Who Am I? Cs Fall 2016 Assignment

Cs Fall 2016who Am Iassignmentthe Purpose Of This Assignment Is To

The "Who Am I" assignment for CS Fall 2016 is designed to facilitate students sharing personal information with their classmates to foster a sense of community. Students are encouraged to disclose details they are comfortable making public, including their name, seat assignment, major, educational background, reasons for taking the course, expectations, and the types of technologies they frequently use. Additionally, students may include interesting facts about themselves, such as hobbies, family, favorite sports teams, musicians, movies, TV shows, or YouTube videos.

Supplementary academic resources include works by Ravitch & Carl (2016) on qualitative research conceptual frameworks and critical research design, Rubin & Rubin (2012) on qualitative interviewing techniques, and guidance from the Walden University Writing Center on annotated bibliographies and problem statements, which are relevant for academic assignments related to this course. These references support understanding research methodologies and writing strategies necessary for successful course completion.

Paper For Above instruction

The "Who Am I" assignment for CS Fall 2016 serves as a foundational activity aimed at fostering peer connection and enhancing the classroom environment. By sharing personal details, students create an opportunity for mutual understanding and engagement, crucial elements in educational settings where collaborative learning and open communication are valued. This exercise not only encourages sharing of surface-level facts but also cultivates a supportive community where students feel comfortable expressing their identities and interests. Such endeavors help reduce social barriers and promote a more inclusive learning atmosphere.

In a broader academic context, understanding individual backgrounds and perspectives aligns with qualitative research principles as discussed by Ravitch and Carl (2016). Their emphasis on using conceptual frameworks in research highlights the importance of recognizing diverse viewpoints, which can enrich qualitative studies by incorporating varied narratives and lived experiences. Similarly, Rubin and Rubin (2012) emphasize the importance of listening and genuine engagement in qualitative interviewing, skills that are relevant both in research and in building interpersonal relationships within a classroom setting.

The integration of personal sharing with research methodologies underscores the significance of effective communication and empathetic understanding. For example, a student's willingness to share personal interests—such as favorite movies, hobbies, or family—can serve as entry points for meaningful conversations and collaborative projects. This openness echoes the need for active listening and rapport-building, outlined by Rubin and Rubin (2012), which are crucial for qualitative data collection and fostering trust in social interactions.

From an academic perspective, resource supports such as Walden University’s guidance on annotated bibliographies and problem statements emphasize the importance of clarity and purpose. When students articulate their personal insights or research interests, their ability to craft well-structured problem statements or bibliographies enhances their research skills. These skills are vital in constructing coherent research narratives, as well as in developing critical thinking and analytical abilities essential for success in research-intensive courses.

Moreover, understanding the technological engagement of students adds an additional layer of context. Many students interact with technology daily—ranging from social media platforms to specialized websites—that influence their learning styles and communication patterns. Recognizing these digital behaviors helps educators tailor pedagogical strategies to better meet learners’ needs, fostering more effective engagement and knowledge construction. As noted in contemporary educational research, integrating technology into the learning environment can promote increased motivation and participation (Kukulska-Hulme, 2020).

In conclusion, the personal sharing activity embedded in the "Who Am I" assignment serves multiple purposes: building community, enhancing communication skills, and providing a foundation for understanding diverse perspectives. When combined with research literature and pedagogical resources, it underscores the importance of creating an inclusive, communicative, and technologically aware classroom environment. Such practices align with research principles emphasizing qualitative inquiry, empathetic engagement, and strategic use of technology—ultimately enriching the educational experience and supporting meaningful learning outcomes.

References

• Ravitch, S. M., & Carl, N. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
• Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
• Walden University Writing Center. (2015). Common course assignments: Annotated bibliographies. Retrieved from https://waldenuwritingcenter.com
• Walden University. (n.d.). How do I write an annotated bibliography? Retrieved from https://academicguides.waldenu.edu/library/researchskills/annotatedbib
• Walden University. (2012, October 30). Weathering the storm…of problem statements [Blog post]. Retrieved from https://waldenu.edu/blog/problem-statements
• Kukulska-Hulme, A. (2020). Mobile-assisted language learning [MLAL]: Past, present, and future. ReCALL, 32(2), 135–151.
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
• Sage Publications. (2020). Fundamentals of qualitative research. Sage Research Methods.
• Schwandt, T. A. (2014). The SAGE dictionary of qualitative inquiry. Sage.
• Patton, M. Q. (2015). Qualitative research & evaluation methods. Sage publications.