In addition to traditional research, students will also engage in real world investigations in NYC. For...

 

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In addition to traditional research, students will also engage in real world investigations in NYC. For example, exploring the funding (and budget cuts) for AIDS programs might include a visit to an AIDS clinic and interviews with clients, staff, and city officials, while exploring the treatment of carriage horses in Central Park might include video or photographs of the horses at work. In addition to written notes, student research can be recorded through photographs, tape recordings, video recordings, and notes from interviews. Collecting historical documents such as photographs, letters, brochures, or memorabilia discovered during field research is encouraged. A field memo collecting and describing this research is due on DATE. EXTENDED OUTLINE Students will then construct an extended outline focusing on the problem they have identified, noting where their various research findings will fit into their arguments. This step is due on DATE. PAPER Students' papers should synthesize their problem-solving research in a 1500+ word paper that employs the problem-solving approach described in Chapter 3 of Thinking Critically. Students should incorporate screenshots of at least two relevant Archival documents from their Topical Research, at least one image, video, or audio file from their Field Research, identify at least three alternatives for solving the problem and develop a plan of action to implement the solution deemed to be the most promising. Outstanding students' papers will be invited to be included in the permanent collection of the Archives. Finalized papers should include the brief personal biography and photo from the Topic Selection step. The papers are due on DATE via the instructor's preferred medium as well as deposited in the course ePortfolio's assessment module. In addition to traditional research, students will also engage in real world investigations in NYC. For example, exploring the funding (and budget cuts) for AIDS programs might include a visit to an AIDS clinic and interviews with clients, staff, and city officials, while exploring the treatment of carriage horses in Central Park might include video or photographs of the horses at work. In addition to written notes, student research can be recorded through photographs, tape recordings, video recordings, and notes from interviews. Collecting historical documents such as photographs, letters, brochures, or memorabilia discovered during field research is encouraged. A field memo collecting and describing this research is due on DATE. EXTENDED OUTLINE Students will then construct an extended outline focusing on the problem they have identified, noting where their various research findings will fit into their arguments. This step is due on DATE. PAPER Students' papers should synthesize their problem-solving research in a 1500+ word paper that employs the problem-solving approach described in Chapter 3 of Thinking Critically. Students should incorporate screenshots of at least two relevant Archival documents from their Topical Research, at least one image, video, or audio file from their Field Research, identify at least three alternatives for solving the problem and develop a plan of action to implement the solution deemed to be the most promising. Outstanding students' papers will be invited to be included in the permanent collection of the Archives. Finalized papers should include the brief personal biography and photo from the Topic Selection step. The papers are due on DATE via the instructor's preferred medium as well as deposited in the course ePortfolio's assessment module.

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This assignment description outlines a comprehensive research project that combines traditional rese... View the full answer