person is coming from. When you sit down with a group of people who may have different views; it is important to be able to listen and understand what each person/group is trying to achieve. I think that AI and brainstorming can go hand in hand. They both require groups of people putting their ideas on the table. Every idea can’t be used but having an understanding of another person’s idea would definitely make everyone in the group feel like they have a voice and that their opinion is valued. “Instead of paying attention to a problem and thus highlighting it, AI focuses on what works, assuming that an organization (or a collaboration) is “a solution to be embraced.” This ethic is vital to understanding those who hold different perspectives; it directs us toward each other’s strengths and contributions. It reminds us of the power of our language and questions as we move toward resolutions (Heath & Isbell, 2017).”
Which approach seems to be the best fit for the community problem that your new initiative is to address?
I think that brainstorming and appreciative inquiry would best fit the community problem if used together. The collaborative groups each brings something different to the table that will help bring the project together. An issue had already been defined, so there is no need to talk about the issue at hand, but solutions to making the program work. This can be done through brainstorming and appreciative inquiry. “This involves community members learning from each other through descriptive, explanatory, and praxis dialogues utilizing their social networks of ties and communities of practice. This practice of community development enables a community to address its problems and needs (development IN the community) and to enhance community members’ relationships, togetherness, enthusiasm, and self-worth (development OF community) (Mtika & Kistler, 2017).” One group of stakeholders that could assist with brainstorming for the mentoring project could be teachers of the students who are in the underserved communities.
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. |
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