Unlimited Attempts Allowed: An Essential Element For Gr
Unlimited Attempts Alloweddetailsan Essential Element For Graduate Lev
Unlimited Attempts AllowedDetails An essential element for graduate-level student learning is written and oral reflections on the field of study experience combined with the elements of the course. To have an experience isn’t enough to ensure learning; you need to intentionally and thoughtfully reflect upon the experience and what you learned from it to ensure that learning occurs. Towards this end, students are required in this course to complete the analysis and reflection assignment. This reflection is intended to help you focus on what you are learning, identify issues or concerns on your mind, explore an idea more deeply, or in other ways enhance your learning about the course topics, yourself, and others.
Final Reflection Assignment: Your reflection should be 5-7 pages long (double spaced) and should dig deeply into this experience to reflect on your learning. It should connect to academic concepts and critically examine your own development through this learning. You will be graded based on the reflection rubric provided in your syllabus. Your plan should include the following pieces: WHAT? What have you learned through this course?
What stands out to you, feels new to you, excites you, or challenges you? SO WHAT? Why does this learning matter? Why does it stand out to you? Why is it important - to you personally or in the bigger picture?
NOW, WHAT? What do you do from here? How will you take this learning with you? Does this learning change your perspective, your career goals, or your interests? Due Sunday. A reminder about graduate-level learning: Graduate-level student learning will involve more of a focus on "diving in deeper" to the content. Expanding on the initial topic includes both written and oral presentation on the field of study experience, in combination with independent research and course content, will be essential elements of your graduate studies.
To have an experience isn’t enough to establish learning - you need to intentionally and thoughtfully reflect upon the experience, considering what you learned from it in order to take something away from it!
Paper For Above instruction
The final reflection paper for graduate-level coursework serves as a crucial component in demonstrating deep learning and critical self-assessment. In this assignment, students are tasked with composing a 5-7 page double-spaced essay that thoroughly explores their learning journey throughout the course, integrating academic concepts, personal insights, and future implications. Reflective practice is fundamental at the graduate level, emphasizing intentionality, depth, and a connection to broader knowledge and personal growth.
Key elements of this reflection include addressing three pivotal questions: What? What have I learned through this course? This section should detail specific knowledge gained, skills developed, and insights uncovered. It is essential to go beyond superficial summaries, instead providing detailed descriptions of significant learning moments, challenges overcome, and concepts that resonated deeply with the learner. For instance, a student might reflect on increased understanding of research methodologies, new perspectives on leadership, or insights into ethical considerations within their field.
The second component is So What? Why does this learning matter? This segment requires the student to contextualize their experiences within personal, academic, or professional frameworks. Here, reflections should demonstrate critical thinking about the significance of the learning, its relevance to personal growth or career aspirations, and its broader societal implications. For example, a student might discuss how understanding diverse cultural perspectives enhances their ability to work effectively in international settings or how ethical awareness informs their future decision-making processes.
The third element is Now What? What are the next steps? This section prompts students to consider how they will utilize their newfound knowledge in future endeavors. It may involve setting goals for continued learning, changing career trajectories, or adopting new practices in their professional lives. For example, a student might plan to pursue advanced certifications, engage in ongoing research, or implement new strategies learned from the course into their work environment.
To excel in this reflection, students should connect personal experiences with academic theories and course content, demonstrating critical self-awareness and a thoughtful appraisal of their learning process. Incorporating outside readings, class discussions, and real-world applications enriches the reflection, making it both comprehensive and insightful.
Effective presentation of the paper entails well-structured paragraphs, clear writing, and adherence to length requirements. The reflection must be substantive; superficial responses will detract from the grade. Critical reflection that recognizes challenges, growth, and future implications exemplifies graduate-level scholarship.
References
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
- Moon, J. A. (2013). Reflection and reflective practice. Routledge.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. D.C. Heath and Company.
- Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. Pearson Education.
- Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans.