This Class Is Intended To Be Interactive And Involve Serious
This class is intended to be interactive and to involve serious scholarly engagement with the reading assignments and others
This class is intended to be interactive and to involve serious scholarly engagement with the reading assignments and others. I expect you to be well prepared each week to discuss the assigned readings online with your colleagues. Each student is responsible for posting original posts and reply postings in the Discussion Forum for other students in the class to consider. Each original post should be at least 500 words, and the replies should be at least 300 words. All posts/replies should be posted periodically throughout the grading period—as identified on the course modules and course schedule breakdown.
The questions should be phrased in the form of an analytic inquiry. This means that students shouldn’t just ask a simple question, they should couch the question in the readings or other scholarly works and offer their perspective. Students need to take the time to learn about a specific aspect of a topic, summarize the issue, and then meaningfully articulate questions, answers, reflections, criticisms, strategies, and perspectives. Moreover, cutting and pasting text from readings or online articles is also not helpful — you should rephrase the material in your own words or put quotations around direct quotes from articles. Always feel free to refer to relevant material when posting — I just don't want to see that the majority of your posting involves quoted material from other sources.
Your summaries do NOT count towards your posts/replies each grading period, and MUST NOT be posted to the discussion board. Posting a summary to the discussion board will result in an automatic ZERO for your summary grade. Students are expected to participate on the discussion boards appropriately. This means you should NOT do any of the following: bring up irrelevant information, attack people online for their opinions, attach any file to your emails that has not been checked for viruses, send people irrelevant materials or files, or harass individuals online.
Paper For Above instruction
The assignment requires active and scholarly participation in an online discussion forum, emphasizing critical engagement with course readings. Students are expected to contribute original posts of at least 500 words and reply posts of at least 300 words throughout the grading period. Posts should be thoughtfully crafted as analytical inquiries, grounded in the readings, with personal insights and reflections. It is essential to avoid copying and pasting quotations directly; instead, paraphrase or use quotations appropriately. Summaries are excluded from grading and should not be posted on the discussion board, as doing so results in zero credit. Maintaining respectful and appropriate conduct in online interactions is mandatory, with no irrelevant, offensive, or harassing behavior tolerated. The discussion should foster serious scholarly dialogue, and students must adhere to these guidelines for meaningful participation and to meet academic expectations.
References
- Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
- Brookfield, S. D. (2015). Becoming a Critically Reflective Teacher. Jossey-Bass.
- Graff, G., & Birkenstein, C. (2018). They Say / I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company.
- Muirhead, B., & Ratto, M. (2019). The Reconfigured Classroom: Digital Transformation in Education. Routledge.
- Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
- Trigwell, K., & Prosser, M. (2014). How People Learn and How They Can Be Taught: Using Cognitive Development Theory to Design Effective Learning. Routledge.
- Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64-70.
- Hillocks, G. (2011). The Test of Time: The Importance of Critical Thinking. Educational Leadership, 69(4), 22-27.
- Kuh, G. D., & Hu, S. (2001). The Effects of Student Engagement on College Grades. The Journal of College Student Development, 42(2), 146-163.
- Bean, J. P. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Jossey-Bass.