LAR 201:  Research and Technology,  Re-Staging the Project Presented by Oksana Jackim English/Liberal Arts UMass Dartmouth...
Course Info: <ul><li>LAR201: Introduction to Studies Across the Disciplines </li></ul><ul><li>This course is an introducti...
Course Objectives:  Students will: <ul><li>(1)Identify features of content, principle, and practice that characterize huma...
Course Objective #6: <ul><li>Write an entry-level academic research paper that uses two distinct disciplinary perspectives...
Assignment for Course Objective # 6: <ul><li>Research Project Assignment (as stated in the syllabus):  You will each compl...
Steps:   <ul><li>Topic Selection (Topic) </li></ul><ul><li>Proposal Stage (Proposal) </li></ul><ul><li>Research and Resour...
Comparison
Step Sample:
Analysis: <ul><li>This Visual presentation of the project via </li></ul><ul><li>several steps was perceived by </li></ul><...
An Observation: <ul><li>A separate observation can be made based on </li></ul><ul><li>comparisons of f2f and blended writt...
Conclusion: <ul><li>While there seems to be good success in both courses, the blended </li></ul><ul><li>course is a bit mo...
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Jackim ibis

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Jackim ibis

  1. 1. LAR 201: Research and Technology, Re-Staging the Project Presented by Oksana Jackim English/Liberal Arts UMass Dartmouth, 2011
  2. 2. Course Info: <ul><li>LAR201: Introduction to Studies Across the Disciplines </li></ul><ul><li>This course is an introduction to writing, research, and </li></ul><ul><li>communication skills required in multidisciplinary studies </li></ul><ul><li>that include a study of the humanities and social sciences </li></ul><ul><li>as disciplines. Students will learn about the various </li></ul><ul><li>disciplines in the humanities and social sciences, read and </li></ul><ul><li>analyze texts from the humanities and social sciences </li></ul><ul><li>perspective, and develop critical understanding of </li></ul><ul><li>disciplinary research practices for the humanities and </li></ul><ul><li>social sciences. Students will present their research </li></ul><ul><li>projects at the end of the semester. </li></ul>
  3. 3. Course Objectives: Students will: <ul><li>(1)Identify features of content, principle, and practice that characterize humanities and social sciences disciplines and that distinguish them from one another </li></ul><ul><li>(2)Identify concerns and methods that these disciplines have in common and ways in which bringing multiple perspectives to bear can increase knowledge about a subject, inquiry, or field of study </li></ul><ul><li>(3)Compare disciplinary perspectives by addressing subjects and inquiries through multiple disciplines in sequence </li></ul><ul><li>(4)Identify and use the basic text, graphic, and material research tools of these disciplines, including print and online databases, scholarship, and collections </li></ul><ul><li>(5)Use a wide range of electronic resources to explore subjects, ideas and arguments, and supporting data and materials </li></ul><ul><li>(6)Write an entry-level academic research paper that uses two distinct disciplinary perspectives, one social science and one humanities, in a parallel discussion investigating what can be learned about the subject through each </li></ul><ul><li>(7)Present their research orally via several short informal presentations and one long formal presentation. </li></ul>
  4. 4. Course Objective #6: <ul><li>Write an entry-level academic research paper that uses two distinct disciplinary perspectives, one social science and one humanities, in a parallel discussion investigating what can be learned about the subject through each </li></ul>
  5. 5. Assignment for Course Objective # 6: <ul><li>Research Project Assignment (as stated in the syllabus): You will each complete a research project this semester designed to prepare you to work in upper level courses in your major at the university. There are several components that gradually will help you prepare to write a longer paper (those are a proposal, annotated bibliography, abstract, outline, draft, final submission + abstract presentation [short] and final presentation [long]). </li></ul>
  6. 6. Steps: <ul><li>Topic Selection (Topic) </li></ul><ul><li>Proposal Stage (Proposal) </li></ul><ul><li>Research and Resources (Annotated Bibliography) </li></ul><ul><li>Summary Writing (Abstract) </li></ul><ul><li>Hand-on approach (Survey/Questionnaire/Case Study) </li></ul><ul><li>Writing the Paper (Final Submission) </li></ul>
  7. 7. Comparison
  8. 8. Step Sample:
  9. 9. Analysis: <ul><li>This Visual presentation of the project via </li></ul><ul><li>several steps was perceived by </li></ul><ul><li>students as less daunting and less confusing. </li></ul><ul><li>They viewed this process as more-organized </li></ul><ul><li>and clearly identified; overall, they praised this </li></ul><ul><li>systematic approach to the required research </li></ul><ul><li>project. </li></ul>
  10. 10. An Observation: <ul><li>A separate observation can be made based on </li></ul><ul><li>comparisons of f2f and blended written work </li></ul><ul><li>submissions. For example, abstracts and proposals of the </li></ul><ul><li>blended section were more precise and concise, as well </li></ul><ul><li>as better in style and format if compared to the f2f </li></ul><ul><li>section submissions. This can be attributed to the </li></ul><ul><li>practice area that allowed the students to discuss each </li></ul><ul><li>other’s work in progress. </li></ul>
  11. 11. Conclusion: <ul><li>While there seems to be good success in both courses, the blended </li></ul><ul><li>course is a bit more successful in terms of student involvement, </li></ul><ul><li>student learning practices, and meeting the course objectives. In the </li></ul><ul><li>final assessment of the end result, the </li></ul><ul><li>students’ presentations and final research projects (written </li></ul><ul><li>component) were more focused, better researched and developed, </li></ul><ul><li>clearly organized and written. Most importantly, several projects were </li></ul><ul><li>more innovative and had a clear hands-on approach. As students </li></ul><ul><li>noted, they found the blended course more convenient and more </li></ul><ul><li>beneficial as it offered less time in the class and more time of </li></ul><ul><li>independent work and writing. </li></ul>

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