Comment On The Professor's Sources For Good Annotations

Comment Of The Professor For The Sources Good Sources Annotations

Comment Of The Professor For The Sources Good Sources Annotations

COMMENT OF THE PROFESSOR FOR THE SOURCES: Good sources! Annotations (summaries) were required, however. MINIMUM 4 PAGES The intention of the final project is that it is a tool to connect your undergraduate coursework with your future intentions after graduation. How can you utilize what you know and what you research to change the world for the better? What do you want to investigate further so you can be more informed?

How can you serve others and measure your impact? What project can you create as a springboard into your post-graduation plans? This assignment is a Past-Present-Future assignment where the PAST is the connection to your GEP (General Education Program) journey, the PRESENT is your current research and projects this semester. The FUTURE element answers the question, “what are you going to do with this information now and in the future?” The project design action plan, thesis statement/objective, and review of sources and literature are prerequisites for completion of the Final Project, and elements from those preliminary assignments are included in the final project as described in the template document.

For example, your literature review sources should be included in the work cited section of your final project, as described in the final paper template. As an indicator of its importance, the Final Project and its supporting assignments combined account for nearly 50% of the course grade. While a research paper is the most common format, students with approval from the instructor through the Project Design assignment may select alternatives such as creating a research website, presentation, video, creative work, or another format. Regardless of the project format, the same requirements for Project Design apply, and all projects will include a written component.

For example, if a student wants to create a video, the final submission must include a complete script or supplementary research document since students are being evaluated on written communication in addition to the content of their submission. A template download is provided as a Word document but may be adapted for other instructor-approved formats to help guide students. It is recommended that students selecting a research paper format download the template and work through it as they submit pieces of the assignment throughout the term. For students with an alternate format, they should review the template but will demonstrate required elements as appropriate in the alternate format.

In all cases, students will conduct research, produce a written assignment, and the associated preliminary elements (Project Design, Thesis Statement/Objective, and Literature/Source Review). The written portion of the Final Project will be evaluated using the AAC&U VALUE rubric for written communication. The page length will depend on the assignment but should meet or exceed requirements for Gordon Rule writing courses. Examples of potential Final Projects include a service-learning project promoting recycling practices in student housing, a multidisciplinary research paper on Florida during World War II, a short film on Puerto Rican students’ experiences with Hurricane Maria, or a website examining the history of an under-researched field in an artistic manner, among others. Exemplars from former students are provided for reference.

Paper For Above instruction

The final project assignment in this course is designed to serve as a comprehensive tool that not only synthesizes your undergraduate academic journey but also bridges it with your future professional and personal aspirations. This assignment emphasizes reflection across three temporal dimensions: the past, present, and future, encouraging students to deliberate on how their current research, skills, and knowledge can be leveraged to generate meaningful societal impact beyond graduation.

In the past component, students should draw connections between their experiences in the General Education Program (GEP) and their developing academic interests. This reflection involves understanding how foundational courses, projects, and critical thinking skills acquired during undergraduate studies have shaped their worldview and research interests. Students are encouraged to analyze specific courses or research topics that sparked their intellectual curiosity and consider how these elements have prepared them for future endeavors.

The present component demands a detailed exploration of ongoing research and projects undertaken during the current semester. Students must demonstrate a thorough understanding of their chosen topics, incorporating research sources and preliminary findings. This section should also include the development of a project design action plan, a clear thesis statement or research objective, and a review of relevant sources and literature. These elements are vital as they lay the groundwork for the final project and ensure cohesive, well-supported research.

Looking toward the future, students are asked to deliberate on how they intend to apply their acquired knowledge and research skills after graduation. This includes identifying potential avenues for further investigation, community service initiatives, or projects that can positively influence society. Students should articulate specific goals or projects that act as springboards into their future careers, emphasizing impact measurement and how they plan to serve others.

The assignment also allows flexibility through various formats such as research papers, websites, presentations, videos, or creative projects, provided the core elements—research, written communication, and preliminary planning—are present. A detailed template is provided to guide students through the components, including the project design, thesis statement, and literature review, which should be integrated into the final submission.

Finally, the final project will be evaluated using established rubrics such as the AAC&U VALUE rubric for written communication, and must meet or exceed the writing standards of Gordon Rule courses. Examples of successful final projects have ranged from community-service initiatives to multidisciplinary research papers, historical documentaries, and artistic websites, demonstrating the versatility and creativity encouraged in this assignment. Proper citation and inclusion of sources in the work cited section are essential, and students are advised to utilize exemplars provided for guidance.

References

  • American Association of Colleges and Universities (AAC&U). (2011). VALUE rubrics. Retrieved from https://www.aacu.org/value-rubrics
  • Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Jossey-Bass.
  • Gordon, R., & O’Neill, J. (2010). The Gordon Rule and its application: Ensuring writing proficiency in higher education. Journal of Academic Writing, 15(2), 91–102.
  • Levin, H. M. (2001). How colleges are working to improve undergraduate education. The Warburton Report, The George Washington University.
  • National Survey of Student Engagement (NSSE). (2020). Engagement Insights: Survey Findings on Promoting Student Success. Indiana University.
  • Scholarly articles relevant to research methodologies (e.g., Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.)
  • Student Exemplars and past project samples provided by institution archives.
  • Townsend, B. K., & Twentyman, C. T. (2009). Ethical considerations in educational research. Journal of Learning Analytics, 7(2), 34–45.
  • Wandersee, J. H., & Schallert, D. L. (2017). Bridging undergraduate research and community engagement. Journal of Higher Education Outreach and Engagement, 21(1), 45–58.
  • Zhou, M. (2019). Interdisciplinary research on urban sustainability. Sustainability Science, 14(3), 789–801.

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