This insightful slide show is from the Counsellors' Workshop conducted by Dr. Zeenath Reza Khan at the University of Wollongong in Dubai for School Counsellors, that provides helpful overview of academic writing and integrity
Keeping webinars inclusive - Alistair McNaught and Paul Richardson - Jisc Dig...Jisc
This document discusses keeping webinars inclusive for people with disabilities. It addresses potential issues that may arise for delegates who are blind, deaf, dyslexic, or have motor impairments. Suggested solutions are provided, such as preparing materials in advance, describing visual content, summarizing discussions, and allowing alternative ways to participate like open microphones or post-event feedback. The goal is to accommodate disabilities while not negatively impacting others. Considerations like privacy and personality are also important. With advance planning and accommodations, webinars can provide accessible online experiences for all.
This presentation provides an overview of academic skills and expectations for first year university students. It addresses common myths about university study and outlines resources and support services available. The presentation covers time management, analyzing assignment questions, academic writing skills like referencing and paraphrasing, and developing critical thinking. Workshop objectives are to enhance awareness of study behaviors leading to success and build skills in understanding how and where to seek academic support.
Art of a Medical Research (Art of making an Original Research Article)Prof. Dr. Hironmoy Roy
This describes the path from conceive to birth of a medical research paper, describes how an author can plan the entire way of making an original research article.
The document discusses challenges and opportunities in choosing instructional materials for teaching Chinese. It notes that material selection is important and can determine curriculum. Issues to consider include language variety, approach to literacy, and the role of literacy. When evaluating materials, it is important to consider diversity, bias, cultural appropriateness, and how well they align with program goals and standards. Guidelines recommend materials that are well-organized, encourage communication over grammar, integrate culture, and support different learning abilities and needs.
The document discusses three articles on the use of blogging in education. The first article provides five tips for classroom blogging, including having students sign a code of conduct, structuring blogs by topic rather than time, and having teachers participate. The second article discusses using blogs to expand in-class discussion and sharing stories. The third article reviews two studies where blogging improved student writing and organization and helped motivate students. The conclusion is that blogging is a unique educational resource that can increase student motivation and improve work quality across subjects when used properly.
Teaching social studiessocial justice and service learningedublog11
The document discusses the importance of teaching social studies through the lens of social justice and citizenship. It advocates for using service learning projects to help students develop empathy, engage civically in their community, and make connections between course content and real-world issues. Examples are provided of how teachers can integrate social justice topics, citizenship, and service learning into their social studies curriculum.
This document discusses the benefits of teacher blogging. It outlines seven reasons why teachers should blog, including opportunities for exposure, engagement, and networking. Blogs allow teachers to construct professional identities and develop social alliances through shared practices and goals. Blogs also provide opportunities for reflection, including descriptive reflection, dialogic reflection, and critical reflection. Reflective practice through blogging can help teachers recognize teaching as an art, challenge tradition, and foster understanding of diversity while increasing teaching effectiveness.
Keeping webinars inclusive - Alistair McNaught and Paul Richardson - Jisc Dig...Jisc
This document discusses keeping webinars inclusive for people with disabilities. It addresses potential issues that may arise for delegates who are blind, deaf, dyslexic, or have motor impairments. Suggested solutions are provided, such as preparing materials in advance, describing visual content, summarizing discussions, and allowing alternative ways to participate like open microphones or post-event feedback. The goal is to accommodate disabilities while not negatively impacting others. Considerations like privacy and personality are also important. With advance planning and accommodations, webinars can provide accessible online experiences for all.
This presentation provides an overview of academic skills and expectations for first year university students. It addresses common myths about university study and outlines resources and support services available. The presentation covers time management, analyzing assignment questions, academic writing skills like referencing and paraphrasing, and developing critical thinking. Workshop objectives are to enhance awareness of study behaviors leading to success and build skills in understanding how and where to seek academic support.
Art of a Medical Research (Art of making an Original Research Article)Prof. Dr. Hironmoy Roy
This describes the path from conceive to birth of a medical research paper, describes how an author can plan the entire way of making an original research article.
The document discusses challenges and opportunities in choosing instructional materials for teaching Chinese. It notes that material selection is important and can determine curriculum. Issues to consider include language variety, approach to literacy, and the role of literacy. When evaluating materials, it is important to consider diversity, bias, cultural appropriateness, and how well they align with program goals and standards. Guidelines recommend materials that are well-organized, encourage communication over grammar, integrate culture, and support different learning abilities and needs.
The document discusses three articles on the use of blogging in education. The first article provides five tips for classroom blogging, including having students sign a code of conduct, structuring blogs by topic rather than time, and having teachers participate. The second article discusses using blogs to expand in-class discussion and sharing stories. The third article reviews two studies where blogging improved student writing and organization and helped motivate students. The conclusion is that blogging is a unique educational resource that can increase student motivation and improve work quality across subjects when used properly.
Teaching social studiessocial justice and service learningedublog11
The document discusses the importance of teaching social studies through the lens of social justice and citizenship. It advocates for using service learning projects to help students develop empathy, engage civically in their community, and make connections between course content and real-world issues. Examples are provided of how teachers can integrate social justice topics, citizenship, and service learning into their social studies curriculum.
This document discusses the benefits of teacher blogging. It outlines seven reasons why teachers should blog, including opportunities for exposure, engagement, and networking. Blogs allow teachers to construct professional identities and develop social alliances through shared practices and goals. Blogs also provide opportunities for reflection, including descriptive reflection, dialogic reflection, and critical reflection. Reflective practice through blogging can help teachers recognize teaching as an art, challenge tradition, and foster understanding of diversity while increasing teaching effectiveness.
This document provides guidance on writing for publication. It discusses using examples, anecdotes, scenarios, and figurative language to build arguments and tell stories in academic writing. It also addresses common challenges academics face in balancing teaching and research responsibilities and pressures. Academics are encouraged to view teaching as a private activity and research as more public and a priority for career advancement. While measurement of teaching quality is subjective, research metrics like publications are emphasized as the primary currency of academic work. The document suggests academics consider their own and others' learning, as well as contributing to knowledge and society, as motivations for doing research beyond employment and career goals.
Using Asynchronous Tools Cengage Phoenix 3 10Drexel
The document discusses using asynchronous tools like message boards, blogs and wikis in writing classrooms. It outlines the pedagogical advantages of these tools, including allowing more time for students to think and write, facilitating written dialogue, and developing student authority. The document also provides examples of how to structure asynchronous discussions, with prompts and different types of discussion threads. It discusses evaluating student writing in these online environments without adding significant grading burdens.
Socrates was an ancient Greek philosopher who believed the best method of learning was through questioning rather than writing things down. A Socratic circle is a strategy where students engage in conversation around a topic to build understanding, deriving facts from each other's answers. While it can improve discussion and creative thinking, it risks going off topic or not reaching a factual conclusion.
The document summarizes findings from a collaborative project between Cornell University Library and Columbia University Libraries to better understand how to support doctoral students in the humanities. Key findings from interviews with 45 humanities PhD students include: (1) providing dedicated individual and group study spaces to promote academic and social community; (2) fostering community through centralized referral services and documentation training; (3) providing access to deep research collections through purchase suggestions and improved discovery tools; and (4) offering research, information management, and teaching expertise assistance. Next steps focus on sharing findings to inform library and campus planning and services.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
Reading, writing and critical thinking conference take awaysberklibrary
The document summarizes perspectives from four librarians on the 1st Annual Internal Berkeley College Reading, Writing and Critical Thinking Conference. Key takeaways included emphasizing practical, real-world examples in teaching; learning about students and their different needs; and encouraging student learning from each other. Favorite sessions focused on using allegory and facts over opinions in teaching. New concepts learned were requiring objective, fact-based writing supported by citations and assessing textbook reading levels. The conference provided inspiration around how to effectively teach students and engage them in their own learning.
This document provides guidance on structuring and editing academic writing. It discusses establishing good writing habits by considering behavioral, emotional, social, and artisanal habits. It then outlines principles for editing one's own work, including making writing more active, concise, precise, and grounded in concrete language. Specific tips include removing unnecessary words, avoiding repetition, and abandoning tired metaphors. The document concludes by listing references on academic writing.
Student Meaning Making from Informational TextDavid Cain
The document discusses the concept of close reading and a three read approach to close reading texts. Close reading involves carefully examining a text through repeated readings to deeply analyze what it says, how it says it, and how it connects to other texts. It recommends using short passages that can be read in 10 minutes. The three read approach involves an initial read to get an overview, a second read while annotating to fill in details, and a third read to develop a broader argument about the text. Implementing a three read approach in the classroom would involve different activities following each read, like discussion questions after the first and developing an argument with evidence after the third.
This document provides guidance on using effective questioning strategies and structured discussion techniques to engage students. It discusses ways to deliver questions, wait time, and changing pace. Twenty structured discussion techniques are described, including brainstorming, buzz groups, case studies, concept maps, and more. For each technique, the document considers group size, class type, level of teacher preparation needed, and size of discussion groups.
The document discusses using blogs as an alternative to traditional essays for art and design students. It notes that essays favor strong academic writing skills and are perceived as dry, while many art students are dyslexic. Blogs allow for broader research, visual thinking, nonlinear text, and less formality. However, blogs also risk shallow or unclear work without citations or focus. The document describes two case studies where blogs were used, noting successes like student engagement, but also issues like unclear boundaries and lack of analysis. It concludes with considerations for improving the use of blogs going forward.
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.
The document provides suggestions for improving standardized test scores, including having students practice with old tests, review material twice over the school year, and emphasize frequent retrieval practice and self-testing. It also recommends letting students take on more active roles in their learning by writing tests, preparing lessons, and finding their own resources. The focus is on empowering students and having them teach each other.
This document provides tips for developing productive relationships with academic supervisors. It emphasizes the importance of communication strategies like taking initiative, pausing before responding to questions, and responding directly to questions rather than indirectly. It also recommends attending department events, finding a professor's research area, and not just visiting with assignment questions. A case study example illustrates suggestions for a student having difficulties, like making an appointment, clearly describing the problem course, and asking other students for help.
Liberal Education & America's Promise (LEAP) Initiative's Impact on Informati...Elizabeth Dolinger
Presented at ACRL National Conference in Indianapolis Indiana April 11, 2013. Research on the impact of the AAC&U's LEAP initiative on Information Literacy Programs in higher education.
The document discusses strategies for creating and facilitating effective online discussions, including establishing clear expectations, choosing relevant topics, providing introductory work for students, setting guidelines for initial comments and responses, and using small groups to improve participation. Quality online discussions benefit from problem-solving activities, instructor facilitation, and ensuring social learning through student collaboration.
This document provides an overview and best practices for building online communities and discussions in educational settings. It discusses alternatives to asynchronous online discussions, including online debates, visual dictionaries, and blogging. Discussion forums, or asynchronous online discussions, are presented as a flexible way for teachers to communicate with students. Guidelines are offered for structuring discussions, including using real-life problems, providing support, and evaluating participation. Rubrics for assessing student work in online debates, visual dictionaries and blogs are also presented.
Sparking learning in the context of metrics: cast iron or teflon?Tansy Jessop
This document provides an overview of a presentation on metrics and measuring teaching excellence given by Tansy Jessop at the Business Librarians Conference on July 5, 2017. The presentation discusses the limitations of metrics for defining and measuring excellent teaching, and argues that some of the most important aspects of academic culture, like inspiring learning, resist simple quantification. The presentation also provides strategies for sparking learning through academic reading and writing, research-informed teaching, and developing personal connections with students.
This document outlines a webquest assignment for 10th grade students on writing and delivering a speech. The task involves students watching speeches by great leaders, analyzing transcripts, researching a topic, writing their own speech, and presenting it to the class. The process section provides guidance on selecting speeches, analyzing rhetorical techniques, developing an argument, and delivering their speech. It also includes rubrics for evaluating students' work. The teacher page provides additional context for implementing the lesson and assessing its effectiveness.
El documento proporciona instrucciones paso a paso sobre cómo acceder y utilizar diferentes herramientas y funciones dentro de un sistema de aprendizaje en línea, incluyendo cómo actualizar información, participar en foros, enviar mensajes, configurar una cuenta de correo estudiantil, crear grupos de contactos, compartir archivos y cambiar la privacidad de documentos.
The document provides information on several electric log splitters for sale. It summarizes the key features of each splitter, including their splitting capacity in tons, motor type and power, maximum log size they can split, safety features, and whether they are horizontal or vertical models. The electric splitters range in capacity from 4 to 20 tons and allow for splitting wood indoors without fumes or gasoline.
This document provides guidance on writing for publication. It discusses using examples, anecdotes, scenarios, and figurative language to build arguments and tell stories in academic writing. It also addresses common challenges academics face in balancing teaching and research responsibilities and pressures. Academics are encouraged to view teaching as a private activity and research as more public and a priority for career advancement. While measurement of teaching quality is subjective, research metrics like publications are emphasized as the primary currency of academic work. The document suggests academics consider their own and others' learning, as well as contributing to knowledge and society, as motivations for doing research beyond employment and career goals.
Using Asynchronous Tools Cengage Phoenix 3 10Drexel
The document discusses using asynchronous tools like message boards, blogs and wikis in writing classrooms. It outlines the pedagogical advantages of these tools, including allowing more time for students to think and write, facilitating written dialogue, and developing student authority. The document also provides examples of how to structure asynchronous discussions, with prompts and different types of discussion threads. It discusses evaluating student writing in these online environments without adding significant grading burdens.
Socrates was an ancient Greek philosopher who believed the best method of learning was through questioning rather than writing things down. A Socratic circle is a strategy where students engage in conversation around a topic to build understanding, deriving facts from each other's answers. While it can improve discussion and creative thinking, it risks going off topic or not reaching a factual conclusion.
The document summarizes findings from a collaborative project between Cornell University Library and Columbia University Libraries to better understand how to support doctoral students in the humanities. Key findings from interviews with 45 humanities PhD students include: (1) providing dedicated individual and group study spaces to promote academic and social community; (2) fostering community through centralized referral services and documentation training; (3) providing access to deep research collections through purchase suggestions and improved discovery tools; and (4) offering research, information management, and teaching expertise assistance. Next steps focus on sharing findings to inform library and campus planning and services.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
Reading, writing and critical thinking conference take awaysberklibrary
The document summarizes perspectives from four librarians on the 1st Annual Internal Berkeley College Reading, Writing and Critical Thinking Conference. Key takeaways included emphasizing practical, real-world examples in teaching; learning about students and their different needs; and encouraging student learning from each other. Favorite sessions focused on using allegory and facts over opinions in teaching. New concepts learned were requiring objective, fact-based writing supported by citations and assessing textbook reading levels. The conference provided inspiration around how to effectively teach students and engage them in their own learning.
This document provides guidance on structuring and editing academic writing. It discusses establishing good writing habits by considering behavioral, emotional, social, and artisanal habits. It then outlines principles for editing one's own work, including making writing more active, concise, precise, and grounded in concrete language. Specific tips include removing unnecessary words, avoiding repetition, and abandoning tired metaphors. The document concludes by listing references on academic writing.
Student Meaning Making from Informational TextDavid Cain
The document discusses the concept of close reading and a three read approach to close reading texts. Close reading involves carefully examining a text through repeated readings to deeply analyze what it says, how it says it, and how it connects to other texts. It recommends using short passages that can be read in 10 minutes. The three read approach involves an initial read to get an overview, a second read while annotating to fill in details, and a third read to develop a broader argument about the text. Implementing a three read approach in the classroom would involve different activities following each read, like discussion questions after the first and developing an argument with evidence after the third.
This document provides guidance on using effective questioning strategies and structured discussion techniques to engage students. It discusses ways to deliver questions, wait time, and changing pace. Twenty structured discussion techniques are described, including brainstorming, buzz groups, case studies, concept maps, and more. For each technique, the document considers group size, class type, level of teacher preparation needed, and size of discussion groups.
The document discusses using blogs as an alternative to traditional essays for art and design students. It notes that essays favor strong academic writing skills and are perceived as dry, while many art students are dyslexic. Blogs allow for broader research, visual thinking, nonlinear text, and less formality. However, blogs also risk shallow or unclear work without citations or focus. The document describes two case studies where blogs were used, noting successes like student engagement, but also issues like unclear boundaries and lack of analysis. It concludes with considerations for improving the use of blogs going forward.
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.
The document provides suggestions for improving standardized test scores, including having students practice with old tests, review material twice over the school year, and emphasize frequent retrieval practice and self-testing. It also recommends letting students take on more active roles in their learning by writing tests, preparing lessons, and finding their own resources. The focus is on empowering students and having them teach each other.
This document provides tips for developing productive relationships with academic supervisors. It emphasizes the importance of communication strategies like taking initiative, pausing before responding to questions, and responding directly to questions rather than indirectly. It also recommends attending department events, finding a professor's research area, and not just visiting with assignment questions. A case study example illustrates suggestions for a student having difficulties, like making an appointment, clearly describing the problem course, and asking other students for help.
Liberal Education & America's Promise (LEAP) Initiative's Impact on Informati...Elizabeth Dolinger
Presented at ACRL National Conference in Indianapolis Indiana April 11, 2013. Research on the impact of the AAC&U's LEAP initiative on Information Literacy Programs in higher education.
The document discusses strategies for creating and facilitating effective online discussions, including establishing clear expectations, choosing relevant topics, providing introductory work for students, setting guidelines for initial comments and responses, and using small groups to improve participation. Quality online discussions benefit from problem-solving activities, instructor facilitation, and ensuring social learning through student collaboration.
This document provides an overview and best practices for building online communities and discussions in educational settings. It discusses alternatives to asynchronous online discussions, including online debates, visual dictionaries, and blogging. Discussion forums, or asynchronous online discussions, are presented as a flexible way for teachers to communicate with students. Guidelines are offered for structuring discussions, including using real-life problems, providing support, and evaluating participation. Rubrics for assessing student work in online debates, visual dictionaries and blogs are also presented.
Sparking learning in the context of metrics: cast iron or teflon?Tansy Jessop
This document provides an overview of a presentation on metrics and measuring teaching excellence given by Tansy Jessop at the Business Librarians Conference on July 5, 2017. The presentation discusses the limitations of metrics for defining and measuring excellent teaching, and argues that some of the most important aspects of academic culture, like inspiring learning, resist simple quantification. The presentation also provides strategies for sparking learning through academic reading and writing, research-informed teaching, and developing personal connections with students.
This document outlines a webquest assignment for 10th grade students on writing and delivering a speech. The task involves students watching speeches by great leaders, analyzing transcripts, researching a topic, writing their own speech, and presenting it to the class. The process section provides guidance on selecting speeches, analyzing rhetorical techniques, developing an argument, and delivering their speech. It also includes rubrics for evaluating students' work. The teacher page provides additional context for implementing the lesson and assessing its effectiveness.
El documento proporciona instrucciones paso a paso sobre cómo acceder y utilizar diferentes herramientas y funciones dentro de un sistema de aprendizaje en línea, incluyendo cómo actualizar información, participar en foros, enviar mensajes, configurar una cuenta de correo estudiantil, crear grupos de contactos, compartir archivos y cambiar la privacidad de documentos.
The document provides information on several electric log splitters for sale. It summarizes the key features of each splitter, including their splitting capacity in tons, motor type and power, maximum log size they can split, safety features, and whether they are horizontal or vertical models. The electric splitters range in capacity from 4 to 20 tons and allow for splitting wood indoors without fumes or gasoline.
Criterios de cómo se organiza y funciona una empresa turística hotelera748836
Una empresa turística hotelera exitosa requiere una estructura organizacional bien diseñada con gerentes y empleados que cumplen funciones específicas, lo que permite mantener altos estándares de productividad y aprovechar oportunidades de negocio. El director es la máxima autoridad responsable de supervisar el funcionamiento de los departamentos y asegurar que la empresa cumple con las necesidades del mercado.
Jon Du Pre is being strongly endorsed by his former supervisor George Severson for a teaching position. Severson confirms that during the two years Jon worked under him at KTVX, he demonstrated high competency and knowledge of the journalism industry. Severson believes Jon would be an excellent mentor and teacher for students due to his professionalism and the contributions he made to his coworkers as a true professional in the field.
The purpose of Orphan Support Program is to provide support to the children who lost either one or both of their parents, and hence a vital source of support. Currently the Orphan Care Program is successfully run in all provinces of Pakistan including Azad Jamu Kashmir, Gilgit Baltistan, and FATA. Rs. 324 million have been disbursed through 31 clusters, which are assisting 5,169 children. Each cluster is administrated by an in-charge who, along with local community looks after the needs of the children. Alkhidmat Foundation intends to add another 1,500 orphan children to the pool. - See more at: http://al-khidmatfoundation.org/ocp/#sthash.8SOc0izJ.dpuf
This curriculum vitae is for Nkele Bestar Malepeng, who was born in 1991 in South Africa. She holds a National Diploma in Human Resource Management from Tshwane University of Technology obtained in 2014. Her previous experience includes a 1-year internship in Human Resource Management at NEHAWU from 2015-2016, where she supported recruitment and selection processes, administered leave applications, and assisted with employee conditions of service. She is currently employed providing general administration support and resource management, attending meetings regarding members, and recruiting new members for NEHAWU.
Este documento presenta varias herramientas digitales para crear y compartir contenido en línea, incluyendo presentaciones, documentos en línea, audio y video, imágenes, podcasting, notas virtuales, herramientas de Google y almacenamiento en la nube.
The document provides information on several electric log splitters for sale. It summarizes the key features of each splitter, including their splitting capacity in tons, motor type and power source, log size capacity, construction materials, safety features, and warranties. The electric log splitters described can be used indoors and do not require gasoline, making them more convenient and quiet options for splitting firewood.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.
Sintesis de proteínas:Transcripción y traducción de adn Sofia Paz
El documento describe los pasos del flujo de información genética desde el ADN hasta las proteínas. Primero, la transcripción convierte la secuencia de nucleótidos del ADN en ARN mensajero a través de la copia del ADN al ARN. Luego, el splicing elimina las secuencias no codificantes del ARN precursor. Finalmente, la traducción convierte la secuencia de nucleótidos del ARN mensajero en una secuencia de aminoácidos para formar una proteína a través de la unión secuencial de los aminoácidos guiada por
The document discusses a business proposal to produce bioethanol from sugar industry waste in India. The key points are:
1) The business aims to set up a manufacturing plant to produce high quality bioethanol from bagasse and molasses, waste products of the sugar industry, and sell it as a cheap fuel substitute.
2) Bioethanol production would effectively reduce fuel prices, revolutionize transportation, generate rural employment, and maximize potential of the agro industry in India.
3) The sugar industry produces large amounts of bagasse and molasses annually, making them essentially free and abundant raw materials for bioethanol production. Converting these wastes would provide an eco-friendly and sustainable solution.
1) El secretario de Salud de Pilar, Carlos Kambourian, criticó las marchas realizadas frente al Hospital Meisner por casos de muertes maternas, afirmando que están comandadas por banderas políticas. 2) El secretario de Seguridad Nacional, Eugenio Burzaco, visitó Pilar y supervisó un operativo de control vehicular, reuniéndose con el intendente Nicolás Ducoté para hablar sobre la distribución de fuerzas de seguridad. 3) El concejal Santiago Laurent criticó la gestión de seguridad de Ducoté luego de la
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
This document provides a 10-day curriculum to help high school students write powerful college application and scholarship essays. The objectives are to help students identify their unique stories and qualities, brainstorm counter-narrative essay topics, and develop autobiographical narratives using effective techniques. The curriculum includes activities like preparing a strong resume, reviewing essay examples, identifying core qualities and stories, and writing draft essays. It is designed to help students convey who they are and how they have empowered themselves in a way that will stand out to admissions officers.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
Colg 191 mississippi library association 2012 10Harvey Brenneise
This document discusses the development and implementation of a 1-credit, online information literacy course at Chadron State College in Nebraska. The course aims to teach students to recognize their information needs and locate, evaluate, and effectively use information. It covers topics like developing research topics, finding and evaluating academic sources, avoiding plagiarism, and managing the research process. Students complete tutorials, discussions, quizzes, assignments, and a final annotated bibliography. The course was successful, though some students would benefit from additional support. Further research questions are posed about predicting student success and adapting the course for different student populations.
This document provides information and advice to international students on preparing for academic success at Virginia Commonwealth University (VCU). It outlines key aspects of the American classroom including its student-centered approach and workload expectations. It also summarizes VCU's core curriculum requirements and honors system. The document concludes by offering tips on time management, seeking academic support, and career development.
This document provides guidance on designing effective online discussions. It discusses opportunities such as all students having a voice and being able to apply material to real world events. Challenges include facilitating high-quality discussions and managing time. The document recommends asking open-ended, challenging questions aligned to learning objectives. It also suggests keeping discussion groups small, clearly outlining expectations, and assigning a significant grade to participation.
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.
The document discusses academic integrity and provides guidance on maintaining integrity in academic work. It defines academic integrity as honesty and responsibility in scholarship. It emphasizes producing work through one's own effort and understanding, and avoiding plagiarism, cheating, and other dishonest behaviors. The document provides examples of dishonest behaviors and sanctions for violating integrity policies. It offers tips for effective research, time management, and getting help to complete assignments with integrity.
This document provides the syllabus for an online graduate course on leadership and team development offered at Amberton University. The course will be taught from September to November 2014. It lists the instructor's contact information and office hours. Required textbooks and materials are specified. Course competencies are outlined, along with assignments used to demonstrate mastery of each competency. Course policies on plagiarism, written assignments, late work, and academic resources are provided. The grading criteria and assignments - including a research paper, case study, quizzes, and oral presentation - are described in detail. The course will be delivered through online lectures and discussions. A weekly course outline with assigned readings and due dates is included.
This document provides an overview of new approaches to online learning orientation at Texas Woman's University. It discusses building community through socialization activities like discussion boards. Seasoned students and peers used discussion boards to share experiences and advice on topics like time management and feelings of inadequacy. The orientation also focused on acclimating students to graduate-level expectations through emphasizing APA style, scholarly writing, interviews with faculty, and understanding the progression from undergraduate to graduate work. Rubrics and feedback aimed to promote professional writing skills. Student feedback was positive, praising the interactive chat sessions and encouragement from instructors.
Sociology of Food and Agriculture Syllabusteperkins
This course introduces students to the sociology of food and agriculture. The goals are to develop students' sociological imagination as it relates to food, analyze the US food system through lenses of race, class and gender, and improve skills in reading, research, writing, and critical thinking. Students will complete reading responses, facilitate class discussions, maintain an annotated reading portfolio, draft and present a Wikipedia article, and write a reflection paper. The course aims to create a respectful learning environment.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
These slides were presented during a webinar held 7:30PM, February 9, 2015. The webinar introduced teachers to the SIFMA Foundation's national essay contest, InvestWrite.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
We believe that all high school English teachers can help students begin to prepare for college by embedding personal narratives into their curricula. Students must write powerful college application and scholarship essays as seniors. What better way to help students write authentic stories by helping them throughout high school learn how to write about themselves?
An entertaining, insightful slide show from the cascading project on Academic Integrity conducted by Dr. Zeenath Reza Khan at University of Wollongong in Dubai for School Counsellors that gives helpful tips on how to train and develop academic integrity in schools.
This document provides tips and resources for international students to succeed academically and socially at UC Berkeley. It recommends getting involved on campus through student clubs and organizations to build community and clarify career interests. Some key strategies for academic success include attending lectures, taking good notes, actively participating in discussions, reading purposefully, forming study groups, and maintaining academic integrity. Mental health and well-being are also addressed, with advice on developing a support system, seeking help if needed, and establishing a balanced lifestyle.
This document provides an overview and instructions for a training on implementing AMSCO AP Social Studies resources. It includes:
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3. • Provide insight into Academic Writing and Integrity
• Help develop understanding of the need to focus on
academic writing and integrity
• Shed light on status of academic writing and integrity in
the UAE
• Brainstorm
4. Agenda:
• What is Academic Writing?
• Why is Academic Writing
important?
• And the real reason?
• A Sad but True Example
• 10:45am - 11:00am
Coffee/Tea break
• What is Academic Integrity
• Why is Academic Integrity
important?
• Shocking statistics
• What’s the next step?
• 11:45am Open Forum
• 12noon Workshop Concludes
with Lunch at Empty Quarters,
Block 15, Third Floor
6. “any writing done to fulfill a
requirement of a college or
university”
“has one central point or theme with
every part contributing to the main line
of argument, without digressions or
repetitions… objective is to inform
rather than entertain…in the standard
written form of the language”“read by teacher and
researchers or presented
at conferences”
Please work in pairs to answer the following question:
What is Academic Writing?
You will be given 5 minutes to discuss this with your partner after which time we
will discuss it with the rest of the group
7. • Books and book reports
• Translations
• Essays
• Research paper or research article
• Conference paper
• Dissertation and Thesis - These are written to obtain an
advanced degree at a college or university.
• Abstract - This is a short summary of a long document.
• Explication - This is a work which explains part of a
particular work.
8. Please work in pairs to answer the
following question:
Why is Academic Writing important for
high school students?
You will be given 5 minutes to discuss this
with your partner after which time we will
discuss it with the rest of the group
9. Enhance
Intellectual Capacity
of Students
Increase Student’s
Knowledge base
Enhance Critical
Thinking Skills
Increase Research
Skills
Enhance Student’s
Writing Skills
Teach Time
Management Skills
Academic Writing
Prepare Students
for good
University/Career
10. “Many freshmen lack the most basic
skills to write clearly, effectively, and
coherently because their working
knowledge of grammar, punctuation,
spelling, and paragraph structure is so
poor”
“About 60 percent of first-time freshmen
enrolling at the CSU each year do not
show entry-level proficiency in [college-
level English] assessments, even though
they have earned at least a B average in
the required college preparatory
curriculum. As a result, many students
must attend remedial classes, which do not
count for college credit and add cost and
time to earning a degree” – California State
University
“44 percent of university faculty
members say their students are
simply not ready for the rigors of
college-level writing” -Chronicle of
Higher Education
“Faculty members from various
private institutions in the UAE
have voiced their concern over
poor levels of freshmen
students’ academic writing
skills”
“Technology is eroding students’
understanding of and ability to
write coherently, using formal
language, specially social
networking sites and tools such as
Facebook, BBMs, etc”
11. A student’s essay on William Blake’s “The Tyger” is riddled with errors such as:
• Un-capitalized proper nouns such as god and greek
• Missing punctuation, including periods
• Casual language (“…it is actually about more than just a tiger and stuff.”)
• Slang (“Allusion is all over the freekin place.”)
• Misplaced apostrophes and more slang (“Tyger’s have four feet. Cool, huh?“)
• Use of second person (“If you look at Blake’s history…”)
• Use of Internet-English (“u”, want “2 b”)
• Run-on sentences and sentence fragments
• Absence of transitions
• Lack of organization
• Use of numerals instead of words (“…5 years ago…”)
• Use of Wikipedia as a “credible” source
a drop in the bucket – thousands such students accepted to Universities around the globe with less
than satisfactory writing skills
14. Please work in pairs to answer the following question:
What is Academic Integrity?
You will be given 5 minutes to discuss this with your partner after which time we
will discuss it with the rest of the group
Academic integrity is the moral code
or ethical policy of academia. This
includes values such as avoidance of
cheating or plagiarism; maintenance of
academic standards; honesty and
rigour in research and academic
publishing
Demonstrating the values of honesty,
trust, fairness, respect and
responsibility in all academic
endeavours, including preparing and
presenting work for assessment as
part of coursework or research.
15. Please work in pairs to answer the
following question:
Why is Academic Integrity important for
high school students?
You will be given 5 minutes to discuss this
with your partner after which time we will
discuss it with the rest of the group
16. Presence of
Academic
Integrity
Teaches responsibility and
accountability
Teaches ethical practice and moral
behaviour, honesty
Absence of
Academic
Integrity
Creative block
Individual Growth stunted
Hampers growth of society
17. 45,000 caught cheating
at Britain's universities
Harvard Investigates
"Unprecedented" Academic
Dishonesty Case :Nearly half of
more than 250 students
Deakin University, Australia has
suspended a student over copied
work, and has had to investigate
more than 100 cases of suspected
cheating
22. • Learn to identify your student’s unique grammar, spelling, and writing
issues.
• Tailor curricula and writing lessons to address those needs.
• Make sure you are covering the basics.
• Expand instruction to include more college prep work.
• Offer your student what a lecture room teacher of 150 cannot: one-on-one
instruction, frequent writing assignments, and detailed, consistent
feedback.
• Have an Honour Council that pledges students to remain honest in all
endeavors.
• Make sure you are stressing on the importance of integrity and honesty,
not just in exams, but while writing essays and reports
23. Three-phase outreach program for high schools in the UAE
Phase I - Training
Help interested and registered schools develop
policies, honour codes and practices,
assessments and train teachers in academic
writing and integrity
Phase II - Cascading
The school and teachers will be expected to
train their students, educate them and test them
in their understanding
Phase III – Competition
Essay writing competition which will be conducted first
intra-school for each participating school and the
winning essays will then compete with each other for
the top spots