The Bonner Writer’s Workshop is designed for administrators and faculty leaders who are working with the Bonner Community-Engaged Learning Initiative and Racial Justice Initiative. This webinar will support individuals to identify topics in which they would like to research, write, and publish public scholarship. The series will help individuals and teams of writers find focus, develop strategies for writing, and complete chapters and/or articles for publication. The year-long series, which meets monthly, will support participants in their conceptualization and writing process, identifying journals, drafting work, editing, and so on. Individual participants may also find that they gain ideas and approaches to take back to their own institutions, running writers’ workshops for students, faculty, and staff. This series is led by Dr. Ariane Hoy (Vice President), Dr. Rachayita Shah (Community Engagement Scholarship Director), and Dr. David Roncolato (Senior Faculty Fellow and Professor of Community and Justice Studies at Allegheny), representing the Bonner Foundation and involves 20+ people from the national network.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
Student Development Framework
Bonner Meeting Types
Developmental “Roadmap”
Bonner Meetings Calendar
Bonner Training Modules
Engaging Other in Bonner Meetings
Cornerstone Activities
- First Year Trip
- Sophomore Exchange
- Third Year Leadership
- Senior Presentation of Learning & Capstone Projects
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
Student Development Framework
Bonner Meeting Types
Developmental “Roadmap”
Bonner Meetings Calendar
Bonner Training Modules
Engaging Other in Bonner Meetings
Cornerstone Activities
- First Year Trip
- Sophomore Exchange
- Third Year Leadership
- Senior Presentation of Learning & Capstone Projects
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
1:1 101 Workshop with Michael Zirkel, Berry CollegeBonner Foundation
Presented at the 2018 Bonner Fall Directors Meeting by Michael Zirkel, Berry College. Who meets with the Bonner student? What's the script? When in the semester/year? Where does it all happen? How is the 1:1 scheduled? The why, however, is universal: be-cause we care. At Berry, each student within the Bonner Program will meet with a member
of the Bonner staff at least once per semester (in addition to other members of the Berry and Rome community). This workshop aims to highlight the 1:1 sessions that have shown success at Berry College within the Bonner Scholars Program, while sharing the opportunity for collaboration with other institutions on what has worked (or even what hasn't).
Bonner Integrative Capstones: Creating Pathways Across Curriculum and Co-Curr...Bonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for faculty and staff in the Bonner Network.
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
2019 Bonner: Managing Campus Community Partnerships Bonner Foundation
Presented by Liz, the Community Engagement Director at the Bonner Foundation, and Bobby, the President of the Bonner Foundation, at the 2019 New Directors & Coordinators Meeting, this presentation explores how to develop, sustain, and maintain meaningful partnerships with local community partners that aim to benefit both the community and the students.
Bonner Student Success & Leadership: A Developmental ApproachBonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for staff and faculty in the Bonner Network.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Syllabus for PWR 91: Farmers, Scientists, and Activists, an advanced writing course centered around service learning and professional writing. Stanford, Winter 2017
1:1 101 Workshop with Michael Zirkel, Berry CollegeBonner Foundation
Presented at the 2018 Bonner Fall Directors Meeting by Michael Zirkel, Berry College. Who meets with the Bonner student? What's the script? When in the semester/year? Where does it all happen? How is the 1:1 scheduled? The why, however, is universal: be-cause we care. At Berry, each student within the Bonner Program will meet with a member
of the Bonner staff at least once per semester (in addition to other members of the Berry and Rome community). This workshop aims to highlight the 1:1 sessions that have shown success at Berry College within the Bonner Scholars Program, while sharing the opportunity for collaboration with other institutions on what has worked (or even what hasn't).
Bonner Integrative Capstones: Creating Pathways Across Curriculum and Co-Curr...Bonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for faculty and staff in the Bonner Network.
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
2019 Bonner: Managing Campus Community Partnerships Bonner Foundation
Presented by Liz, the Community Engagement Director at the Bonner Foundation, and Bobby, the President of the Bonner Foundation, at the 2019 New Directors & Coordinators Meeting, this presentation explores how to develop, sustain, and maintain meaningful partnerships with local community partners that aim to benefit both the community and the students.
Bonner Student Success & Leadership: A Developmental ApproachBonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for staff and faculty in the Bonner Network.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Syllabus for PWR 91: Farmers, Scientists, and Activists, an advanced writing course centered around service learning and professional writing. Stanford, Winter 2017
MBA 525 – Review of Literature Assignment Description .docxARIV4
MBA 525 – Review of Literature
Assignment Description
You are required to write a 15-page (minimum), double-spaced Review of Literature (ROL) on an
instructor-approved topic related to the course. The ROL is an academic paper following APA writing and
citation guidelines. The paper includes a critical analysis of the relationship among different works
(articles). You must use at least 10 scholarly, peer-reviewed journal articles to build your ROL.
Purpose
The general purpose for writing a literature review is to critically analyze and summarize the published
knowledge related to a specific narrowed topic. Most reviews summarize, classify, and compare and
contrast the information found in peer-reviewed journal articles. A well-written ROL should identify the
thought leaders in the given field as well as present a clear idea of what is known, not known, and still
needs to be known.
Requirements
No earlier than the beginning of Module 3, and no later than the conclusion of Module 5, the instructor
must approve your proposed topic for the ROL. Topic submission must include a specific purpose
statement and two supporting peer-reviewed journal article citations in APA format. Submit this to your
instructor via email. The earlier your topic is approved, the more time you will have to complete the
paper.
When selecting your topic, review those covered in the Corporate Communications textbook and the
module materials. Your ROL topic must relate directly to the course material. Be certain that your topic is
timely, represents contemporary business issues, and is of interest to you and your career path. You will
find that with timely, current topics that the discussion is still being debated by authors and researchers.
The final paper must adhere to APA 6th edition writing style and format, including title page, abstract and
citation page (references). It must be a minimum of 15 pages, double-spaced, and reference at least 10
scholarly, peer-reviewed journal articles.
Review process
Similar to primary research, development of the literature review requires four stages:
• Problem formulation—which topic or field is being examined and what are its component issues?
• Literature search—finding materials relevant to the subject being explored.
• Data evaluation—determining which literature makes a significant contribution to the
understanding of the topic.
• Analysis and interpretation—discussing the findings and conclusions of pertinent literature.
Literature reviews should comprise the following elements:
• An overview of the subject, issue, or theory under consideration, along with the objectives of the
literature review.
• Division of works under review into categories (e.g. those in support of a particular position, those
against, and those offering alternative theses entirely).
• Explanation of how each work is similar to and how it varies from the ot ...
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
My degree is an EDD in Performance Improvement Leadership .docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
All I Really Need to Know I Learned in Kindergarten
(1988). However, sometimes simple guidelines work best. (p. 361)
Use your
Critical Thinking
text to quickly review the following:
Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
Blooming Park: Ethics, Diversity, and Personnel Selection
simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week.
Diversity and Multiculturalism
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gend.
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsl...Doris Soares
Teaching L2 writing skills entails much more than simply setting a topic, collecting and correcting students’ writing and giving it back hoping that learners will write better texts next time. Therefore, we must help our students reflect upon all the elements involved in the making of a text. In other words, we must empower them to critically assess writing tasks and to critically read their own productions in order to improve them.
Essay 2 Argument - A Social Topic Viewed Through the Media .docxYASHU40
Essay 2: Argument - A Social Topic Viewed Through the Media
Assignment: A social issue is on that concerns everyone in any given society. Subsequently,
these issues concern each and every one of us to some degree. Therefore, we each have a stake in
various issues listed in chapters 19-24. Your assignment is to choose a social issue, read the
essays in that section of the text, identify the issues discussed and join in on “the conversation”
that takes place. Write an essay in which you (1) unpack and define a social issue of your
choice, (2) demonstrate your mastery of analysis, synthesis, evaluation, critical thinking, and
reasoning, (3) explore how this particular social issue is treated by, represented in,
exacerbated through, or perpetuated via the media, and, lastly, (4) detail what your role in all
of this will be in the years to come: what will you do in the face of this issue? How will you
address this issue as it manifests itself in your social sphere? Consider carefully what readers
may already know about the particular social injustice you select to explore and define (or
redefine), and how your essay can effectively add to their knowledge. Please keep your focus
narrow by exploring and writing about detailed and specific examples. Keeping your topic as
narrow as possible helps keep your essay on track. Also, please consider the social impact
involved in this topic. Why should it matter to your reader? In what ways are you as the writer
advancing our knowledge of ourselves and what is going on around us, and that we, in effect,
may be contributing to the issues in our society. How are you going to reconcile truth and
perception?
Objectives: As the writer, you will be able to—
—Ameliorate your diction and avail yourself of locution suitable for a scholar entering into “The
Conversation” that transpires at this institution. (Improve your word choice)
—Gain insight into a concept, issue, event, and field in which members of society or a society
find themselves to be losing something or to be severely lacking in some way
—Gain further experience in conducting academic research
—Analytically examine subject matter, think critically about your topic, and utilize a variety of
rhetorical strategies
—Write thoughtfully with thorough detail and supporting examples to substantiate the claims
you state
—Write with purpose and direction that demonstrates mastery in the rhetorical technique of
argument
—Inform a reader of something new and/or surprising that they may not have previously known
about your subject of investigation
—Persuade the reader of the need to consider your opinion as valid and true
—Affect the reader emotionally through use of compelling situational examples and case studies
—Use language cleverly and charmingly, with an eye to sustaining reader interest throughout the
length of your essay
Research:
Our class readings, videos, discussions and lectures provide a springboard ...
SoTL from the Start
Nancy Krusen, Anita Zijdemans Boudreau, Laura Dimmler
Traditionally, Scholarship of Teaching and Learning (SoTL) tends to focus on retrospective outcomes within one assignment, module or course. Self-study curricular design offers unique opportunities to navigate unknowns through formative, systematic SoTL work. The purpose of the session is to propose scholarly teaching and learning intentionally integrated into program development. The session explores an intricate process incorporating SoTL during creation of an interprofessional PhD in Education and Leadership. The process includes comprehensive mapping of curriculum, deliberate collaborative inquiry across an interprofessional community of novice and expert scholars, and projected chronicling of impact. Participants will review a prospective SoTL process, followed by collaborative design of projects. Literature: There are elements of backwards design and curricular self-study contributing to SoTL from the start, however, literature discussing SoTL in design processes is limited. Nelson described five general groups of SoTL, none of which specifically address prospective development (2004).More
recently, Nelson described an idealized seven-step model to design, present, and analyze SoTL projects (2014). The model hints at front-end design but only in reference to individual courses rather than entire curricula. Wilson, Doenges and Gurung (2013) proposed a continuum of SoTL and a series of benchmarks to serve as a basis for rigorous study. They suggested “SoTL should be held to a higher standard of deliberate, well-planned, programmatic, and designed research that should extend, if possible, beyond a semester and a single class” (p. 68). Salmon articulated overlapping scholarship of integration with scholarship of teaching and learning (2004). Salmon’s work described implementation of educational practice beyond crossing disciplinary boundaries to embed Boyer’s framework for informed curricular development. Presenters propose participants expand their scholarly teaching and learning as intentionally integrated into program development. Objectives: The session will enable participants to facilitate analysis of curricular change by outlining SoTL topics suited to participant-proposed investigation; compare confirmatory and exploratory research across genres to guide SoTL process; design collaborative SoTL proposals, specific to participants’ interests; identify resources for implementation of SoTL “from the start” projects.
Objectives:
1. Discuss why, when, what, where and how to publish.
2. Understand what makes a paper publishable.
3. Explore the journals market.
4. Introduce Library Trends as a source of journal publishing in the library and information field, and describe how it is produced.
Moderators :
Clara M. Chu
• Director and Mortenson Distinguished Professor, Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign
• Coeditor-in-Chief of Library Trends and Inaugural Coeditor of the ‘International Insights’ column of College & Research Libraries News
• Expert in developing appropriate solutions to deliver equitable and relevant library services in culturally diverse and dynamic libraries
• Studies the information needs of culturally diverse communities in a globalized and technological society
• Co-developing an institute on Artificial Intelligence and libraries
Jaya Raju
Professor and Head of the Department of Knowledge and Information Stewardship, Humanities Faculty, University of Cape Town
• Specialist researcher and author in library and information science (LIS) education and its epistemological implications for the discipline and for professional practice
• Teaches research methodology and the broader philosophical, ontological and epistemological issues that impact the research process
• Coeditor-in-Chief of Library Trends and Inaugural Coeditor of the ALISE (Association for Library and Information Science Education) Book Series on LIS education and research
• Editor-in-Chief of the South African Journal of Libraries and Information Science from 2012 to 2018
Targeted Audience:
• Staff in any type of library and information center
• Library and information science students, researchers and educators
Information about JCES, the Journal of Community Engagement Scholarship, which is produced by the Center for Community-Based Partnership of the University of Alabama.
Similar to Bonner Writer's Workshop: Syllabus for the National Community of Practice (20)
In this session, we’ll share ways schools are managing their Bonner Program and campus-wide center through workflows that use project management software to streamline operations and provide more effective and comprehensive information to stakeholders.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
In this session, we’ll explore how to create cohort communities for students to explore their career interests and how civic and community engagement, in and outside of class, prepares them for post-graduate work.
Best Practices - Building a Coalition of Student-Led Service Projects.pdfBonner Foundation
In this session, we’ll share a core strategy for developing and supporting student leadership of community service by building a coalition (supported by your center) with representatives of student-led service projects, clubs, programs across the campus.
Fall Network Meeting Community Partnerships & Projects Session.pdfBonner Foundation
In this session, we’ll be able to share how we are building and managing effective community partnerships and projects. Through this process, participants can identify their strengths, opportunities, future aspirations, and resource needs.
Leveraging Data to Make the Case for Bonner Like Programs.pdfBonner Foundation
This workshop is well-suited for folks who care deeply about institutionalizing community engagement and expanding access to high-impact practices. Come ready to learn about how the Stetson Bonner Program learned from a 2023 Institutional Research & Effectiveness study that the most successful retention and graduation program at Stetson is our Bonner Program – more than any academic program, co-curricular program, athletic program, Greek program, or other explicit retention initiatives. You’ll hear about how we leveraged this information to create more Bonner-like programs. You’ll leave with an understanding of how to analyze your campus' data on first-time-in-college (FTIC) student retention, and how that data can help you advocate for expanding community engagement initiatives as an effective driver of retention.
This session aims promote learning and exchange of ideas on
how we can help students all across campus pursue careers
with purpose and meaning, especially ones that make the world
a better place. The session will engage students in a dialogue
about career goals, academic study, service experience, career
support, and group discussions based on career interests.
This opening session sets the stage for a dynamic and informative
conference focused on driving positive social change. We'll be
inspired and rooted in a sense of place by President Floyd and our
student speakers then dive into two frameworks focused on
equipping individuals to be change agents in their communities.
Participants can expect to gain valuable insights, engage in
thought-provoking discussions and be inspired by the stories of
those who work towards moving the metaphorical mountains of
social inequality, injustice, and systemic challenges.
This is What Democracy Looks Like Powerbuilding -- Cali VanCleveBonner Foundation
Community organizing has always played a prominent role in the nonprofit world. But what about long-term, sustainable activism work? Power building is a newer sect of community organizing in which people can organize around a certain issue creating power within targeted communities. The Tennessee Immigrant and Refugee Rights Coalition (TIRRC) and its 501(c)(4) TIRRC Votes has created a movement across the state, and they build power within our immigrant and refugee communities through voter engagement and services such as legal aid, educational resources, etc. It is vital to recognize the diverse forms in which we can organize around election cycles beyond simply registering people to vote. If you're interested in either immigrant and refugee rights, voter engagement, or unconventional means of organizing, this would be the place for you!
Are you aspiring to build an exciting career on the global stage? Do you dream of working across borders, cultures, and continents? In an increasingly interconnected world, an international career offers unparalleled opportunities for personal and professional growth. Join us to discuss how you can leverage your Bonner experience in a global context and to explore a wide array of international opportunities.
Prioritizing Bonner How to Support the Student Journey (1).pptxBonner Foundation
This workshop focuses on how to support students as they go through their undergraduate programs not only in the Bonner Program but in their academic and personal lives as well. Students experience a lot of changes and stress during the transitions of college, and we will be discussing some structures and strategies to support them to grow into accountable leaders while still prioritizing their wellbeing.
Preparing a strong personal statement_fall_2023_grad_general.pptxBonner Foundation
Thinking about applying to graduate school? Join Executive Director of Admissions and Enrollment, Ivone Foisy from Emory University’s Rollins School of Public Health to learn how to make your personal statement stand out to admissions committees. She will address your questions and offer examples of strong personal statements.
Current Communication Apps and Their Uses in Bonner.pdfBonner Foundation
This workshop is well-suited for individuals who want to think critically about how their program supports meaningful communication and collaboration. Come ready to share challenges with sharing information and meeting students where they are at. You'll hear about how to use Discord and Notion to improve program infrastructure, community building practices, and information gathering and distribution. You'll leave knowing how to set up channels in Discord and how to adapt a Notion template so that you're ready to improve your program's capacity.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Bonner Writer's Workshop: Syllabus for the National Community of Practice
1. Bonner Writer’s Workshop
A National Community of Practice
This year-long series will engage staff and faculty from across the Bonner Network in a
Community of Practice. The Bonner Writer’s Workshop is especially fitting for administrators
and faculty leaders from the Bonner Community-Engaged Learning Initiative and Racial Justice
Initiative. This webinar will support individuals to identify topics in which they would like to
publish. The series will help individuals and teams of writers find focus, do research, and write
chapters and/or articles for publication. The webinar will support participants in their
conceptualization and writing process, identifying journals, drafting work, editing, and so on.
Individual participants may also find that they gain ideas and approaches to take back to their
own institutions, running writers’ workshops for students, faculty, and staff.
The sessions will be designed to support participants to have completed at least one draft of an
article or chapter by July, 2022. Instructors and guest speakers will also help participants to
identify appropriate journals and volumes for their work. The series will include activities to help
participants identify good venues for their scholarship and writing, including peer reviewed
journals as well as other practical sources.
It is our hope to secure a new volume over this time and invite participants to also tailor their
work for that book. In 2013, the volume Deepening Community Engagement in Higher
Education: Forging New Pathways, was published and included chapters from institutions
across the Bonner Network, as well as respondent chapters from field leaders. We hope that this
volume will showcase the work of campuses now in making civic engagement, deliberative and
engaged pedagogies, and community-engaged learning deeper, more pervasive, and integrated
into institutions’ culture, student life, and academic learning.
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2. Instructors
● Dr. Ariane Hoy, Vice President at the Bonner Foundation (ahoy@bonner.org)
● Dr. Rachayita Shah, Community-Engaged Scholarship Director at the Bonner Foundation
(rshah@bonner.org)
● Dr. David Roncolato, Director of the Global Citizen Scholars program and Professor of
Community & Justice Studies at Allegheny College and Senior Fellow at the Bonner
Foundation (droncola@allegheny.edu)
Learning Outcomes
Participants will:
● experience thinking and writing within a nurturing community of peers, be able to share
ideas and gain feedback in a workshop format.
● identify one or more topics for their own writing and complete a draft by July, 2022.
● gain skills in researching and writing a literature review.
● improve their writing, in terms of its structure, grammar, conciseness, tone, and other
features.
● become literate in identifying and navigating the submission of their articles for
publication in relevant journals.
Sessions
Webinar sessions will be held on Zoom on the second Wednesday of each month at 2:00 pm EST
beginning in December. Sessions will be 90 minutes to 120 minutes long, with time built in for
writing, sharing, and discussion of your own work. Below is a calendar for the sessions. Because
consistency and participation will be important, we ask that you commit to attending all of the
sessions.
● Wednesday, December 8 at 2 pm
● Wednesday, January 12, 2022 at 2 pm
● Wednesday, February 9, 2022 at 2 pm
● Wednesday, March 9, 2022 at 2 pm
● Wednesday, April 13, 2022 at 2 pm
● The final session will be a showcase of work embedded into the Bonner Summer
Leadership Institute, typically held at the beginning of June. The meeting will likely be
held on Zoom again this year.
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3. Webinar Expectations
Webinar participants will be asked to:
● Prepare for and attend all sessions. You will be asked to do up to an hour of reading or
writing prior to each session.
● Be willing to vet your work with others in the community of peers. That may include
sending your writing for editing and feedback.
● Be open to providing suggestions, ideas, and communication to the instructors (as well as
peers) to maximize your experience and learning.
● Have a robust draft that you intend to publish by July of 2022.
Note: As noted, there will be up to one hour of reading or assignment shared with you prior to
the session. See the readings embedded in the sessions below, which support the theme and
activities for that month. Aside from that, we recommend you find and read at least one book
that will help you. See the list of some recommended sources at the end of this document, for
ongoing optional reading that might inform and guide your writing development and process.
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4. SESSION OUTLINE
Please feel free to use your syllabus as a worksheet for notes.
Session 1: Why Do We Want to Write?
Wednesday, December 8 at 2 pm
Introductions
Share an adjective that describes how you feel right now about launching into this series with this
community and taking on a writing project this year.
Community of Practice Building
We will share a piece of writing that we personally like. Participants will identify one short
article, story, chapter, journalism, or a piece of writing to bring and share with the cohort, and
discuss:
1. Why did you choose this piece?
2. Why is it an example of effective or moving writing to you?
3. Does the topic of this piece connect with your own interests?
Writing in Our Fields
We will also discuss writing in the context of higher education, especially within disciplines.
This will help participants understand the expectations within their own disciplines and the field
of community engagement.
Preparation for the Session
● Bring one short article, story, chapter, journalism, or a piece of writing to bring and share
with the cohort.
● Read “Publishing Engaged Scholarship and Engaging Academic Publishers” by Edward
P. St. John from The Cambridge Handbook of Service Learning and Community
Engagement, edited by Corey Dolgon, Tania Mitchell and Tim Eatman (2017).
● After reading the chapter mentioned above, complete this brief table, and bring it to the
session:
Why do you want to write this
year?
What do you have to say?
What topic are you interested in
writing about?
Who do you want to write with?
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5. Session 2: Where Do You Want to Write?
Wednesday, January 12, 2022 at 2 pm
Finding Your Venues
We will use this session to explore potential venues for your manuscript submission. We will
share lists of peer reviewed publications (e.g. journals) and non peer-reviewed publications (e.g.
magazines or nonprofit newsletters) to research and review before the session. You may also
want to consult peers at your institution or within your discipline. We will also invite some
experienced practitioners to share their stories.
Preparation for the Session
Complete the “Frequency Chart” below using the following steps to prepare for the session. This
exercise will help us narrow down on potential journals for publication based on their aims and
scope and their relevance to your research topic.
● Review the list of journals and magazines shared by the Bonner Foundation.
● Identify at least three venues for manuscript submission either from the list shared by the
Foundation or from your own research. Out of the three, pick at least one
“peer-reviewed” and one “non peer-reviewed” publication.
● Select one issue of each journal / magazine for the past five years, and read the titles of
all the publications within that issue.
● Count the number of times these titles relate to your research focus, and add that number
to the frequency chart.
● Read abstracts of selected titles that seem relevant to your research topic.
● Add a note about your general observations about the journal and your research topic.
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6. Frequency Chart
Your Research Focus / Question:
Publication Options 1
Peer-Reviewed
Journal
2
Peer-Reviewed or
Non-Peer Reviewed
Publication
3
Non Peer-Reviewed
Publication
Journal / Magazine
Name
# of times your research topic is published in that issue.
2021
2020
2019
2018
2017
General Observation
about each source
Discussion Questions
1. What did you note about the journals from this exercise?
2. Which journal would be your top choice for future publication? Why? (Focus, # of issues
per year, acceptance rate, journal rating etc.)
3. Which of the articles from these issues might be useful for your research topic?
4. Share with your peers the submission guidelines. Discuss your reactions to them.
5. Share your experiences of success and rejection about journal submissions with peers.
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7. Session 3: What is your Question or Topic?
Wednesday, February 9, 2022 at 2 pm
Examining Research Methodologies
In this session, we will take a look at some types of current research studies and methodologies
that typically frame academic research and journal articles, especially for our field. These can
include qualitative and quantitative research, mixed methods, case studies, program design and
evaluation, and other formats. We are not able to cover all formats, but our exercise will
familiarize you with most of them.
To guide the session, we delve into articles from the most recent issue of the Michigan Journal of
Community Service Learning (MJCSL), an open access, peer-reviewed journal with authors and
readers around the world. The issue itself features several types of articles and highlights current
themes, perspectives, and approaches. MJCSL publishes research, theory, and pedagogy
pertinent to service-learning and civic and community engagement. MJCSL uses a unique,
double blind peer review process designed to increase collaboration amongst scholars in the
field. By asking reviewers to hold conversations about manuscripts and make joint decisions,
MJCSL’s process deepens the learning opportunity for both peer reviewers and authors, who
receive focused, unified perspectives on their work. MJCSL is considered one of the most
reputed journals for community and civic engagement.
You may find the full issue (Volume 27. Issue 1, 2021) here: https://quod.lib.umich.edu/m/mjcsl
Article and
Authors
Abstract Type of Writing
and/or
Methodology
Centering Social
Justice in the
Scholarship of
Community
Engagement by
Tania D. Mitchell
and Tabbye
Chavous
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.101
Our partnership with MJCSL to produce this special
issue was based on the premise that exploring the
roles and promise of higher education in working
toward social justice was a critical imperative. The
past year has made the urgency of this issue even
more clear. When we began the work to plan this
issue—sending out the call for proposals, thinking
through the timeline to publication—we had not yet
heard of the novel coronavirus. As we were all trying
to navigate the COVID-19 global pandemic, the
disproportionate impacts of the pandemic created a
stark picture of economic stratification, the disparities
in health care access, and the racial realities of both.
As institutions, engagement centers, and instructors
were thinking about how community engagement
work might need to change to be responsive to the
COVID-19 pandemic, the inequities laid bare made
clear the need to center social justice in this work.
Position Piece or
Volume
Introduction
7
8. Then, the multiple killings of unarmed Black
Americans—Breonna Taylor, Ahmaud Arbery, Elijah
McClain, Rayshard Brooks, Tony McDade, George
Floyd, to name only a few—due to the actions of law
enforcement, inspired a series of social protests but
also commitments from higher education leaders to
move their institutions toward racial equity, another
signal that community engagement should center
social justice...
Attitude Change
and Action in a
Course Aiming for
the Social Justice
Turn by
Lauren B. Cattaneo,
Jenna M. Calton,
Rachel Shor, Syeda
I. Younus, Kris T.
Gebhard, Stephanie
Hargrove, Nour
Elshabassi, and
Batool Al-Shaar
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.102
This article describes a longitudinal study of a social
justice–oriented service-learning course at a large
diverse university. The course elucidates the social
causes of social problems, with poverty as a case
example. Research shows that service-learning
meaningfully impacts college students but that
outcomes vary across courses and students, and
scholars have called for greater attention to these
sources of variation and mechanisms of change.
Placing social justice at the center of this inquiry
means focusing on a particular subset of outcomes and
student characteristics. The study evaluated changes in
outcomes central to social justice pedagogy, including
explicit and implicit attitudes, explored whether these
changes were moderated by students’ social class, and
tested whether attitude changes predicted civic
behavior a year later. Compared to a control group (n
= 172), students who took the course (n = 113)
increased systemic attributions for poverty, decreased
individualistic attributions, increased their awareness
of class privilege, and increased their general social
justice attitudes. They increased their civic action in
terms of political action and general civic engagement.
Implicit attitudes did not shift. Students who
experienced more financial stress changed less in
terms of deficit-oriented thinking but changed more in
terms of system-oriented thinking. Pedagogical
implications for social justice–oriented courses are
discussed, including the need to consider techniques
targeting deficit-oriented thinking and system-oriented
thinking separately.
Quantitative
Study
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9. Developing
Critical
Consciousness:
The Gains and
Missed
Opportunities for
Latinx College
Students in a
Sport-Based
Critical
Service-Learning
Course by
Milagros
Castillo-Montoya,
University of
Connecticut;
Garret Zastoupil,
University of
Wisconsin-Madison
; and Ajhanai
Newton
University of
Connecticut
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.103
Critical service-learning is a form of engaged
pedagogy that supports development of students’
critical consciousness. However, critical
service-learning continues to prioritize the
development of white students, oftentimes at the
expense of marginalized communities and minoritized
college students. This study seeks to disrupt this
approach by examining the attributes of Latinx critical
consciousness present in 30 reflective writing entries
written by six Latinx college students enrolled in a
sport-based critical service-learning course for a
semester. Findings demonstrate how the course
aligned with students’ Latinx critical consciousness
and how Latinx critical consciousness went beyond
the focus of the course. Study findings have
implications for service-learning practitioners and
scholars who want to further consider how curriculum
and practices in critical service-learning courses can
center racially minoritized students’ critical
consciousness.
Mixed Methods
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10. Sparking a
Commitment to
Social Justice in
Asian American
Studies
Critical Service
Learning That
Centers
“Community” to
Inspire
Leadership,
Activism, and
Social Change by
Jennifer A. Yee,
Kasandra Tong,
Mitchell Tao,
Quyen Le, Vy Le,
Phong Doan, and
Anthony Villanueva
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.104
ASAM 230—Civic Engagement Through Asian
American & Pacific Islander (AAPI) Studies is a
critical service learning course that effects social
change by fostering students’ leadership, activism,
and professional aspirations. Our team (a professor
and six alumni, some of whom became community
partners) conducted a longitudinal, autoethnographic
self-study centering social justice in the scholarship of
community engagement. Making scholarly choices
aligned with Asian American studies’ goals to
transform higher education and society, we centralize
AAPI counter-narratives as people of color whose
voices are neglected in educational research, challenge
assumptions of what “community” means in
community-engaged scholarship, and employ
intersectionality and critical race theory as analytical
lenses to expand what knowledge is valued. We found
that the course’s curricular elements and focus on
community-mindedness, radical care, and mindful
power sparked the alumni’s reflective consciousness,
leading to their intentional commitment to effect
social change through their personal and professional
lives.
Case Study
(Self-Study)
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11. Critical
Information
Literacy and
Critical Service
Learning
Potential Partners
in Students’ Social
Justice Learning?
by Andrea E.
Brewster, Nicole A.
Branch, and
Jennifer E. Nutefall
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.104
Critical information literacy (CIL) and critical service
learning (CSL) have developed in parallel over recent
years but have yet to intersect robustly. Rooted in
critical theory, these approaches emphasize both
conceptual frameworks and practices that center
questions of social inequality in our teaching and
learning practices—and in our universities as
institutions. A small body of literature suggests that
students’ social justice understanding is deepened
when engaging with research-intensive assignments.
Within this study, we explored students’
understanding of social justice in connection with
research-intensive and non–research-intensive course
assignments. Using a semi-structured interview
technique, we interviewed 23 undergraduate students
from 15 different CSL courses over an academic year
at a private, West Coast, faith-based university. Our
intention within this article is to highlight
under-researched CIL pedagogy and curriculum
within CSL and to put forth a call to action to
university faculty and librarians to collaborate in
further research.
Qualitative
Study
Perspectives of
Community
Partner
Organizations in
the Development
of Ethical
Service-Learning
Guidelines by
Meghan Doran,
Colin Rhinesmith,
and Sarah Arena
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.107
This research brings the voices of community partner
organizations into the discussion of ethical obligations
of university and student partners in community-based
learning. We used a framework for service-learning
ethics developed by Wendler (2012), which brings
The Belmont Report (1979) on research ethics
together with decolonizing, feminist, and participatory
action research frameworks, to guide our interviews
with staff members of community organizations about
their experiences and beliefs about the ethical
obligations of faculty and students partnering with
service-learning courses. We found that the
community organization perspective deepened our
understanding of the categories elaborated in the
Wendler framework (i.e., respect, reflexivity,
beneficence, and justice) and situated them in
relationship to one another as context, process, and
outcome. Based on these findings, we introduce a
relational approach to service-learning ethics that
centers social justice, and we offer seven key
principles to reflect the perspectives of community
partners in our ethical practice.
Program
Development
11
12. Race, Power, and
Place: Lakota
Lessons from Pine
Ridge Reservation
by Christey Carwile
Volume 27, Issue 1,
Winter 2021
DOI:
https://doi.org/10.39
98/mjcsloa.3239521
.0027.106
Drawing on three years of partnership with residents
of the Pine Ridge Reservation in South Dakota, I
discuss some of the insights and challenges of
working toward a critical community engagement that
is anti-racist, anti-colonial, and “place-engaged”
(Siemers et al., 2015). I specifically reflect on how the
bridging of academic practice with Indigenous models
of teaching and learning can offer a powerful way to
center social justice in community engagement work. I
model this approach by discussing academic concepts
and pedagogies used in the classroom alongside
Lakota concepts and stories shared during our
engagement. I then include the voices of students as
they critically reflect on lessons of racial privilege,
Indigenous survivance, and reciprocity/allyship.
Lastly, this article is my own attempt at some form of
reciprocation, as a way to respond to the common
expectation that many Lakota elders/teachers
expressed during our time with them—that we share
these lessons beyond the Reservation.
Theory and
Practice
Preparation for the Session
Pick at least one article to read from the table above, especially one that most interests and
connects with your goals and aims. Come ready to share and discuss:
1. What is your question, focus, or topic?
2. What type of study or writing would you most like to do?
3. Who is your intended audience?
4. What are your reflections from reading one (or more) article(s) from this issue of the
Michigan Journal of Community Service Learning?
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13. Session 4: How Have You Found Your Voice?
Wednesday, March 9, 2022 at 2 pm
Finding Your Voice
By this time, you’ll have a topic in mind, a venue for publication, and an idea about the type of
writing you want to work on. In this session, we will create annotated bibliographies for our
research projects. As explained on Purdue University’s Online Writing Lab, “An annotated
bibliography is a summary and/or evaluation of the sources (books, journals, Web sites,
periodicals, etc.) that one has used for researching a topic.”
Preparation for the Session
● Read “Writing Literature Reviews: A Reprise and Update (2014)” by Jamie L. Callahan
https://journals.sagepub.com/doi/full/10.1177/1534484314536705 (It talks about “5 C”
characteristics of rigorous literature reviews).
● Bring a completed Annotated Bibliography to share with the group. For your Annotated
Bibliography, make a list of ten sources (books, journals, Web sites, periodicals, etc.) that
are relevant to your research topic, and complete the following information for all the
sources. Your table of Annotated Bibliography should include 3 columns:
○ Article title
○ Article Abstract (or focus)
○ If and how this article may be applicable to your manuscript / research
Samples: Click on this link to see Annotated Bibliography Samples.
Note: You could use your notes from the Frequency Chart to identify some sources.
Discussion Questions
1. What did you observe about current trends through the annotated bibliography?
2. How will your sources strengthen your argument for the need for this research? In other
words, how will it help advance the field or identify gaps in research?
3. Who is the community of scholars you want to be in conversation with?
4. How do you find the other disciplines and bodies of scholarship and to be in conversation
with?
5. People share their annotated bibliography (small groups)
6. Create a shared bibliography in google doc. (Google scholar)
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14. Session 5: Where Are You Now?
Wednesday, April 13, 2022 at 2 pm
Checking-In With Each Other
By our April session, plan to share and bring a strong outline for your piece or even a draft. In
our meeting, we will share our drafts in small groups, eliciting ideas and feedback from our
peers. You can use the questions below to help you be prepared to share your thoughts. Through
this process, we will work through roadblocks and gain confidence and direction in our writing.
Preparation for the Session
● Read one of these short online articles and jot down some thoughts as you look at your
own piece:
● “Eleven Tips for Editing Your Own Writing” by Isaac Jutesan, October 11, 2017 for
Constant Content:
https://www.constant-content.com/content-writing-service/2017/10/11-tips-for-editing-yo
ur-own-writing/
● “How to Edit Your Own Writing” by Harry Guinness, April 7, 2020 in the New York
Times:
https://www.nytimes.com/2020/04/07/smarter-living/how-to-edit-your-own-writing.html
● Or, if you invested in the book Bird by Bird by Anne LaMott, consider reading:
○ Part 2, The Writing Frame of Mind, Section 1, Looking Around
○ Part 3, Section 4, Someone to Read Your Drafts
Discussion Questions
1. How is your research and writing coming?
2. Share the structure of your piece and the thinking behind it.
3. What questions you have for peers and feedback.
4. Where are you struggling or finding blocks?
5. What issues are you encountering in completing your piece? These may be
organizational, ethical, psychological, time-bound, etc.
2022 Summer Leadership Institute (ideally during the week of June 6-10, 2022)
During the 2022 Summer Leadership Institute, participants in the Writer's Workshop will be able
to share their drafts in a showcase event. This may involve some prior publishing and circulating
of drafts using the Bonner Learning Community, a private platform for our Community of
Practice.
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15. SUGGESTED READINGS FOR MORE SUPPORT
Books
● Bird by Bird Instructions Writing & Life by Anne LaMott (1995). This is a wonderful
book written by an outstanding, award-winning author of essays, fiction, and prose. It is
often inspirational and even funny to read. We may integrate a few chapters here and
there but would recommend this as an empowering read. Learn more at
https://www.penguinrandomhouse.com/books/97395/bird-by-bird-by-anne-lamott/
● Stylish Academic Writing by Helen Sword (2012). Sword is a scholar, award-winning
teacher, and poet who has published books and articles on modernist literature, higher
education pedagogy, digital poetics, and academic writing. Her popular (but pricey)
academic writing workshops for faculty and doctoral students have taken her to
universities in North America, Europe, Africa, Asia, and Australasia. The book offers
insight and models for avoiding poorly written manuscripts and “dulling academic
prose.”
● The Elements of Style: Simplified and Illustrated for Busy People by William Strunk
and Virginia Campbell. The Elements of Style (you may have a copy) is a well-known
resource for grammar and strong writing. Republished in 2021, “In this stylish 100th
anniversary edition of The Elements of Style, readers of today will find a fresh, succinct
new grammar book--full of everything you need to know about writing and nothing you
don’t.” A short and go-to read.
● Writing on the Job: Best Practices for Communicating in the Digital Age by Martha B.
Coven (2022). Princeton University Press. Martha Coven begins with the basics,
explaining how to develop a professional style, get started on a piece of writing, create a
first draft, and edit it into a strong final product. Along the way, Coven provides a wealth
of concrete examples and simple templates that make the concepts easy to understand and
apply. https://press.princeton.edu/books/paperback/9780691229959/writing-on-the-job
● Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing
Success by Wendy Laura Belcher (Second Edition, 2019). University of Chicago Press.
This may be very helpful if you are looking to publish in an academic journal and want
advanced guidance on the process and on structuring your argument and compelling
evidence, developing an abstract, and editing. Learn more at
https://wendybelcher.com/writing-advice/writing-your-journal-article-in-twelve/
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16. Articles and Web Resources
● “Publishing Engaged Scholarship and Engaging Academic Publishers” by Edward P.
St. John in The Cambridge Handbook of Service Learning and Community Engagement,
Dolgon, Mitchell and Eatman, 2017
● Purdue Online Writing Lab (OWL): https://owl.purdue.edu/owl/. Purdue University
hosts this essential resource for all aspects of the writing process including general
writing, conducting research, writing a literature review, using research, and style guides
for APA, MLA, Chicago Style, IEEE, AMA, and ASA. There is even a section on
Community Engaged Writing:
https://owl.purdue.edu/owl/general_writing/community_engaged_writing/community_en
gaged_writing.html
● Survival Strategies for Academic Publishing by J. B. Thomspon, Publishing Research
Quarterly, Volume 21, 2005, pages: 3–10 https://doi.org/10.1007/s12109-005-0028-3
● The Art of Writing Literature Review: What Do We Know and What Do We Need
to Know? By Justin Paula and Alex Rialp Criadoc, International Business Review,
Volume 29, Issue 4, August 2020. Although this is a dense chapter, it does a good job
outlining types of literature reviews and includes a great bibliography for then finding
other help on particular types.
● Working Together to Ease the Pressure to Publish in Higher Education by Barbara
Burns, Academic Leadership: The Online Journal, Volume 8, Issue 4, 2010, Article 80.
● Advice on Publishing Service-Learning and Community-Engaged Scholarship.
Campus Compact Knowledge Hub, It includes a list of articles on publishing
service-learning and community-engaged scholarship -
https://compact.org/resource-posts/publishing-engaged-scholarship/
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