HUM 2052 History Course Engagement Goals and Plans

HUM 2052 History Course Engagement Goals and Plans

Instructions:

HUM 2052 History Course Engagement Goals and Plans

Instructions

– Please use the following questions as a guide to write a bullet-point essay that critically assesses the progress you’ve made toward accomplishing your engagement goals and plans for this course. Please answer all the questions/prompts. See your “Action Plan” (Self-Evaluation #1) if you’ve forgotten your goals and plans. Save a copy of this file to reference for the final self-evaluation.
– Be as honest and realistic about yourself as you are able to be. Please don’t write what you think I want to read. I’m evaluating your (written and demonstrated) ability to self-assess, self-evaluate, and self-correct your engagement with the course to achieve your goals. If what you write is inconsistent with your performance in class, that will be pretty obvious to me and suggest a lack of seriousness about the self-evaluation process.
– If in doubt, just follow the directions and answer as honestly and as completely as you can.
– Submit your essay in the Canvas Drop Box before the deadline on the syllabus.

1) Review and evaluate your Action Plan and original objectives for this course (see Self-Evaluation #1). Describe what progress you’ve made toward your objectives. Describe any revisions you have made to your objectives.

2) Thinking about your progress this semester: How important is it for you to engage in this course in order to succeed? Discuss at least three ways in which you have been successful at engaging in this course. How have you used your strengths to manage your course engagement and/or overcome any self-destructive habits that threatened to sabotage your Action Plan? Have you overcome any weaknesses? What new strengths have you discovered this semester? Did you accurately understand your commitments this semester? How have your commitments changed since the first Self-Evaluation? Have these caused any revisions in your objectives and Action Plan steps for this course?

3) Building on our class discussions: Briefly discuss your most relevant beliefs, values, and attitudes. How can you harness your beliefs, values, and attitudes to help you engage and succeed in this course? In your other courses? In school in general? Describe how your current level of course engagement is or is not consistent with your personal values and goals. If it is not consistent, what can you do to decrease any inconsistency?

4) Thinking about course content: What have you learned so far in this course about the subject matter, skills, ways of thinking and working? What subjects have you liked best so far? What methods / practices have you liked best so far? Describe how the methods / practices we’ve studied can help you succeed in your other courses.

5) Evaluate and assess your own level of engagement with this course: Describe at least three positive things about this course. What positive changes are happening to your attitude, your confidence, and your ways of looking at this subject matter? Have you completed all assignments? If you have had any trouble with the assignments or with engaging, describe what strengths and resources you can use to improve.

6) Evaluate and assess your own class attendance. Did you miss or arrive late for any classes? Why? How specifically are you engaging with the course materials outside of the classroom. How many days have you come to class prepared? How can you improve your class preparation skills?

7) Evaluate and assess A) the overall class group dynamic (explaining in what specific ways that dynamic might be improved, and what you can do toward that improvement), and B) your own role within that class group dynamic. Explain how the “community of learning” is related to engagement. Describe at least three specific ways are you supporting the “community of learning” in the classroom.

8) Evaluate and assess your own role in our class discussions. What do you do—and what can you do—to facilitate beneficial class discussions? What specifically can you do to make these discussions more beneficial? What you done to help you stay focused in class?

9) Describe how have your personal values and strengths helped you to overcome any problems or difficulties this term (in general and/or with this course). Did you seek out help when/if you needed it? From whom?

10) What is your current grade percentage on Canvas in each of the assignment groups? (Note: Canvas does not display these percentages, so you’ll have to calculate them for each category. Use this formula: Total of your current points divided by (total points possible less excused points). Describe any steps you are taking to improve your assignment grades.

11) Explain how the choices you are making about engaging in this course can positively influence your performance and success in your other courses.

12) Re-evaluate your original Action Plan: Which strategies / practices have worked best? What revisions are necessary to help you reach your original or revised objectives? Re-state your revised Action Plan.

I am a moderate engaged in the class, rarely talking during the class. I have done all the assignment in time so far.

HUM 2052 History Course Engagement Goals and Plans

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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