Philosophy 3760, Ethics of War and Peace
22/01/08 22:39
Philosophy 3760, Ethics of War and
Peace
The comparative use of embedded questions indicates that students are very successful in discussing, considering, and writing about specific topics, and their work is consistently at a high level in that regard, with some small indication of continuing improvement.
The comparative use of embedded questions indicates that students are very successful in discussing, considering, and writing about specific topics, and their work is consistently at a high level in that regard, with some small indication of continuing improvement.
Philosophy 3760, Ethics of War and
Peace
The comparative use of embedded questions indicates that students are very successful in discussing, considering, and writing about specific topics, and their work is consistently at a high level in that regard, with some small indication of continuing improvement. One area that informal assessment indicates needs more work – and we are currently considering both pedagogical techniques for correcting the problems as well as assessment measures to gauge the progress in meeting that goal – is in the selection of a research paper topic that is workable. In particular, students are often much too ambitious in their goals, selecting topics that cannot be dealt with adequately in a single focused research paper. While such ambition is laudable, it typically winds up being very frustrating for the students. One key goal is to develop methods of practicing the selection and definition of a research topic that is appropriate in length and breadth while still being substantive and affording an opportunity for critical theoretical development of a position. Prior to teaching the course again, we hope to have both the pedagogical and the assessment program drawn up for that important skill.
The comparative use of embedded questions indicates that students are very successful in discussing, considering, and writing about specific topics, and their work is consistently at a high level in that regard, with some small indication of continuing improvement. One area that informal assessment indicates needs more work – and we are currently considering both pedagogical techniques for correcting the problems as well as assessment measures to gauge the progress in meeting that goal – is in the selection of a research paper topic that is workable. In particular, students are often much too ambitious in their goals, selecting topics that cannot be dealt with adequately in a single focused research paper. While such ambition is laudable, it typically winds up being very frustrating for the students. One key goal is to develop methods of practicing the selection and definition of a research topic that is appropriate in length and breadth while still being substantive and affording an opportunity for critical theoretical development of a position. Prior to teaching the course again, we hope to have both the pedagogical and the assessment program drawn up for that important skill.
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