CJUS 381 Discussion Assignment Instructions There Are 3 Disc

CJUS 381Discussion Assignment Instructions There Are 3 Discussions In T

There are 3 Discussions in this course. You will post an initial thread by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You will then post 2 replies to other students’ posts by 11:59 p.m. (ET) on Monday of the assigned Module: Week. The initial post must contain words, while replies must have 50-100 words. There is no specific word or citation requirement for any post, but each post must add substantively to the conversation. Only post plain text content. Do not include formatted elements if pasting content from a word processor. If referencing outside sources of information, include URL links to the source if available.

Paper For Above instruction

The discussion component of the CJUS 381 course is structured to promote meaningful engagement with course material and peer contributions. Students are required to participate actively in three discussion sessions throughout the course. Each student must post an initial thread by Thursday at 11:59 p.m. (Eastern Time) corresponding to the assigned module or week. This initial post should be substantive, containing well-articulated thoughts, insights, or analyses relevant to the discussion prompt, with a minimum of words to ensure depth of contribution. Following the initial post, students are expected to engage further by replying to at least two other students' posts by Monday at 11:59 p.m. (ET), thereby fostering dialogue and exchange of ideas.

Replies from students should be concise yet meaningful, ranging between 50 to 100 words. The purpose of these responses is to further the discussion, clarify points, or provide alternate perspectives, contributing substantively to the ongoing conversation. Importantly, all posts should be submitted in plain text format to maintain clarity and accessibility. When referencing external sources, students should include direct URL links to the cited information to enhance credibility and facilitate verification.

This structured approach aims to develop critical thinking, respectful discussion, and analytical skills pertinent to criminal justice topics. By adhering to the posting deadlines and contribution requirements, students ensure active participation that benefits both individual learning and the collective educational experience.

References

• Bonwell, C. C., & Eison, J. A. (1991). Active Learning: creating excitement in the classroom. The Active Learner: Strategies for College Faculty, 1, 3-16.
• Garrison, D. R., & Vaughn, N. (2008). Blended learning in higher education: Framework, principles, and Guidelines. John Wiley & Sons.