Overview
Write a 1000–1500-word personal reflection based on your participation in the Small Group Live Presentation assignment.
This personal narrative should express your reflections on the cognitive, emotional, and social aspects of your participation in a collaborative, task-oriented group. Please support your reflections with at least two current (within ten years) peer-reviewed scholarly journal articles that address the potential benefits and challenges of collaborative projects in graduate education. No direct quotations from these resources may be used.
In your reflection, address the following:
- Explore your role within the group’s dynamics, personal discoveries about yourself as a result of the project, and how your distinct strengths and skills contributed to achieving the group’s objectives.
- Reflect on personal insights or significant growth experiences gleaned from participating in the project. How did diversity among group members affect the progress and process of the group?
- This paper should not be used as a platform for expressing complaints about other group members. However, if conflicts or tensions arose during the process, please discuss your involvement in resolving or troubleshooting these issues. If you chose not to engage in these processes, provide your rationale for this decision.
*********Group member names: Shakira (myself), Chaya Perline and Zariah Nicoles. (I will attach everyone's roles).*******
Group Project Personal Reflection Paper (45 points) | Unsatisfactory 1 | Marginal 2 | Proficient 3 | Exemplary 4 |
APA & Writing Quality EPAS 2022 Advanced Behaviors 1.5 (10 Points) | None or one of the following are demonstrated: (1) paper includes a cover page and reference page and is the target length; (2) paper consistently and flawlessly follows guidelines and APA manual (7th ed.) for headings, spacing, citations, and references; (3) no spelling, punctuation, and/or grammatical errors are apparent; (4) paper includes at least 2 references; (5) content is included under the proper heading. (0 points) | Two or three of the following are demonstrated: (1) paper includes a cover page and reference page and is the target length; (2) paper consistently and flawlessly follows guidelines and APA manual (7th ed.) for headings, spacing, citations, and references; (3) no spelling, punctuation, and/or grammatical errors are apparent; (4) paper includes at least 2 references; (5) content is included under the proper heading. (7.5 points) | Four of the following are demonstrated: (1) paper includes a cover page and reference page and is the target length; (2) paper consistently and flawlessly follows guidelines and APA manual (7th ed.) for headings, spacing, citations, and references; (3) no spelling, punctuation, and/or grammatical errors are apparent; (4) paper includes at least 2 references; (5) content is included under the proper heading. (8.5 points) | All of the following are demonstrated in an exemplary way: (1) paper includes a cover page and reference page and is the target length; (2) paper consistently and flawlessly follows guidelines and APA manual (7th ed.) for headings, spacing, citations, and references; (3) no spelling, punctuation, and/or grammatical errors are apparent; (4) paper includes at least 2 references; (5) content is included under the proper heading. (10 points) |
Cognitive, Emotional, and Social and Growth EPAS 2022 Advanced Behaviors 3.1 (20 Points) | None or one of the following are demonstrated: (1) personal narrative reflects insight on personal growth experiences due to participation in the collaborative group, including cognitive, emotional, and social aspects; (2) reflections are supported by at least two current peer-reviewed scholarly journal articles; (3) potential benefits of collaborative group projects are described; (4) potential challenges of collaborate group projects are described; (5) No direct quotations from scholarly resources are used. (0 points) | Two or three of the following are demonstrated: (1) personal narrative reflects insight on personal growth experiences due to participation in the collaborative group, including cognitive, emotional, and social aspects; (2) reflections are supported by at least two current peer-reviewed scholarly journal articles; (3) potential benefits of collaborative group projects are described; (4) potential challenges of collaborate group projects are described; (5) No direct quotations from scholarly resources are used. (14 points) | Four of the following are demonstrated: (1) personal narrative reflects insight on personal growth experiences due to participation in the collaborative group, including cognitive, emotional, and social aspects; (2) reflections are supported by at least two current peer-reviewed scholarly journal articles; (3) potential benefits of collaborative group projects are described; (4) potential challenges of collaborate group projects are described; (5) No direct quotations from scholarly resources are used. (17 points) | All of the following are demonstrated in an exemplary way: (1) personal narrative reflects insight on personal growth experiences due to participation in the collaborative group, including cognitive, emotional, and social aspects; (2) reflections are supported by at least two current peer-reviewed scholarly journal articles; (3) potential benefits of collaborative group projects are described; (4) potential challenges of collaborate group projects are described; (5) No direct quotations from scholarly resources are used. (20 points) |
Personal Contributions to Group Progress and Process EPAS 2022 Advanced Behaviors 1.4 (15 Points) | None or one of the following are demonstrated: (1) Student’s personal roles in the group’s dynamics, progress, and process is thoroughly explored; (2) personal strengths and skills used to contribute to the group’s progress are explained; (3) impact of diversity on the group’s process is described; (4) rationale for involvement – or lack of involvement - in group conflict resolution strategies is explained; (5) reflection paper is not used as a platform to complain about others. (0 points) | Two or three of the following are demonstrated: (1) Student’s personal roles in the group’s dynamics, progress, and process is thoroughly explored; (2) personal strengths and skills used to contribute to the group’s progress are explained; (3) impact of diversity on the group’s process is described; (4) rationale for involvement – or lack of involvement - in group conflict resolution strategies is explained; (5) reflection paper is not used as a platform to complain about others. (10.8 points) | Four of the following are demonstrated: (1) Student’s personal roles in the group’s dynamics, progress, and process is thoroughly explored; (2) personal strengths and skills used to contribute to the group’s progress are explained; (3) impact of diversity on the group’s process is described; (4) rationale for involvement – or lack of involvement - in group conflict resolution strategies is explained; (5) reflection paper is not used as a platform to complain about others. (12.75 points) | All of the following are demonstrated in an exemplary way: (1) Student’s personal roles in the group’s dynamics, progress, and process is thoroughly explored; (2) personal strengths and skills used to contribute to the group’s progress are explained; (3) impact of diversity on the group’s process is described; (4) rationale for involvement – or lack of involvement - in group conflict resolution strategies is explained; (5) reflection paper is not used as a platform to complain about others. (15 points) |