This document summarizes a self-directed graduate seminar on contemporary epistemology conducted in 1972. The seminar was designed and run by graduate students, with a faculty adviser. Key aspects included:
1) Students selected texts and divided readings into topics like perception and memory.
2) Students took turns presenting papers, critiquing papers, and moderating discussions according to a schedule.
3) An evaluation after found the seminar format and student-led discussions effective for learning, though it would have benefitted from more students and a broader range of topics.
This document provides information about a course titled "A Scientist's Guide to Communicating Scientific Knowledge". The course aims to strengthen students' communication and critical thinking skills regarding the discussion and dissemination of scientific work. It will involve student presentations, discussions of scientific literature, and written assignments. Grades will be based on presentations, leading discussions, written feedback, and participation. The course follows a schedule of topics like grant writing, literature analysis, public speaking, and communicating with policymakers. It aims to leave students with improved communication abilities and understanding of scientific processes.
This document discusses seminars in academia. It defines a seminar as a small class focused on a specific topic that allows for significant student participation through activities like presentations, papers, and discussions. Seminars are common in American universities and required for graduation. Some European universities use large lectures called seminars. The document outlines the history, purposes, types, advantages and disadvantages of seminars.
A participant research for learning methodology on education doctorial traini...Aziz Ahmad
This document outlines a participatory research methodology used in a doctoral training program. Key points:
1. Doctoral students formed research dyads to study what influenced their decisions to pursue doctoral studies. They wrote narratives, interviewed each other, and discussed their educational trajectories.
2. The collaborative approach aimed to give students hands-on experience with research methods while reflecting on their own doctoral journeys. Project meetings and data provided opportunities to learn about methodology.
3. The methodology was intended to provide an alternative to more common forms of doctoral training like lectures. By actively participating in their own research, students could gain deep reflections on what brought them to doctoral study while learning research skills.
Week 2 - Discussion 2Prior to beginning work on this discussio.docxjessiehampson
Week 2 - Discussion 2
Prior to beginning work on this discussion,
· Read Chapters 4 and 5 in Applied Psychology in Talent Management.
· Watch the Week 2 Discussion 2 video above with Brenda Forde, the Program Chair of MBA.
Define and discuss the purpose of a performance management system. What are some of the benefits and challenges of a performance management system? Next, discuss how you have seen a performance management system working at a current or former employer or research a company online, noting the impact on employee behavior.
Your initial response should be a minimum of 200 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly resource in addition to the text.
Running head: RHETORIC
RHETORIC 7
Rhetoric
ENGL 570 Midterm Project
Liberty University
Daily Instructional Lesson Plan
Content Area(s)/Course/Grade: Insert
Unit: Insert
Lesson Topic: Core concepts, branches, and canons of classical rhetoric
Date: Insert
Teacher: Insert Comment by Author: I hadn’t commented on these in the rough drafts earlier because I assumed you marked these to add later. I think for the lesson plans to work, you would indicate the grade level and school to make it a bit clearer.
School: Insert
Indicator(s)/Sub-Outcome(s)/Expectation(s):
· Purpose – gain more knowledge of classical rhetoric as documented by Aristotle
· Materials needed – Aristotle’s books (Book I, II, & III), writing materials such as a notebook and a pen, audio/video resources on rhetoric.
· In-class activity – role-playing acts on persuasion
· Link to past and future work – the first lesson will cover the specific topics under rhetoric and for the successive three lessons, the previous lesson’s work will be revisited briefly.
Student Outcome(s):
By the end of the course (semester’s end), students should be able to:
· Demonstrate fundamentals of rhetoric as documented by Aristotle in his books and other empirical materials highlighting the concept of rhetoric. They should determine and describe the three branches of rhetoric and its five canons. In other words, students should be able to explain classical rhetoric, deliberative rhetoric, and judicial rhetoric as the main categories of rhetoric. Lastly, learners should have the capacity to apply the art of persuasion in practice as learned from the concepts, branches, and canons above. In the end, learners should be able to construct great rhetoric used in different situations.
Context for Learning
The context of learning lies in the value of gaining knowledge of classical rhetoric. The combination of the above three lessons shall be contextualized to professional fields that significantly rely on rhetoric such as education, politics, marketing, and the likes. The main aim of the lessons is to help students become exceptional at the art of persuasion.
In the course, students can learn not to entirely rely on teachers for knowledge ...
A REFLECTIVE NARRATIVE ON THE DESIGN AND DELIVERY OF A COURSE ABOUT MORAL EDU...Jill Brown
The document provides a reflective narrative on a course on Moral Education that the author developed and taught. Some key points:
- The course aimed to introduce theories on whether moral education is possible and how it might be achieved. Students wrote a 2,500 word essay on this question.
- Resources included required readings, optional audio/video, and seminar activities like group discussions and comparing different theorists' answers.
- Lectures introduced readings and key concepts, while seminars focused on applying and critically analyzing the readings. Student feedback was gathered.
- The author reflects on what worked well, like certain readings and seminar activities, and plans changes like providing less complex optional readings and incorporating more audio
This document discusses teaching strategies and methods, including lecturing, discussion, question-answer, and cooperative learning. It provides details on each method, such as definitions, steps, advantages, and disadvantages. For lecturing specifically, it outlines four main features: intention, transmission, receipt of information, and output. It also categorizes different types of lectures and discusses their uses.
CHAPTER 2 REVIEW OF THE LITERATUREBesides selecting a quantitaEstelaJeffery653
CHAPTER 2 REVIEW OF THE LITERATURE
Besides selecting a quantitative, qualitative, or mixed methods approach, the proposal or study designer also needs to review the literature about a topic. This literature review helps to determine whether the topic is worth studying, and it provides insight into ways in which the researcher can limit the scope to a needed area of inquiry.
This chapter continues the discussion about preliminary considerations before launching into a proposal or project. It begins with a discussion about selecting a topic and writing this topic down so that the researcher can continually reflect on it. At this point, researchers also need to consider whether the topic can and should be researched. Then the discussion moves into the actual process of reviewing the literature; addressing the general purpose for using literature in a study; and then turning to principles helpful in designing literature into qualitative, quantitative, and mixed methods studies.
THE RESEARCH TOPIC
Before considering what literature to use in a project, first identify a topic to study and reflect on whether it is practical and useful to undertake the study. The topic is the subject or subject matter of a proposed study, such as “faculty teaching,” “organizational creativity,” or “psychological stress.” Describe the topic in a few words or in a short phrase. The topic becomes the central idea to learn about or to explore.
There are several ways that researchers gain some insight into their topics when they are initially planning their research (our assumption is that the topic is chosen by the researcher and not by an adviser or committee member). One way is to draft a brief working title to the study. We are surprised at how often researchers fail to draft a title early in the development of their projects. In our opinion, the working or draft title becomes a major road sign in research—a tangible idea that the researcher can keep refocusing on and changing as the project goes on (see Glesne, 2015; Glesne & Peshkin, 1992). It becomes an orienting device. We find that, in our research, this topic grounds us and provides a sign of what we are studying, as well as a sign useful for conveying to others the central notion of the study. When students first provide their research project ideas to us, we often ask them to supply a working title if they do not already have one written down on paper.
How would this working title be written? Try completing this sentence: “My study is about . . .” A response might be, “My study is about at-risk children in the junior high,” or “My study is about helping college faculty become better researchers.” At this stage in the design, frame the answer to the question so that another scholar might easily grasp the meaning of the project. A common shortcoming of beginning researchers is that they frame their study in complex and erudite language. This perspective may result from reading published articles that have ...
This document describes the process undertaken by The Catholic University of America to revise its conceptual framework for its teacher education programs. The original framework from the 1980s emphasized reflection and social justice but proved difficult for candidates to understand and apply. A doctoral student led the revision process. Rather than a patchwork update, a full reconceptualization was done. A new visual metaphor was chosen to make the framework's theoretical components more accessible while retaining their essence. The revision process clarified the framework's role in guiding all members of the teaching community.
This document provides information about a course titled "A Scientist's Guide to Communicating Scientific Knowledge". The course aims to strengthen students' communication and critical thinking skills regarding the discussion and dissemination of scientific work. It will involve student presentations, discussions of scientific literature, and written assignments. Grades will be based on presentations, leading discussions, written feedback, and participation. The course follows a schedule of topics like grant writing, literature analysis, public speaking, and communicating with policymakers. It aims to leave students with improved communication abilities and understanding of scientific processes.
This document discusses seminars in academia. It defines a seminar as a small class focused on a specific topic that allows for significant student participation through activities like presentations, papers, and discussions. Seminars are common in American universities and required for graduation. Some European universities use large lectures called seminars. The document outlines the history, purposes, types, advantages and disadvantages of seminars.
A participant research for learning methodology on education doctorial traini...Aziz Ahmad
This document outlines a participatory research methodology used in a doctoral training program. Key points:
1. Doctoral students formed research dyads to study what influenced their decisions to pursue doctoral studies. They wrote narratives, interviewed each other, and discussed their educational trajectories.
2. The collaborative approach aimed to give students hands-on experience with research methods while reflecting on their own doctoral journeys. Project meetings and data provided opportunities to learn about methodology.
3. The methodology was intended to provide an alternative to more common forms of doctoral training like lectures. By actively participating in their own research, students could gain deep reflections on what brought them to doctoral study while learning research skills.
Week 2 - Discussion 2Prior to beginning work on this discussio.docxjessiehampson
Week 2 - Discussion 2
Prior to beginning work on this discussion,
· Read Chapters 4 and 5 in Applied Psychology in Talent Management.
· Watch the Week 2 Discussion 2 video above with Brenda Forde, the Program Chair of MBA.
Define and discuss the purpose of a performance management system. What are some of the benefits and challenges of a performance management system? Next, discuss how you have seen a performance management system working at a current or former employer or research a company online, noting the impact on employee behavior.
Your initial response should be a minimum of 200 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly resource in addition to the text.
Running head: RHETORIC
RHETORIC 7
Rhetoric
ENGL 570 Midterm Project
Liberty University
Daily Instructional Lesson Plan
Content Area(s)/Course/Grade: Insert
Unit: Insert
Lesson Topic: Core concepts, branches, and canons of classical rhetoric
Date: Insert
Teacher: Insert Comment by Author: I hadn’t commented on these in the rough drafts earlier because I assumed you marked these to add later. I think for the lesson plans to work, you would indicate the grade level and school to make it a bit clearer.
School: Insert
Indicator(s)/Sub-Outcome(s)/Expectation(s):
· Purpose – gain more knowledge of classical rhetoric as documented by Aristotle
· Materials needed – Aristotle’s books (Book I, II, & III), writing materials such as a notebook and a pen, audio/video resources on rhetoric.
· In-class activity – role-playing acts on persuasion
· Link to past and future work – the first lesson will cover the specific topics under rhetoric and for the successive three lessons, the previous lesson’s work will be revisited briefly.
Student Outcome(s):
By the end of the course (semester’s end), students should be able to:
· Demonstrate fundamentals of rhetoric as documented by Aristotle in his books and other empirical materials highlighting the concept of rhetoric. They should determine and describe the three branches of rhetoric and its five canons. In other words, students should be able to explain classical rhetoric, deliberative rhetoric, and judicial rhetoric as the main categories of rhetoric. Lastly, learners should have the capacity to apply the art of persuasion in practice as learned from the concepts, branches, and canons above. In the end, learners should be able to construct great rhetoric used in different situations.
Context for Learning
The context of learning lies in the value of gaining knowledge of classical rhetoric. The combination of the above three lessons shall be contextualized to professional fields that significantly rely on rhetoric such as education, politics, marketing, and the likes. The main aim of the lessons is to help students become exceptional at the art of persuasion.
In the course, students can learn not to entirely rely on teachers for knowledge ...
A REFLECTIVE NARRATIVE ON THE DESIGN AND DELIVERY OF A COURSE ABOUT MORAL EDU...Jill Brown
The document provides a reflective narrative on a course on Moral Education that the author developed and taught. Some key points:
- The course aimed to introduce theories on whether moral education is possible and how it might be achieved. Students wrote a 2,500 word essay on this question.
- Resources included required readings, optional audio/video, and seminar activities like group discussions and comparing different theorists' answers.
- Lectures introduced readings and key concepts, while seminars focused on applying and critically analyzing the readings. Student feedback was gathered.
- The author reflects on what worked well, like certain readings and seminar activities, and plans changes like providing less complex optional readings and incorporating more audio
This document discusses teaching strategies and methods, including lecturing, discussion, question-answer, and cooperative learning. It provides details on each method, such as definitions, steps, advantages, and disadvantages. For lecturing specifically, it outlines four main features: intention, transmission, receipt of information, and output. It also categorizes different types of lectures and discusses their uses.
CHAPTER 2 REVIEW OF THE LITERATUREBesides selecting a quantitaEstelaJeffery653
CHAPTER 2 REVIEW OF THE LITERATURE
Besides selecting a quantitative, qualitative, or mixed methods approach, the proposal or study designer also needs to review the literature about a topic. This literature review helps to determine whether the topic is worth studying, and it provides insight into ways in which the researcher can limit the scope to a needed area of inquiry.
This chapter continues the discussion about preliminary considerations before launching into a proposal or project. It begins with a discussion about selecting a topic and writing this topic down so that the researcher can continually reflect on it. At this point, researchers also need to consider whether the topic can and should be researched. Then the discussion moves into the actual process of reviewing the literature; addressing the general purpose for using literature in a study; and then turning to principles helpful in designing literature into qualitative, quantitative, and mixed methods studies.
THE RESEARCH TOPIC
Before considering what literature to use in a project, first identify a topic to study and reflect on whether it is practical and useful to undertake the study. The topic is the subject or subject matter of a proposed study, such as “faculty teaching,” “organizational creativity,” or “psychological stress.” Describe the topic in a few words or in a short phrase. The topic becomes the central idea to learn about or to explore.
There are several ways that researchers gain some insight into their topics when they are initially planning their research (our assumption is that the topic is chosen by the researcher and not by an adviser or committee member). One way is to draft a brief working title to the study. We are surprised at how often researchers fail to draft a title early in the development of their projects. In our opinion, the working or draft title becomes a major road sign in research—a tangible idea that the researcher can keep refocusing on and changing as the project goes on (see Glesne, 2015; Glesne & Peshkin, 1992). It becomes an orienting device. We find that, in our research, this topic grounds us and provides a sign of what we are studying, as well as a sign useful for conveying to others the central notion of the study. When students first provide their research project ideas to us, we often ask them to supply a working title if they do not already have one written down on paper.
How would this working title be written? Try completing this sentence: “My study is about . . .” A response might be, “My study is about at-risk children in the junior high,” or “My study is about helping college faculty become better researchers.” At this stage in the design, frame the answer to the question so that another scholar might easily grasp the meaning of the project. A common shortcoming of beginning researchers is that they frame their study in complex and erudite language. This perspective may result from reading published articles that have ...
This document describes the process undertaken by The Catholic University of America to revise its conceptual framework for its teacher education programs. The original framework from the 1980s emphasized reflection and social justice but proved difficult for candidates to understand and apply. A doctoral student led the revision process. Rather than a patchwork update, a full reconceptualization was done. A new visual metaphor was chosen to make the framework's theoretical components more accessible while retaining their essence. The revision process clarified the framework's role in guiding all members of the teaching community.
This document provides an overview of seminars as a teaching method. It defines a seminar as a group of people coming together for discussion and learning about a specific topic. Seminars allow for guided interaction and exchange of ideas among participants. There are different types of seminars based on size and scope, from mini seminars within a classroom to international seminars on global issues. The objectives of seminars are to give students experience with analysis, research, comprehension and presentation skills. Advantages include developing skills like critical thinking, while disadvantages include higher costs compared to lectures.
This chapter discusses inquiry-oriented discussions that use multiple texts. It begins with background on inquiry-oriented discussions, noting they are based on multiple texts, focus on connections across texts, extend over multiple sessions with written records, and are exploratory in nature. However, these types of discussions are not widespread. The chapter then discusses key elements for creating an environment where these discussions can occur, including selecting topics that are concept-driven, generative, complex, useful, and accessible. It also discusses selecting a broad range of text types, arranging texts, designing discussion activities, developing questions, managing texts and talk, documenting learning, and evaluating learning.
This document provides information about an Honors 106 course taught in Spring 2015. The course is a 3-credit seminar that introduces academically accomplished students to university life and develops research skills. It focuses on a research project where students compare concepts from two courses and present their findings in a paper and poster. The course utilizes group activities and discussions and aims to improve students' critical thinking, research, and presentation abilities. It is graded based on the quality of the research paper, poster, and portfolio.
This document provides an introduction to academically productive talk in science classrooms. It discusses the key elements of productive talk, including establishing ground rules, having clear academic purposes for discussions, and using strategic "talk moves" to facilitate discussions. Productive talk is important because it allows teachers to assess student understanding, supports learning through memory and language development, encourages students to reason with evidence, and apprentices students into the social practices of science.
This document summarizes discussions from a workshop on research methods pedagogy at the master's level. Key points discussed include:
- There is little discussion of learning objectives or how students' learning is assessed in research methods courses.
- Incorporating whether students have more of a consumer or producer attitude toward research.
- Research methods pedagogy needs further exploration, as approaches can vary across disciplines and levels of higher education.
- Initial insights from exploring research methods pedagogy with a master's program in international education found that pre-reading, group discussion, concept maps and narrated presentations helped students' understanding.
This module aims to extend understandings of teacher professionalism and the connection between educational research and practice. It discusses approaches to conceptualizing professionalism, including essentialist and socially constructed views. The module also explores the individual notion of "professionality" and how research can inform teaching practices to address challenges in education. Activities guide students to develop research strategies, mind maps, and presentations on their topic to link theory and practice.
This document provides an overview of the EDCI 620 School Curriculum course, including introductions, journaling, and discussion activities on the first day. It reviews the syllabus, assignments, and policies. Key topics of the course are developing an understanding of curriculum theories, examining the impact of policies on curriculum and instruction, and understanding the history and societal influences on education. The instructional model is a seminar approach with small and large group discussions. Assignments include class participation, online responses, papers, a group presentation, and a final exam assessing comprehension of course content.
This document provides an overview of Psyc 300W, a critical analysis writing course at SFU's Department of Psychology. The course is taught by Dr. V. Gordon Rose and several TAs. It will consist of guest lectures from faculty in different psychology areas presenting important issues. Tutorials will focus on critically thinking and writing about these issues. Students will complete weekly writing assignments, online discussions, and a term paper in stages involving drafting, peer review, and revision. The goal is to develop students' abilities to critically read, analyze, evaluate, synthesize, and write about psychological issues. Evaluation will be based on the written assignments and participation, not exams.
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
This document discusses an introductory course on research and communication skills across disciplines in the humanities and social sciences. The course objectives include identifying features and methods of different disciplines, comparing perspectives across disciplines, learning research tools, writing a research paper using two disciplinary perspectives, and presenting research. An assignment requires students to write a research paper applying both a social science and humanities perspective on a topic. The document outlines steps for completing the research project and notes that presenting the project process as distinct steps made it less daunting for students.
The University Archives must decide whether to upgrade its existing information management system or purchase new software. It has two weeks to submit a funding proposal to take advantage of upcoming available funds, or it will have to wait two years for more money. The Archives developed its current Paradox-based system in 1988 but has found it inflexible and problematic over time. It now aims to expand the system's capabilities but faces the upcoming retirement of a key staff member familiar with the existing software.
Explain how the tenets of psychoanalysis have been reimagined by.docxwrite12
The document provides instructions for a term essay assignment in a history of psychology course. Students must write an 8-13 page essay arguing a position on a topic related to the history of psychology. Example topics given include how cognitive neuroscience has reimagined psychoanalysis and analyses of models of homosexuality and the role of psychology in education. The essay will be graded based on the introduction, content, argument, and adherence to APA format. Brief recommendations are given to help students complete the assignment.
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distractions. Studies show students who receive lectures learn more than those exposed to other methods. The document provides tips for preparing and delivering effective lectures, such as structuring the content, timing delivery, and using examples. Overall, it advocates that lectures be maintained as a traditional teaching method rather than discarded due to newer approaches.
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distraction. They capitalize on human nature by providing verbal instruction from an authority figure. Studies show students who receive lectures learn more than those exposed to other methods. While new technologies bring opportunities, certain tried-and-true methods like lectures will always have value in education.
Lesson 7 Chapter 2 Review of Related Literature.pptxDanicaAnnStaRosa2
The document outlines a lesson on reviewing related literature for research. It discusses the importance and functions of related literature, types of sources, how to write a literature review, organizing and citing information. The lesson emphasizes that reviewing previous studies is essential to build on existing knowledge and prevent duplicating work. It provides guidance on summarizing, synthesizing and properly citing related sources.
This document provides an introduction and overview of the EDST 518 Theories and Research on Adult Learning course. The course goals are to introduce students to major learning theories and how they can inform teaching practices. It will cover both classical and sociocultural learning theories. Each week will include readings, online learning modules, group blogging assignments, and discussion forums for students to analyze readings and share responses. Students will learn about neurological, self-directed, experiential, and transformative learning theories among others. The course aims to help students critically examine theories and make connections to their own professional practices.
Brainstorming, case studies, debates, and discussion are active learning strategies that encourage student participation and engagement. Brainstorming involves freely generating ideas about a topic without criticism. Case studies present real-world scenarios for students to analyze. Debates structure the exploration of issues with opposing viewpoints. Discussions allow students to work with concepts through questioning and sharing opinions. These strategies develop students' critical thinking, problem solving, and communication skills.
This document contains a daily lesson log for an Introduction to Philosophy of the Human Person class at Panay National High School. It outlines the objectives, content, learning resources, and procedures for four class sessions held from August 22-26, 2022. The objectives are for students to understand the meaning and process of doing philosophy and to reflect on concrete experiences philosophically. Content covered doing philosophy as a concept, process, and journey. Learning resources included textbooks, slides, and articles. Procedures involved discussing definitions of philosophy, perspectives from different eras, and examples of philosophizing in daily life. Formative assessments and activities like essays, word webs, and tableaus were used to evaluate learning. The school head checked and
8 Best Images Of Printable Paper Vintage Love LetterErica Thompson
The document provides instructions on how to request assistance with writing assignments from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. It emphasizes that original, high-quality content is guaranteed, with refunds offered for plagiarized work.
The document provides instructions for submitting an assignment request to the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content.
This document provides an overview of seminars as a teaching method. It defines a seminar as a group of people coming together for discussion and learning about a specific topic. Seminars allow for guided interaction and exchange of ideas among participants. There are different types of seminars based on size and scope, from mini seminars within a classroom to international seminars on global issues. The objectives of seminars are to give students experience with analysis, research, comprehension and presentation skills. Advantages include developing skills like critical thinking, while disadvantages include higher costs compared to lectures.
This chapter discusses inquiry-oriented discussions that use multiple texts. It begins with background on inquiry-oriented discussions, noting they are based on multiple texts, focus on connections across texts, extend over multiple sessions with written records, and are exploratory in nature. However, these types of discussions are not widespread. The chapter then discusses key elements for creating an environment where these discussions can occur, including selecting topics that are concept-driven, generative, complex, useful, and accessible. It also discusses selecting a broad range of text types, arranging texts, designing discussion activities, developing questions, managing texts and talk, documenting learning, and evaluating learning.
This document provides information about an Honors 106 course taught in Spring 2015. The course is a 3-credit seminar that introduces academically accomplished students to university life and develops research skills. It focuses on a research project where students compare concepts from two courses and present their findings in a paper and poster. The course utilizes group activities and discussions and aims to improve students' critical thinking, research, and presentation abilities. It is graded based on the quality of the research paper, poster, and portfolio.
This document provides an introduction to academically productive talk in science classrooms. It discusses the key elements of productive talk, including establishing ground rules, having clear academic purposes for discussions, and using strategic "talk moves" to facilitate discussions. Productive talk is important because it allows teachers to assess student understanding, supports learning through memory and language development, encourages students to reason with evidence, and apprentices students into the social practices of science.
This document summarizes discussions from a workshop on research methods pedagogy at the master's level. Key points discussed include:
- There is little discussion of learning objectives or how students' learning is assessed in research methods courses.
- Incorporating whether students have more of a consumer or producer attitude toward research.
- Research methods pedagogy needs further exploration, as approaches can vary across disciplines and levels of higher education.
- Initial insights from exploring research methods pedagogy with a master's program in international education found that pre-reading, group discussion, concept maps and narrated presentations helped students' understanding.
This module aims to extend understandings of teacher professionalism and the connection between educational research and practice. It discusses approaches to conceptualizing professionalism, including essentialist and socially constructed views. The module also explores the individual notion of "professionality" and how research can inform teaching practices to address challenges in education. Activities guide students to develop research strategies, mind maps, and presentations on their topic to link theory and practice.
This document provides an overview of the EDCI 620 School Curriculum course, including introductions, journaling, and discussion activities on the first day. It reviews the syllabus, assignments, and policies. Key topics of the course are developing an understanding of curriculum theories, examining the impact of policies on curriculum and instruction, and understanding the history and societal influences on education. The instructional model is a seminar approach with small and large group discussions. Assignments include class participation, online responses, papers, a group presentation, and a final exam assessing comprehension of course content.
This document provides an overview of Psyc 300W, a critical analysis writing course at SFU's Department of Psychology. The course is taught by Dr. V. Gordon Rose and several TAs. It will consist of guest lectures from faculty in different psychology areas presenting important issues. Tutorials will focus on critically thinking and writing about these issues. Students will complete weekly writing assignments, online discussions, and a term paper in stages involving drafting, peer review, and revision. The goal is to develop students' abilities to critically read, analyze, evaluate, synthesize, and write about psychological issues. Evaluation will be based on the written assignments and participation, not exams.
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
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PROS:
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- It creates liquidity in the market as securitized assets are easily traded. This provides a steady source of funding.
- It can lower borrowing costs for consumers as originators pass on some of the savings from cheaper funding.
CONS:
- Complex securitization structures can obscure risks, leading to mispricing and bubbles.
- Originators may reduce screening standards to boost volumes, lowering overall asset quality.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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تتميز هذهِ الملزمة بعِدة مُميزات :
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2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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1. METAPHILOSOPHY
Vol. 9, No. 1, January 1978
A zyxwvu
SELF-DIRECTED GRADUATE SEMINAR*
LEE zyxwvu
c. ARCHIE
AND zyxwv
B. zyxw
G. HURDLE
JR.
Introduction: Nowhere is it so obvious as in philosophy that
teaching is more than the transmission of information. Learning
philosophy consists, in large measure, of doing philosophy. In
view of the growing interest in both the effective teaching and
studying of philosophy we present this report on a somewhat
experimental graduate seminar conducted in the Fall of 1972
by the Department of Philosophy at the University of Arkansas.
Although many traditional pedagogic techniques were utilized,
several innovations in the seminar format have produced a
singular effect on a small number of graduate students of
philosophy. The course schedule, the weekly format, the struc-
ture of individual meetings, and a final evaluation of each of
these aspects of the program are given in the expectation that
philosophers and other students of philosophy will share the
same experience.
In the most effective methods of learning to philosophize,
students are encouraged to motivate themselves to study and
explore philosophical issues by themselves. In an attempt to
achieve this traditional end of philosophical education we, as
graduate teaching assistants and as students, designed and
participated in a graduate seminar on contemporary theories
of knowledge. This experimental seminar presents a practical
solution to the constant problem of stimulating students to
think for themselves.
The impetus for the seminar was threefold. First, having a
strong interest in various problems in the theory of knowledge
and having encountered recurrent epistemological themes in
the history of philosophy, we wanted to participate in a graduate
level seminar in later twentieth century epistemology, despite
the fact that such a course was not formally offered at that
particular time. Second, we believed that it was possible to
create a genuine philosophical inquiry and exchange within the
context of such a seminar. It is essential that prospective
*We express our gratitude to Professor William S. Kraemer who permitted the
seminar to be undertaken and to Professor Harold D. Hantz zyx
who generously
served as adviser. The skill and insight on the part of Professor Hantz have
influenced us profoundly. This paper w
a
s included in the National Workshop-
Conference on Teaching Philosophy, Union College, August 1976.
86
2. A SELF-DIRECTED GRADUATE SEMINAR 87 zy
philosophers master the arts of writing clearly, speaking well,
and framing and responding to questions cogently. We con-
cluded that this program, more than any other, would strengthen
these skills, Third, although the major participants had
experience in teaching introductory philosophy courses, we felt
that it was desirable, if not essential, to gain some experience
in planning upper division courses. All too frequently, graduate
students who hold teaching assistantships or fellowships, if
they are permitted to design their own courses at all, are
normally Iimited to lower or intermediate level underqraduate
courses. Consequently, they have little experience in deter-
mining and presenting topics, selecting texts, assessing student
performances, and evaluating their own performances in more
advanced undergraduate or graduate courses.
The unique features of the seminar were due mainly to this
third stimulus. Since the course was both designed and com-
pletely conducted by the students themselves, increased student
motivation, among other benefits, resulted. The traditional
goals of a graduate seminar were made accessible through the
vested interest of the students. While the best techniques and
most effective methods of traditional teaching were drawn
upon in planning the course, it is believed that the character of
the course, as it emerged in theory and in practice, was quite
non-traditional.
This report is directed to both students and faculty members.
However, it is chiefly aimed at students of philosophy because
any success in a seminar of this type is dependent upon student
initiative, inquiry and motivation. It is addressed to faculty
members in the hope that serious proposals for courses of this
type may receive objective consideration. zyxw
Procedure: The procedure of the seminar will be explained
in terms of the texts: the participants, their roles and diities;
and the format. It is important to point out that the entire
responsibility for the eficacy of this procedure is borne by the
planning of the students even though it is facilitated bv an
adviser. The seminar format, itself, is not entirely original.
TEXTS. The seminar was planned to put emphasis on
specific topics in contemporary epistemology rather than upon
the viewpoints of individual philosophers. The specific topics
of study included a historical sketch of some main epistemo-
logical themes; the relation of epistemology to philosophy in
general; and the problems of knowledge and belief, scepticism
and certainty, truth, memory, and perception. The primary
3. 88 zyxwvuts
LEE C. ARCHIE AND B. G. HURDLE JR. zyxw
texts were A. J. Ayer’s zyxwv
The Problem zyx
of Knowledge, A. R.
White’s Truth, D. Locke’s Memory, and G. Vesey’ Perception.
Selected portions of A. D. Woozley’s Theory of Knowledge and
Bertrand Russell’s Problems of Philosophy were used concur-
rently with the above texts. As is usual in graduate seminars,
considerable use was also made of secondary sources, including
current journal articles, related to the issues discussed in the
texts.
PARTICIPANTS, ROLES, AND DUTIES. The principal
participants in the seminar were three graduate students (two
master’s candidates and one doctoral candidate) and a faculty
adviser. Several additional graduate students audited the course
and participated on a limited basis.
The weekly meetings were modeled after the well-known
symposium format zyxwv
: the three major roles being those of speaker
(who presented the main paper), critic (who presented a critique
of the paper), and moderator (who insured orderly discussions).
The faculty adviser did not serve in these three roles. In general,
the procedure of a class meeting consisted of the presentation
of an original paper accompanied by a critique of that paper
followed by a general discussion involving all participants.
The speaker had the option of choosing for his topic a specific
issue arising from the assigned readings. His paper was a critical
essay rather than a commentary, outline, or pr6cis of the read-
ings. The critic evaluated, commented upon, and offered ad-
ditional response to the speaker’s thesis. This need not have been
and, in fact, was not limited to negative criticism; many times,
the critic offered a counter-proposal as well. However, if the
speaker presented something other than a genuine attempt to
clarify and suggest solutions for the pivotal epistemologial issues,
the critic was expected to correct this deficiency by forcing the
speaker to undertake a position during the class discussion. In
this regard, the meetings achieved what is conventionally sought
in a graduate seminar.
The moderator, in addition to guiding the time-segments of
the class meetings, was expected to question the speaker and
critic, to clarify and summarize their arguments, and to intro-
duce other considerations relevant to the field of inquiry. The
moderator also directed the discussions to salient issues in the
readings which were not specifically included in the paper-
critique discussion. The moderator’s role proved to be a crucial
one for the success of the sessions. Others (as well as the
speaker, critic, and faculty adviser) took part in a general
4. A zyxwvutsr
SELF-DIRECTED GRADUATE SEMINAR 89 zy
discussion and analysis of arguments raised by the speaker and
critic. At times this discussion became quite liveiy, and zy
a
participant not familiar with the assigned readings for the
week could scarcely hope to contribute to the diqcussion. In
a conventional seminar, the professor functions as moderator.
We tend to believe that when a student assumes this role, the
IJther students become more responsive.
FORMAT. The class met for two and one-half hour sessions
every week for fourteen weeks. The meetings were carefully
structured in order to facilitate the assigned functions of the
participants. First, the speaker and the critic were allotted one-
half how each for the presentation of their arguments. Second,
in order to focus the specific points of agrPement and disagree-
ment, the moderator conducted a short discussior: period
between the critic and speaker. Since three to five days elapsed
between the date when the papers and critiques were due and
the day when they were presented, they frequently reflected
additions and revisions. Third, the remainder of the session
was devoted to general examination of these theses, other issues
in the assigned readings, and related topics.
The procedure of each class meeting was expedited by the
fact that all participants, as well as the faculty adviser, had
typewritten copies of both the paper and the critique well in
advance of the meeting itself. This is a unique feature of the
seminar: the speaker presented a draft of his paper to the
critic and other members of the seminar zyxw
no zyx
less than zy
fue zy
days
prior to the class meeting in which he would present the paper.
The critic submitted copies of his critique to the other members
no less than three days prior to the class meeting in which he
would present his critique. In practice this followed a fixed
schedule: since the class meetings were held on Mondays,
papers were due on the preceding Wednesdays and critiques
were due on the preceding Fridays.
The schedule of reading assignments was prepared prior to
the beginning of the semester. The semester was divided into
an introductory two-week segment followed by four three-
week segments corresponding to the following subjects : (1)
historical background, (2) knowledge and belief, (3) perception,
(4) memory, and zyxwv
(5) truth. zyxw
The assigned readings each week
averaged forty-five pages.
Assignments of duties as speaker, critic, and moderator were
made by random drawings at the beginning of the semester.
They were made on a rotating basis such that each participant
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presented a paper (was speaker) every third week. On the other
two weeks he served as either critic or moderator. Consequently,
during the semester each participant gave four papers on
different subjects, four critiques on different subjects, and
moderated four times on different subjects. (Assignment of
duties was arranged so that, for example, the same speaker and
critic were not matched four times in succession.) This may
seem somewhat involved-it was in practice made quite simple
by mimeographing and distributing a course schedule at the
beginning of the semester.
The papers and critiques averaged five to six typewritten
pages. Because all members of the class were familiar with the
assigned readings, the papers and critiques were directed to an
informed audience and, as in a conventional seminar, were both
concentrated in style and narrow in scope. zyxw
Evaluation: This evaluation of the seminar is in no sense
scientific. The small number of students involved and its single
occurrence preclude any sort of comparative or statistical
study. Thus, the evaluation will be an informal one. At the
conclusion of the course, each participant prepared a detailed
written appraisal of the seminar and its various aspects. The
following remarks will reflect those evaluations. However, it
Will also reflect assessments that the participants have formu-
lated concerning the course itself and its effects upon subsequent
philosophical studies and teaching in the three years since the
seminar was conducted.
TEXTS. In retrospect, the above mentioned texts seemed to
have been an adequate choice. However, as one result of
working through the selected texts, we acknowledge that there
are other equally suitable and perhaps more appropriate sets
of readings: either a judicious selection of reprints and
photocopies of the significant papers in the twentieth century
theory of knowledge or an anthology which incorporates these
papers. The books by Ayer, Russell, and Woozley might have
been read by the participants prior to the course as summer
reading. Indeed, a short preliminary list of background readings
to be mastered in advance of the course would have been
a helpful prerequisite. (Obviously, any selection of texts is
dependent upon the intended subject of study. For example, if
a course proposed to concentrate on the problem of memory
alone, one might wish to use several book-length works and/or
journal articles.)
The texts did yield a balanced measure of background
6. A SELF-DIRECTED GRADUATE SEMINAR 91zy
information and critical comment; consequently, in relation to
the goals of the course, the major aspects of contemporary
epistemology were given adequate consideration. Nevertheless,
there did appear to be several disadvantages with the use of
these books. First, because of the complexity of the epistemo-
logical issues which were presented in several of the books,
one frequently felt that the scope of the material, after pursuing
references, was much too extensive. For example, in reading
the books by White and Locke, one frequently wanted to
investigate further the many theories, problems, and proposals
briefly referred to by both authors. Indeed, the need to have a
deeper understanding of these points became apparent when
one was faced with the task of writing and defending a critical
essay on them. Second, in another sense, the scope of the
material in general often seemed restrictive. There was relatively
little treatment of or exposure to such problem-areas as religious
or aesthetic knowledge, practical knowledge, and the problem
of other minds. The scientific perspectives on such questions
as those of memory and perception were, for the most part,
unexplored despite their importance. These areas were con-
tinually touched upon, but none was dealt with systematically.
Yet, neither of these disadvantages was viewed as critical.
Similar considerations are inherent in any course proposal, and
in every case a decision must be made as to what should be
included and what must be excluded. In this particular instance,
any attempt to resolve these disadvantages might have led to
an imbaIance elsewhere.
FORMAT. The class procedure of discussing papers, critiques,
and the readings turned out to be an effective and successful
one in practice. While this traditional aspect of the course is
not inherently successful, we could envision no other general
scheme which would have worked better although others may
have worked equally well. It was felt that several additional
students would have enhanced the course. Ideally, the sym-
posium format is designed for and functions best in the context
of a larger group.
Despite the fact that meetings had been held, preparations
had been made, and formal preparations (papers, critiques, and
prepared remarks) had been completed prior to the class meeting
itself, it was concluded that the weekly sessions were not only
beneficial but necessary. zyxw
As in all seminars, when the partici-
pants sought to defend a point of view, the controversy was
exciting. At such sessions the discussion was intense and
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regularly spilled over after class hours. On many occasions
significant issues not specifically covered either in the papers
or in the readings were introduced. Here many more questions
were raised than answered: too frequently we wondered if most
disputes were merely verbal ones. We constantly wondered
whether there are exclusively philosophical questions (as
opposed to scientific or psychological questions}in the theory of
knowledge, and we wondered about the scientist’s role in all of
this. Problems were put aside in the meetings only to have new
ones immediately take their place. Few issues were resolved
and at times this was profoundly frustrating. Yet this exposure
to the many problems and to the main ways they may be
approached seems in retrospect to be one of the most valuable
features of the seminar.
Because the course was, to a great extent, structured around
the papers and critiques several observations about these are
appropriate even though they are standard features of most
seminars. First, the papers and critiques, though brief by some
criteria, were generally attempts at original criticism of the
readings. A second advantage was derived simply from the
constant writing. The participants benefited enormously not
only from having to master and evaluate the assignments in a
relatively short time (this much was always presupposed), but
also from having to express their views in an intelligible and
defensible form. Over the course of the semester, the partici-
pants were able to see an increase both in the quality of their
papers and in their facility for writing original essays. The
result was a greater confidence in one’s ability to do philosophy,
and this factor has had a marked effect on subsequent philo-
sophical studies. Third, the practice of distributing the papers
and critiques before the class meetings was particularly effective.
Not only did it enable the members of the seminar to prepare
their remarks beforehand, but it freed a considerable amount
of class time to refine and develop the issues raised in the
papers. Finally, while the faculty adviser in this seminar did
not serve either as a speaker, critic, or moderator, he certainly
need not be excluded from these roles in similar courses.
The writing, critique, and discussion of papers is, of course,
nothing new in a graduate seminar. Nevertheless, since the
responsibility for the success of this traditional format rested
solely on the students themselves, the often-sought ideal of
sustained student interest and concern were made possible.
Conclusiun: Perhaps the single most important factor in the
8. A SELF-DIRECTED GRADUATE SEMINAR 93 zy
success of this self-directed seminar was the motivation on the
part of the participants resulting from the fact that the course
was in a very real sense “our” course. It was not simply another
course given by someone else (or offered by the department)
which we chose or were required to take. Since the partici-
pants had invested considerable time and effort in planning
the seminar, the responsibility for its failure or success in
practice was keenly and continuously felt.
Furthermore, it is necessary for the success of such a seminar
that the faculty adviser not use the course as a vehicle for his
own purposes, nor monopolize its functioning in any way.
While the adviser’s role is not fixed, he should provide what
might be termed a “presence of authority and expertise”. This
is not to say that the adviser should not or cannot take an
active part in the discussions. Indeed, because of his com-
petence, he would be expected to do so. However, it is also
incumbent upon the adviser to exercise restraint and discipline,
and for one who has had a great deal of teaching experience
and a familiarity with the area of study, it is perhaps the most
difficult role of all.
While it is not always easy to say in hindsight that any
particular course was successful or, if so, why it was successful,
this can clearly be said in some cases. We submit that the
present self-directed seminar is such a case. This judgment is
based upon several factors. First, because the participants were
highly motivated the course material was not so much studied
as lived. There was constant interaction among the members
of the class. Second, the students were unanimous in their
belief that they had learned not only a great deal of information
but, perhaps more important, had become more self-assured in
their ability to do philosophy. Third, the course provided
valuable lessons in the techniques of conducting upper level
courses. At the very least the participants’ horizons had been
greatly expanded. Simply because one has always taught or
always been taught in a certain way does not mean that way
is necessarily the best way. Finally, all of these factors were
supported by an additional evaluation-that of the faculty
adviser.
In conclusion we do not claim that this is a completely
novel approach. Yet, while most of the techniques may have
been used before in related forms, we are not familiar with
any published accounts where students developed their own
procedures. We believe our efforts and results may be of some
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value to other philosophers because at the same time the
method embodied in this self-directed seminar zyx
: (1) provides
one means of familiarizing philosophy students with the
mechanics of teaching zyxw
upper division courses, (2) yields import-
ant pedagogical results for the graduate student both as student
and as philosopher, and (3) compels students to seek solutions
for specific philosophical problems.
UNIVERSITY OF ARKANSAS