More valued contributions take the form of objective factual information, the documented findings of scholars and researchers, the published opinions of experts, and thoughtful questions suggested by serious reflection on an issue. Students will be evaluated on the basis of active participation, not mere attendance. A seminar is not a lecture course, and the instructor makes no claim to omniscient insight on educational issues. Rather, the nature of a seminar suggests shared perspectives, debate, questioning, and occasionally spirited controversy in which students and instructor participate mutually. The seminar will attempt to focus on educational issues which have been and continue to be debated by the public, by policy-makers and by the profession.
Writing is an integral and visible part of the critical thinking process.
As such, student writing is intended to assist in the development of ideas as well as in documenting positions on an issue. In addition to the assigned writing requirements of the course, we may occasionally write in class as a means of reflecting and organizing thoughts prior to or following discussion. Evidence that students have fulfilled reading expectations and other assignments will be gathered through journal writing, seminar discussions, and, as a last resort, tacky little quizzes. Discussion facilitation implies preparation to moderate and guide discussion for a particular case study or topic. There are no deadlines for submission of papers and projects, except for University regulations regarding incomplete grades.