Better Research Basics, One Sentence at a Time. March 11, 2013 By: Barbara Barney Nelson, PhD and Scarlet Clouse in Effective Teaching Strategies Breathes there a professor of any subject with soul so dead who never to himself hath said, “Today’s undergraduates are hopeless at research!”
(apologies to Sir Walter Scott). It is easy to blame high schools or freshman English classes, but that doesn’t fix our problem. As a frustrated educator of future teachers (Clouse) and a 20-year veteran of teaching college writing and research (Nelson), we obviously sympathize and often feel blamed. Better Posters. Designing conference posters - Colin Purrington. Section content • DOs and DON’Ts • Adding pieces of flair • Presenting • Motivational advice • Software • Templates • Printing • Useful literature • Organizing a poster session A large-format poster is a big piece of paper or wall-mounted monitor featuring a short title, an introduction to your burning question, an overview of your novel experimental approach, your amazing results in graphical form, some insightful discussion of aforementioned results, a listing of previously published articles that are important to your research, and some brief acknowledgement of the tremendous assistance and financial support conned from others — if all text is kept to a minimum, a person could fully read your poster in 5-10 minutes (really).
The Poster sessions Pool. By Mobify. On Friday, UCSB held its fifth annual Research Slam.
When the event originally launched in 2008, we billed it as an "Experimental Research Event. " Well, five successful years later and I'm not sure that label is accurate anymore, although at the discussion at the end of the day we did start thinking about new directions we could take it. I've posted about the Research Slam before, but have never really gone in-depth about the format on HASTAC or any other blog.
There is no fixed way to present, though writing a paper to hand out likely won't get the most out of the experience. Beyond Googling: Structuring Inquiry. Extreme Searching: Multi-Modal Media Research. Leah Shafer and Lisa Patti, Media and Society Program, Hobart and William Smith Colleges This assignment sequence introduces students to effective research methods through a series of engaging, interactive, and collaborative tasks that lead to the development of a multi-modal research dossier and a media project.
I. Introduction This assignment sequence was developed for a 100-level introduction to media studies course, taught primarily to first- and second-year students at Hobart and William Smith Colleges, a small liberal arts college. The Importance of Source Evaluation and Content Credibility Skills for Today’s Students. Guest post by Patrick J.
Walsh As an author, journalist and former college professor, I am fascinated by the widespread implementation of education technology. The emergence of new modes of instruction is obviously enabling new opportunities for learning, which is both exciting and important in its implications for the future. Who Says What Looking toward that future, I tend to see the ongoing evolution of education technology through the filter of the communications theory of the late Harold Lasswell, who described the process of communications as “who says what to whom, through what channel, with what result.” I would venture a guess that most education technology implementations up to now have centered around the latter part of Lasswell’s model — the audience (whom), the media (channel), and the effect (result).
It is probably not an overstatement to say that the mode of delivery and the results are only as good as the content that’s delivered and the source that created that content. Better Research Basics, One Sentence at a Time. Thompson Writing Program: Working with Sources. Update: 'Google Search Education' Google’s search engine is a powerful and impressive tool for locating information online.
Unfortunately for many students, the simplicity of the default search interface can lead to some pretty poor search habits and results. As I wrote in a previous post about Google’s efforts to provide information literacy resources, “it’s often a challenge (in my experience) not only to get students to search using something other than Google; it’s also difficult to teach them how to use Google effectively.”
In that previous post, I pointed readers to something Google was calling their “Search Education Evangelism” site, a resource designed to make it easier for instructors to teach information literacy. Freshman Composition Is Not Teaching Key Skills in Analysis, Researchers Argue - Faculty. Building Good Search Skills: What Students Need to Know. Getty The Internet has made researching subjects deceptively effortless for students — or so it may seem to them at first.
Truth is, students who haven’t been taught the skills to conduct good research will invariably come up short. That’s part of the argument made by Wheaton College Professor Alan Jacobs in The Atlantic, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines.
In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.” His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. So what are the hallmarks of a good online search education? Related. Using social media for student research, part 1: setting up
My students are in a research lull.
They’ve finished they’re French Revolution research papers, but haven’t yet started the spring research paper, which takes most of the second semester. Using social media for student research, part 2: practices and habits of mind How do I cite a tweet? Begin the entry in the works-cited list with the author’s real name and, in parentheses, user name, if both are known and they differ.
If only the user name is known, give it alone. Next provide the entire text of the tweet in quotation marks, without changing the capitalization. Conclude the entry with the date and time of the message and the medium of publication (Tweet). Critical thinking.