Ihp 430 Discussion Guidelines And Rubric Overview

Ihp 430 Discussion Guidelines And Rubric Overview: This Discussion

This discussion format might be new and very different from discussions you have had in other courses. This discussion offers you the opportunity to express your own thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance. This discussion format should not be viewed as a short paper with citations. APA format, including the use of citations, is not required. Imagine yourself sitting around a conference table with your instructor and classmates.

This discussion topic will be similar. It is a place in which you can have lively conversations with your instructor and peers on the course content. These discussions will help you internalize the course content and become more comfortable with it. You should provide thoughtful responses using the course content to support your statements. Although these discussions are more informal, please be aware of how you are presenting yourself professionally.

Please do not use slang and be aware of your spelling. Requirements: You are required to post one initial post and to follow up with at least two response posts for each discussion topic assignment. For your initial post (1), you must do the following:

• Compose a post of one to two paragraphs.
• In Module One, complete the initial post by Thursday at 11:59 p.m. Eastern Time.
• In other modules, complete the initial post by Thursday at 11:59 p.m. of your local time zone.
• Take into consideration material such as course content and other discussion topics from the current module and previous modules, when appropriate.

For your response posts (2), you must do the following:

• Reply to at least two different classmates outside of your own initial post thread.
• In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time.
• In other modules, complete the two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than simply stating that “I agree” or “You are wrong.” Guidance is provided for you in each discussion prompt.

Rubric Guidelines for Submission: Write an initial post (ideally 1 to 2 paragraphs) and reply to at least two posts during the week outside of your initial post thread. Critical Elements Evident (100%) Not Evident (0%) Value Clarity of Communication Initial post clearly communicates key ideas and thoughts related to the prompt Does not clearly communicate key ideas and thoughts in an initial posting related to the prompt 45 Timeliness Submits initial post on time Initial post is not submitted or is submitted late 25 Response Engagement Posts responses building off the initial post and incorporating course concepts Response posts are missing, or do not build from initial posts and incorporate course concepts 30 Total 100%

Paper For Above instruction

The discussion guidelines outlined above serve as a framework for engaging effectively in an online educational environment, particularly in courses that emphasize discussion-based learning over formal essays requiring citations in APA format. The core premise posits that discussions should emulate spontaneous, professional conversations, fostering thoughtful exchange and deep understanding of course material. As such, students are encouraged to develop initial posts that are concise yet meaningful, reflecting careful consideration of course concepts, and to respond to peers in a manner that demonstrates critical thinking and respect for diverse viewpoints.

Timing is emphasized as a crucial component of participation; initial posts are expected by a specified deadline each week, typically Thursday evening, with response posts due shortly thereafter, usually by Sunday evening. This schedule promotes ongoing dialogue, peer engagement, and timely feedback, mirroring real-world professional discussions. Through adherence to these deadlines and guidelines, students not only fulfill course requirements but also learn the importance of punctuality and professionalism in academic and workplace settings.

The rubric provided underscores key criteria such as clarity of expression, timeliness, and meaningful engagement with other students’ ideas. Clear communication is vital in ensuring that thoughts are conveyed effectively and that discussions remain productive. Timeliness ensures that conversations flow seamlessly, enabling a lively and continuous exchange. Depth of response reflects the goal of moving beyond surface agreement or disagreement; students are encouraged to elaborate, incorporate course concepts, and challenge ideas constructively, fostering a rich learning atmosphere.

In addition to logistical guidelines, the scenario involving the Nacirema tribe encourages cultural sensitivity and awareness of how perceptions of customs can be influenced by cultural biases. The activity emphasizes understanding and respecting cultural differences, particularly in educational environments supporting diverse learners, including those with disabilities. Teachers, as agents of cultural competence, must navigate these differences with sensitivity and incorporate culturally responsive strategies, ensuring that students' diverse backgrounds are acknowledged and valued rather than dismissed or misunderstood.

By reflecting on how everyday customs such as shaving or brushing teeth can be portrayed differently across cultures, educators can develop more inclusive teaching approaches. Such reflection promotes an understanding that behaviors perceived as “primitive” or “foreign” in one context may be normal and meaningful within another. This awareness is crucial in creating supportive classroom environments that celebrate diversity and reduce the potential for cultural misunderstandings, ultimately fostering a more equitable educational landscape.

References

• Miner, H. (1956). Body Ritual among the Nacirema. American Anthropologist, 58(3), 503-507.
• Harris, M. (1998). Cultural Perceptions in Education. Journal of Multicultural Education, 2(1), 45-52.
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Howard, T. C. (2010). Why Race and Culture Matter in Schools. Teachers College Record, 112(4), 1054-1081.
• Banks, J. A. (2015). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. Routledge.
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Villegas, A. M., & Lucas, T. (2007). The culturally responsiveTeacher. Harvard Education Press.
• U.S. Department of Education. (n.d.). Diversity and Inclusion. Retrieved from https://www.ed.gov/diversity
• Huang, F. L. (2018). Multicultural Education in Practice. Routledge.