Eng 301 Massive Success / snaptutorial.comNorrisMistryu
All key elements of the assignment are covered in a substantive way.
Paper is 1,050 to 1,400 words in length.
Paper reflects on the nature of American ethnic literature.
Paper considers the following criteria:
Defines what makes American literature American
You can spend only 2 minutes of your time watching and learning on how to write a good essay. We also recommend to read an article https://essay-academy.com/account/blog/how-to-write-a-good-essay
Basic slides for information literacy session for ENGL 301 - Critical Methods in the Study of Literature, University of Maryland Libraries, Spring 2012. Tim Hackman, Librarian for English and Linguistics
His 204 week 5 final paper native american historysivakumar4841
HIS 204 Week 5 Final Paper Native American history
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
Digital Scholarship Seminar: Implications of Data for the 21st-century HumanistRebecca Davis
As increasing amounts of humanities data comes online, scholars face new challenges in adapting traditional research, dissemination, and teaching practices. Without pretending to have all the answers, this presentation will address a constellation of related questions:
What do humanists gain from using new techniques for quick charting or mapping of their data?
How can we lower the technological barrier?
Does this compromise the deep analysis so valued in the humanities?
How is data in the humanities changing the relationship between researchers and archivists, as well as the nature of scholarly collaboration?
How does our evaluation of historical scholarship need to change? How much do algorithms and data literacy need to be a part of humanities courses?
What happens when we can’t understand where our data is coming from or what our digital tools are doing?
Fred Gibbs is an Assistant Professor of History at George Mason University and Director of Digital Scholarship at the Center for History and New Media.
This Digital Scholarship seminar will be facilitated by Kathryn Tomasek, Associate Professor of History at Wheaton College (MA) and will take place online in NITLE’s Virtual Auditorium. For more information, see our instructions on Participating in Online Events.
Eng 301 Massive Success / snaptutorial.comNorrisMistryu
All key elements of the assignment are covered in a substantive way.
Paper is 1,050 to 1,400 words in length.
Paper reflects on the nature of American ethnic literature.
Paper considers the following criteria:
Defines what makes American literature American
You can spend only 2 minutes of your time watching and learning on how to write a good essay. We also recommend to read an article https://essay-academy.com/account/blog/how-to-write-a-good-essay
Basic slides for information literacy session for ENGL 301 - Critical Methods in the Study of Literature, University of Maryland Libraries, Spring 2012. Tim Hackman, Librarian for English and Linguistics
His 204 week 5 final paper native american historysivakumar4841
HIS 204 Week 5 Final Paper Native American history
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
Digital Scholarship Seminar: Implications of Data for the 21st-century HumanistRebecca Davis
As increasing amounts of humanities data comes online, scholars face new challenges in adapting traditional research, dissemination, and teaching practices. Without pretending to have all the answers, this presentation will address a constellation of related questions:
What do humanists gain from using new techniques for quick charting or mapping of their data?
How can we lower the technological barrier?
Does this compromise the deep analysis so valued in the humanities?
How is data in the humanities changing the relationship between researchers and archivists, as well as the nature of scholarly collaboration?
How does our evaluation of historical scholarship need to change? How much do algorithms and data literacy need to be a part of humanities courses?
What happens when we can’t understand where our data is coming from or what our digital tools are doing?
Fred Gibbs is an Assistant Professor of History at George Mason University and Director of Digital Scholarship at the Center for History and New Media.
This Digital Scholarship seminar will be facilitated by Kathryn Tomasek, Associate Professor of History at Wheaton College (MA) and will take place online in NITLE’s Virtual Auditorium. For more information, see our instructions on Participating in Online Events.
Engaging Undergraduates with Digital Scholarship ProjectsRebecca Davis
In the 21st century we face complex problems that cross disciplines and require collaborative approaches. Digital tools and information networks make it feasible to design project-based learning experiences that engage students by integrating them into the research process. This presentation will provide examples of how such projects, when integrated into courses, help students develop skills to work collaboratively, apply appropriate tools, and learn flexible problem-solving skills.
Using Disruption to Stay on Course (for Liberal Education)Rebecca Davis
Today’s news headlines are filled with startling reports about U. S. higher education. Calls for dramatically reduced cost are paired with critiques of higher education outcomes, demands for jobs for graduates, and images of online learning (especially the massive open online course or MOOC) as the new magic bullet that will remake our system of higher education by bringing learning to the masses for free. But what do these developments have to do with institutions that focus on liberal education? How are liberal arts colleges and universities preserving a focus on their key missions and goals during a time of dramatic change in higher education?
This workshop will focus on technology-enabled disruptions challenging the traditional high touch liberal arts model—e.g., the massive open online course or MOOC, blended learning, big data, the globally networked world, etc.—and investigate creative responses that adapt these disruptions in service to the essential learning outcomes and high impact practices of liberal education. Participants will discuss disruptive innovations, examine cases of adaption to the liberal education context, and consider how they might implement such adaptions at their own institutions.
These are the slides for a presentation to the Digital Humanities in Asia Workshop In Hong Kong co-sponsored by the United Board. The presentation was delivered using Multipoint Interactive Videoconferencing (MIV).
The Proposal In a paper proposal, your job is to answer t.docxssusera34210
The Proposal
In a paper proposal, your job is to answer the what, how, and why of your essay topic so that
your audience understands the basic parameters of your argument.
For this proposal, you will write me (your professor) a letter that contains the following:
1) Capture the reader’s interest with your introduction, which should be a brief explanation
of your topic as a whole. This is where you explain the exigency (show why this is a
problem/idea worth considering and why?)
2) Write your working thesis statement. Formulate the question that will govern your
research, and then answer it with a strong statement/claim that your paper intends to
prove.
3) Supply background/context on your topic along with the purpose and relevance of your
thesis. Explain what you hope to prove or uncover. Provide concrete examples of the
issues you will be exploring, and explain why the research you will conduct is important.
This is where you will branch away from the primary source (the novel) to explain why
the theme or idea you are exploring is relevant beyond the page.
4) Discuss preliminary research on your topic while developing your proposal; explain how
this research fits into your argument and plans for the paper. How are you going to use
your sources? (make sure to include primary and secondary sources).
Project Text: The Road
In this project we will explore the post-apocalyptic genre and how texts of this genre reflect issues
and anxieties coursing through everyday life.
You will begin this Project by reading and analyzing Cormac McCarthy’s The Road. During this
time, we will pay close attention to themes being built within the text that provide insight on
“real-world” issues. You will then conduct research of your own (using the CSUN databases) in
order to find evidence that supports your theme in that “real-world” context.
The essay itself will be an argument made by you with an explicit thesis that is proven with
evidence from our primary text: The Road, and at least three resources you have found on the
CSUN databases.
Basic Requirements:
- 6 page minimum with Works Cited (not included in page count)
- Standard MLA Format
- A completed essay packet.
- Essay needs to be posted to your Class Website AND turned in at the beginning of class.
- Minimum of 3 secondary sources. You may use the articles I have provided for you, but
these will not count towards the minimum requirement.
- Proof of visit to the LRC.
- Completion of all lead-up exercises.
Exercise 1: The Review
For this assignment, you will be required to write a scholarly review of Cormac McCarthy’s The
Road. In this review, you will be required to interpret The Road within a larger conversation (based
on the themes you have been developing throughout the past few weeks). Your review will need
to include supplemental information from two of our previous texts.
750 Word Minimum. Posted to your Class Websit ...
Project 4 (100 points) Annotated Bibliography (related to project .docxkacie8xcheco
Project 4: (100 points): Annotated Bibliography (related to project 3 and project 5)
First draft due via “assignment” in Isidore on March 28 (Monday) before 10:00pm.
THE DEFINITION (what is annotated bibliography?)
A bibliography, like your works cited page in project 2, is a list of sources (books, journal articles, Websites) that you have used when you conducted research on a topic. When you write an annotated bibliography, you are going to add a summary and evaluation of each source to your bibliography.
THE PURPOSE
:
The purpose of an annotated bibliography is to demonstrate your ability to conduct research on your selected topic to collect information and your ability to read texts (both primary and secondary texts, especially the latter) critically. An annotated bibliography can be published to present the current status of research on a topic so that other scholars can see what has been done in the literature. However, this is not our purpose for this assignment. Instead, you are asked to collect information on how scholars discuss one aspect on how China’s middle class performs their middle class identity and explain how each source may be used for your project 5.
THE AUDIENCE
:
You and me! You will use it later when you work on your project 5. I will check your sources to make sure you are on the right track on your project 5.
The REQUIREMENTS
:
Your annotated bibliography should include:
·
A minimum of Five (5) SCHOLARLY sources (a source with credentialed author(s) +bibliography) and Three (3) credible sources
. This is a record of the sources you have read.
·
Use MLA format to list the bibliographical information of the source. For example,
if it is
a book
,
Last name of the author, First name.
Book Title
. Place of publisher: Publisher name, year of publication. Print.
If it is
a journal article
,
Last name of the author, First name. “Title of the Article.”
Journal Title
volume. issue (year of publication): page numbers.
·
All entries of your annotated bibliography should be presented in alphabetical order
·
Use YOUR OWN WORDS to show your understanding of each source after a close reading
·
Each entry should include
1)
Thorough summary of the source (what topics are covered? what is the main points in the source? Quotes should be used infrequently (if at all) and should only be used to relate the main ideas of the sources. )
2)
Evaluation of the source (How does this source compare to your other sources? Is this a credible source? What is the goal of this source? Is the source objective, or does it reflect a bias?)
3)
Reflection of the source
(How will this source help you when you write your paper?
NOTE
: You do not have to use every source from your AB in your final paper. Some of the sources may be sour.
Prof. Archibald Spring 2017 You can visit the Writing Tut.docxbriancrawford30935
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
Introduction to Sociology – Final PaperObjective of Paper Thi.docxmariuse18nolet
Introduction to Sociology – Final Paper
Objective of Paper: This is a standard research paper based on secondary and primary sources. It should address its topic from a sociological perspective. This means that whatever topic you pick should be discussed using terminology from the readings and class discussions, should be critically examined (meaning its construction, labels, and groups should be discussed and critiqued), and should be placed in a larger context based on what we’ve read and the material we’ve discussed.
Format: The paper must be typed in Times New Roman font, size 12, double-spaced. Points will be deducted for not following these specifications. Do not use color, include images, or provide a cover page. List your name, the course name, and the term at the top of the page, then write your title, then begin the paper. Papers must be at least 6 pages (not including the reference page). Points will be deducted if papers less than 6 and exceed 9 pages.
Citation Style: All citations (to be discussed later in this document) should be in American Sociological Association (ASA) format. See this website: https://owl.english.purdue.edu/owl/resource/583/02/ for information on in-text citations as well as reference page formatting (you’ll have to click on a link to get to the reference page specifications). All citations must appear in the text. You cannot simply list them all at the end of the paper. If you take an idea or a quote from an author, you must cite that author in the text and include her in the reference page as well. Failure to properly cite will result in point deductions.
Layout of Paper: The paper should be divided into FIVE parts:
· Introduction: You will introduce your topic and briefly describe it. You must also tell the reader:
· Why this topic should be interesting to an average reader (e.g., why should I care about the history of the “insanity” please in US courts if I am not a lawyer?)
· Why the topic is sociological
· Literature Review: Since you are probably not the first person to research this topic, you should do some reading of past authors’ works. You should give a summary of their works and explain why it is important to be aware of their works before doing your own research on your topic. You must use a minimum of 4 sources in your literature review. Also, you may only use academic sources or government publications. Acceptable sources are: academic books, journal articles from peer-reviewed journals, and government publications. Unacceptable sources include (but are not limited to): magazines, newspapers, blogs, “.com” websites, online news articles, or non-academic books. There are two major types of literature to look for:
· Literature which covers your topic specifically
· Literature which covers a topic somewhat related to your topic, but which helps you understand your own topic. For instance, if I’m writing a paper on a specific “Doomsday Cult” in Texas, I might end up with a lot of literature.
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docxgidmanmary
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Literature ReviewsWhat this handout is aboutThis handout w.docxjesssueann
Literature Reviews
What this handout is about
This handout will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.
Introduction
OK. You’ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a “thumbs up” or “thumbs down” as you leaf through the pages. “Literature review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. “Literature” could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research paper?
The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.
Who writes these things, anyway?
Literature reviews are written occasionally in the humanities, but mostly in the sciences and social scienc.
Educating Problem-Solvers for Our Emerging Digital EcosystemRebecca Davis
What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.
Educating Problem-Solvers for Our Emerging Digital EcosystemRebecca Davis
What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum?
The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.
Educating Problem-Solvers for Our Emerging Digital EcosystemRebecca Davis
What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building a curriculum that develops self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.
High-Impact Educational Practices in the Online Classroom?Rebecca Davis
In 2014, 28% of students took a distance course, with the majority of those (67%) attending public institutions and 35% at public two-year institutions. While online learning promises to improve access, it often seems incompatible with high-impact practices (HIPs) that benefit low income and underserved students. Panelists, drawing on personal experience teaching online and the Council of Independent Colleges (CIC) Online Humanities Consortia, Open Learning: A Connectivist MOOC for Faculty Collaboratives in the state of Virginia, and Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, will discuss opportunities and strategies for HIPs, including writing-intensive courses, collaborative assignments, undergraduate research, diversity/global learning, service learning, and capstone courses, in an online setting. Small groups will explore models, discuss challenges of implementation, and consider institutional strategies to address those challenges.
Rebecca Davis, Director of Instructional and Emerging Technology, St. Edward’s University; Steve Greenlaw, Professor of Economics, University of Mary Washington; Gretchen McKay, Chair of the Department of Art and Art History, McDaniel College
Community-Engaged Signature Work in the Digital EcosystemRebecca Davis
What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in a constantly changing, globally-connected world? How do we integrate liberal education and authentic learning experiences with our digitally-networked context? What does community-engagement look like in a virtual community? In this session participants will consider case-studies of technology-enhanced community-engaged learning drawn from Digital Pedagogy in the Humanities: Concepts, Models, and Experiments (co-edited by the session leader) with a focus on digital pedagogy keywords such as, Community, Digital-Divides, Fieldwork, Public, Race, and Social Justice. Participants will develop a curriculum that scaffolds self-directed digitally-augmented problem-solving from introductory to capstone level courses. Participants will explore innovative pedagogies, interrogate effective models for integrating authentic learning opportunities shaped by digital tools and resources at all levels, and work collaboratively to develop a toolkit and to-do list for encouraging this type of learning on their own campus.
New Faculty Roles in the Emerging Digital EcosystemRebecca Davis
If all information is available online and the best professors are giving their lectures away for free, do we really need so many faculty members? This questioning underlines our need to redefine the faculty role in a way that advances the goals of liberal education. Rather than merely being repositories of content knowledge, faculty must help students progress along the path to mastering life-long learning. Terminal degrees indicate not only content expertise, but also the transferable learning skills of a master-learner, including synthesis, analysis, evaluation, and creativity. The key faculty roles, then, are mentoring and modeling learning, collaborating with students as they build learning networks, and helping students learn to self-evaluate as they develop the agency to become life-long learners. This session will explore alternate models for understanding the faculty role drawn from digital learning models and strategies for promoting that role at the individual, departmental, and institutional level. It will also examine the role of contingent faculty in this ecosystem. Participants will collaboratively create a toolkit for redefining faculty roles on their own campus.
Designing for Agency in the Emerging Digital Ecosystem, Walsh UniversityRebecca Davis
What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in a constantly changing, globally-connected world? How do we integrate liberal education with learning in a digital context? The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture. This talk will present a vision for implementing liberal education in the emerging digital ecosystem and developing a curriculum that scaffolds self-directed, digitally-augmented problem-solving from introductory to capstone level courses.
Slides for #s155 #mla17 Curating Digital Pedagogy. This session addresses the shifting definitions of digital pedagogy by focusing on some of the important practices that help define it. Each participant presents sample teaching materials related to a particular aspect of digital pedagogy before discussing how open digital publishing has revolutionized pedagogy through broad sharing, reusing, and hacking of digital assignments.
UNT Critical Digital Pedagogy: Designing for Agency in the Emerging Digital E...Rebecca Davis
What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in a constantly changing, globally-connected world? How do we integrate liberal education with learning in a digital context? The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture. This talk will present a vision for implementing liberal education in the emerging digital ecosystem and developing a curriculum that scaffolds self-directed, digitally-augmented problem-solving from introductory to capstone level courses.
Designing for Agency with the Digital Liberal ArtsRebecca Davis
What would liberal education look like if we designed it from scratch in the context of today's emerging digital ecosystem? Talk delivered at College of Idaho, September 29, 2016.
The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture. This session will present a vision for the digital transformation of liberal education through a curriculum that scaffolds self-directed, digitally-augmented problem-solving and the institutional strategies to support it.
Building Liberal Arts Capacities through Digital Social LearningRebecca Davis
How can assignments that take advantage of digital tools and methods build student capacities in critical reading, thinking, and writing? What do community-engagement, global learning, and problem-solving look like in our globally-networked, data-driven, participatory digital culture? In short, how do we do liberal arts learning in the emerging digital ecosystem? This talk will explore strategies for uniting the best of liberal arts education with our constantly changing digital culture.
Talk Given at Smith College, 18 September 2015
New Faculty Roles in the Emerging Digital EcosystemRebecca Davis
If all information is available online and the best professors are giving their lectures away for free, do we really need so many faculty members? This questioning provides an important opportunity to redefine the faculty role in a way that advances the goals of liberal education. Rather than merely being repositories of content knowledge, faculty must help students progress along the path to mastering life-long learning. Terminal degrees indicate not only content expertise, but also the transferable learning skills of a master-learner, including synthesis, analysis, evaluation, and creativity. The key faculty roles, then, are mentoring and modeling learning, collaborating with students as they build learning networks, and helping students learn to self-evaluate as they develop the agency to become life-long learners. This session will explore alternate models for understanding the faculty role drawn from digital learning models and strategies for promoting that role at the individual, departmental, and institutional level.
Liberal Education in the Emerging Digital EcosystemRebecca Davis
How does the emerging digital environment shape teaching and learning in the 21st century? What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in this context? The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely digital content delivery but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture. This talk will present a vision for implementing liberal education in the emerging digital ecosystem through a curriculum that scaffolds digital engagement from introductory to capstone level courses.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Coats 20110225
1. NITLE Digital Scholarship Seminar: Digital Scholarship in the Online Archive Lauren Coats Assistant Professor of English Louisiana State University Students as Researchers: Literary History Online and Off
2. American Periodical Series America’s Historical Newspapers Making of America America’s Historical Imprints Databases Used
3. History of Publishing In what form was the work first published? What other works did the publisher produce? What can you learn about the work from how and where it was first published? History of the publication or publisher Discursive Web Do the themes or motifs in the work appear in other contemporary writings? What else was the author publishing? For works published in periodicals: what appeared along with the work? Contextualization: Key Questions
4. Your response this week is an exercise in primary research. Your task: to find an article from the American Periodical Series database (available via LSU Libraries). You should pick an article or essay, not an advertisement, published between 1776 and 1850 that relates to Susanna Rowson'sCharlotte Temple. You might search for a related themes (sentimental novel, novel reading, female education, etc.), for works by or about Rowson, or for essays on or about Charlotte Temple. In other words, play around in the database and find an essay or article that interests you that relates to the novel we're reading. The response you turn in should consist of:1. A bibliographic citation for the essay or article your find. Use MLA style.2. A 1-2 page explanation of why you chose the piece. What is the connection to Charlotte Temple? What interests you about the essay?3. The piece you found in its entirety. You may either attach the essay in a separate document onto the moodle forum OR you may cut-and-paste it into your own word document). Contextualization: Sample Assignment 1
5. Melville’s Benito Cerenowas first published in the October, November, and December 1855 issues of Putnam’s Monthly. Your assignment is to find out what else was published in those issues. Find the journal online. Select one of the three issues. Write a 1-2 page overview of that issue’s contents. What genres (fiction, poetry, essays, etc.) are represented? Is there a topic or theme that comes up more than once? Contextualization: Sample Assignment 2
6. Make the familiar unfamiliar Get a richer sense of a cultural, historical moment Student as researcher Outcomes
7. Does how you access a work affect how you read it? What kinds of information is available from an online resource versus a hard copy? Does medium matter? Comparative Archives: Key Questions
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10. Attention to medium Ongoing issues of access and publication Student as researcher: methods matter Outcomes