Does the content find you having gone beyond the mere outlines of the subject or problem to delve further into questions or concerns raised by your exploration of it, thus showing not only your intellectual capacity for lifelong learning but also your penchant for it?

Purpose This assignment, along with the personal ePortfolio you will finish developing in the next module, serves as a vehicle through which you will demonstrate the extent to which you have achieved some of the learning outcomes that are the pillars of your Bachelor of Interdisciplinary Studies Degree. The Integrative Reflection is your discourse on the research problem. It is a demonstration of your abilities as a reflective, integrative learner, and as such it shows your capacity for meaningful synthesis of information garnered from disparate sources. Whereas the Integrative Reflection will be the centerpiece of your showcase ePortfolio, in which you will demonstrate your capacity for compelling self-representation, the quality of your final self-representation will significantly depend upon the quality of your work in this module. InstructionsComplete your interdisciplinary Integrative Reflection with a view towards presenting your findings in a polished ultimate draft. A robust product will include several strong examples of the two types of integration you worked on in the previous assignment. Additionally, enrich your reflection on the research problem by using and citing at least two secondary sources. Note that the evaluation rubric still includes the Cross-Disciplinary Integration dimension and the Integration of Learning and Experience Dimension, and that four other dimensions have been added. As promised earlier in the course, the last two evaluation rubrics of UNST 3900 (this one and the one associated with your personal ePortfolio) include criteria pertaining to the characteristics of a reflective lifelong learner. The rubric for Module 4 will include the dimensions of Independence and, appropriately, Reflection. For the evaluation of your Integrative Reflection, the dimensions of Curiosity, Initiative, and Transfer have been included. Consider Transfer, which involves your required development of cross-disciplinary integration. At the Capstone level, your reflection would include applications of knowledge and skills you learned in one of your minors “to demonstrate” effective use of them “in novel situations.” This is the sort of transfer of learning that necessarily would occur through development of an innovative cross-disciplinary “practical whole” that cogently addresses your research problem. As for Curiosity and Initiative, two closely related behaviors in the context of your reflection, each addresses an aspect of your interest in the research problem you have been exploring. Does your written text glimmer with expressions of your obvious interest in the subject? Does the content find you having gone beyond the mere outlines of the subject or problem to delve further into questions or concerns raised by your exploration of it, thus showing not only your intellectual capacity for lifelong learning but also your penchant for it? Note that the last dimension of the rubric for Module 3 pertains to the rhetorical soundness of the final draft of your Integrative Reflection. This dimension, Rhetorical and Compositional Quality, addresses your adherence to the effectiveness of your rhetorical strategies and to the conventions of composition (e.g., organization, coherence, development) and of grammar that are essential to sound written communication. I will also provide my DRAFT This is the evaluation of the draft concerning this assignment DATE EVALUATED: 07/13/2020 09:29:45 AM (EDT)DRF TEMPLATE: BIS Capstone Summer 2020PROGRAM: BIS CAPSTONE COURSE SUMMER 2020EVALUATION METHOD : Using RubricFINAL SCORE17.50 ( out of 25)GENERAL COMMENTS:At this point you would be best served to take this draft as the basis for your Final Reflection and go ahead and work on it rather than re-submitting Practicing Integration. But you’ll need to address the deficiencies of this draft namely, that you didn’t carefully lay out specific learning you’re your minors and integrate it with experience that illuminates the learning. I will re-score the first reflection as warranted by the sophistication of your use of integration in the final draft of your integrative reflection. With more development, especially involving the two forms of integration, you’ll have an excellent final integrative reflection.Evaluator added files :docx Shahid_Zeshan_PRACInt_.docx (Word Document (Open XML))Detailed Results( Rubric used : Practicing Integration Rubric)CROSS-DISCIPLINARY INTEGRATION: MAKES COMPELLING CONNECTIONS ACROSS DISCIPLINES,25. CAPSTONE21. MILESTONES17.5. BENCHMARK0.Through interdisciplinary integration, creates compelling practical wholes out of multiple parts (synthesizes) or expands/extends learning by combining examples, facts, or theories across two or more disciplines Connects examples, facts, or theories from more than one field of study or perspective to project interesting possibilities. Indicates basic relations among examples, facts, or theories from two or more disciplines Content of the reflection does not rise to minimum standard for this dimension. CRITERION SCORE :25.00COMMENTS ON THIS CRITERION:Your integration of “mirroring” and “reciprocation” is very good. More integration of this sort will go a long way in your integrative reflection.INTEGRATION OF DISCIPLINARY LEARNING WITH EXPERIENCE: CONNECTS RELEVANT EXPERIENCE AND ACADEMIC LEARNING25. CAPSTONE21. MILESTONES17.5. BENCHMARK0.Meaningfully integrates connections among experiences outside of the classroom–including life experiences, internships, and travel–with classroom or course learning to illuminate concepts, theories, and/or disciplinary frameworks Compares life experiences and academic learning to develop insights into the academic problem . Identifies connections between life experiences and academic texts and ideas perceived as similar and related to the academic problem. Content of the reflection does not rise to minimum standard for this dimension. CRITERION SCORE :10.00COMMENTS ON THIS CRITERION:You didn’t get down to an integration of specific learning with experience. The integration of disciplinary learning with actual experiences or observations involves finding or creating a connection between a specific life experience and some aspect of your learning in a course in one of your minors, such as a theory or concept, or other general information that pertains to your chosen topic. The task then is carefully to describe how the learning interfaces or connects in some manner with the experience. You should take another look at the Directions and at the language in the upper cells of the scoring rubric, along with the samples. To address this dimension of the assignment, connect careful description of specific learning to actual, carefully described experiences in a manner that ILLUMINATES THE LEARNING, that is, either reinforces it or challenges it. I will provide the evaluation too.