Improving and Assessing Research, Design and Reporting Skills

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dc.contributor.authorJones, Francisen_US
dc.contributor.authorBaldeon, Geidyen_US
dc.contributor.authorEberhardt, Eriken_US
dc.date.accessioned2015-02-05T18:50:30Z
dc.date.available2015-02-05T18:50:30Z
dc.date.issued2014-05-13
dc.descriptionThese slides and references were used to discuss a set of coupled instructional strategies for fostering and evaluating research, design and reporting skills. Strategies include i) analysis of expertise for developing frameworks, ii) corresponding instructional scaffolding of authentic tasks, iii) process-oriented rubrics for describing and assessing relevant high-level skills, iv) mentoring of teaching assistants (TAs), and v) attention to efficiency and persistence of these strategies as the course and teaching team evolve.en_US
dc.description.refereedYesen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/33370
dc.identifier.urihttp://hdl.handle.net/1880/50341
dc.language.isoengen_US
dc.publisherTaylor Institute Teaching Communityen_US
dc.publisher.corporateUniversity of British Columbiaen_US
dc.publisher.facultyScienceen_US
dc.publisher.urlhttp://itsotlcweb01.ucalgary.ca/taylorinstitute/teaching-community/node/119en_US
dc.subjectrubricsen_US
dc.subjectresearch skillsen_US
dc.subjectcommunication skillsen_US
dc.titleImproving and Assessing Research, Design and Reporting Skillsen_US
dc.typeconference proceedingsen_US
thesis.degree.disciplineEarth, Ocean & Atmospheric Sciencesen_US
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