Participation: Critical Self-Reflection
The purpose of this assignment is to provide you the learners an opportunity to critically reflect
on your scholarly engagement with the course subject matter, peers, and the course professor, as
well as your thoughtful contribution to a supportive teaching-learning climate.
Part 1: (value 10% – max 500 words)
Consider how you contributed to the Teaching-Learning Principles and Strategies identified
on pp. 4-5 of this syllabus.
The critical self-reflection will include:
• Demonstrated grasp of the required readings, which is reflected in engagement in class
critical discussions
• Analytical and thoughtful approaches to the topics/issues in question
• Clarity and originality of thoughts and opinions expressed during class discussions and
presentations
• Supporting examples/evidence of your engagement in particular class activities
Part 2: (value 5% – max 250 words)
Research shows that engaging in creative embodied activities tends to mitigate our sense of
anxiety and stress, while helping to sharpen our cognitive focus on the subject matter at hand,
such as lecture or discussion. Research also shows that engaging in appreciative awareness
enhances our sense of wellbeing.
Throughout the term select a creative activity that you can engage in during lectures (e.g.,
drawing, colouring mandalas, doodling, other) … OR… Keep a daily/weekly gratitude journal.
Identify the activity you engaged in and provide scholarly rationale for its selection. Consider
your response to the activity and its impact, considering its purpose in your engagement in the
course.
For Parts 1 & 2: Appropriately substantiate ideas, facts, and observations by scholarly
literature. The assignment grade is based on the graduate level quality, depth, and authenticity of
this critical self-reflection, not the specific content of the selected activity
