7 Tips for Online Learning: How to Excel as an Online

Do you know a student juggling the challenges of online learning? Are you enrolled in an online course? Have you decided to continue your education?


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How to Write Your First Research Paper

1. SCHeDuLe YOuR WRITIng TIMe In OuTLOOk Whether you have written 100 papers or you are struggling with your first, starting the process is the most difficult part unless



Transfer of Knowledge to New Contexts Poorvu Center for

Transfer of Knowledge to New Contexts. “Transfer” is a cognitive practice whereby a learner’s mastery of knowledge or skills in one context enables them to apply that knowledge or skill in a different context. Because transfer signals that a learner’s comprehension allows them to recognize how their knowledge can be relevant and to


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Organizing Your Course to Facilitate Student Learning

Organizing Your Course to Facilitate Student Learning. Well-organized courses encourage student motivation, performance, and persistence. Instructors can design their courses in many rich ways to cultivate student motivation and enhance opportunities for more effective learning. When a course is designed so that the learning goals align with


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Citing the year is intended to distinguish multiple sources by the same author. Cited works written by the same author in the same year are distinguished by adding a letter to the date in both the



Awareness of Socioeconomic Diversity Poorvu Center for

Awareness of Socioeconomic Diversity. Socioeconomic status (SES) is a characterization derived from a “combination of education, income and occupation” (APA), and can seriously impact student well-being and academic performance. Low SES students (often first-generation college students) can experience difficult transitions to college, and


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Encouraging Metacognition in the Classroom Poorvu Center

Encouraging Metacognition in the Classroom. Metacognition is the process of “thinking about thinking,” or reflecting on personal habits, knowledge, and approaches to learning. While applications of metacognition in the context of learning enjoy a long history, psychologists William James, Jean Piaget, and Lev Vygotsky theorized the role of


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Considering Validity in Assessment Design Poorvu Center

Considering Validity in Assessment Design. Validity describes an assessment’s successful function and results. Definitions and conceptualizations of validity have evolved over time, and contextual factors, populations being tested, and testing purposes give validity a fluid definition. Because scholars argue that a test itself cannot be valid


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Teaching and Learning Frameworks Poorvu Center for

Effective teaching and learning frameworks emerge from psychological, cognitive, sociological, and educational research findings that students learn best when a) the prior knowledge and “preconceptions” they bring into the classroom are recognized and engaged, b) they have practice and time to build “conceptual frameworks” upon foundational knowledge through active,


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Learning Styles as a Myth Poorvu Center for Teaching and

Learning Styles as a Myth. Learning Styles refer to the idea that students learn best when course content is pitched to match students’ self-reported media preferences. Endless potential frameworks for categorizing learning styles exist, but the most popular one divides students into three types: visual, auditory, and kinesthetic learners.


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Formative and Summative Assessments Poorvu Center for

Formative and Summative Assessments. Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps.


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Warning: When You Must Cite Poorvu Center for Teaching

Warning: When You Must Cite. Although you should use sources creatively and flexibly to help you generate ideas and sharpen your argument, there are some hard-and-fast rules about the way sources should be acknowledged in your project. Click on the links for more explanation of the various rules. ALWAYS CITE, in the following cases: When you


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Leading an Effective Discussion

Leading an Effective Discussion (adapted from “How to Get Students to Talk in Class,” Center for Teaching and Learning, Stanford University, and from the …



Racial Awareness Poorvu Center for Teaching and Learning

Examples An instructor includes classroom policies in the syllabus that underscore respect, attentive listening, civil dialogue, honesty, and patience, regardless of background or appearance. The instructor addresses these policies on the first day, emphasizing that human worth informs intellectual exploration in class. An English instructor holds equally high expectations for


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Preparing for Class Poorvu Center for Teaching and Learning

Where to Start: A Five-Stage Game Plan for Sections In general, being prepared for class has less to do with how much or how little time you spend preparing, and more to do with how well and how wisely you use that time. In this way, preparing for class is a lot like writing a paper or preparing to take an exam. That little analogy may or may not be reassuring.


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Teaching How-to Poorvu Center for Teaching and Learning

Welcome to the latest edition of our guide to teaching at Yale University. Becoming Teachers, the Graduate School's teaching how-to guide, was first published in 2001. Produced under the guidance of former Yale Teaching Center Director Bill Rando, and edited by Robert Lagueux, it features contributions from teaching fellows and deans of the Graduate School of Arts and


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Citing Internet Sources Poorvu Center for Teaching and

Next list the title of the journal, magazine, or newspaper. Give the publication date of the article next for MLA, followed by the date that you accessed the site. For APA , give the full URL—the Web address that begins with “http.”. When a DOI (Digital Object Identifier) is available, list the DOI instead of the URL.


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Syllabus Design Poorvu Center for Teaching and Learning

The syllabus is a foundational document and a critical piece of communication between instructor and student that warrants thoughtful design. As the syllabus is often the first form of interaction that instructors have with their students, it plays a significant role in engaging …


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Formative and Summative Assessment Handout

Summative Assessment Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of instruction.



Writing with Turnitin Poorvu Center for Teaching and

Many student writers struggle to balance their own ideas with those of their sources. The Poorvu Center discussion of Using Sources, as well as our various tutoring services, can help you improve this balance, beginning long before the assignment is handed out.. But when you have a nearly finished draft, Turnitin can help identify places in the paper where the sources are crowding out your voice.


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Academic Strategies Program Poorvu Center for Teaching

Welcome to the Academic Strategies Program! We help students learn how to navigate the “hidden curriculum” of Yale–that invisible set of underlying assumptions and expectations about how to do well as a student that are implicitly embedded in Yale’s culture and are not taught in the classroom. By becoming aware of these implicit cultural-academic norms, students become empowered to


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Public Speaking for Teachers I: Lecturing Without Fear

Public speaking, it is commonly said, is one of the most pervasive fears (in some surveys, second only to death). It is estimated that 75% of all people suffer from fear of public speaking. In academic training, speaking skills are rarely taught in any formal sense, which may increase anxiety and discomfort. Yet public speaking is one of the most important skills for scholars,


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Faculty Teaching Academy Poorvu Center for Teaching and

Faculty Teaching Academy. With endowed support from an anonymous benefactor, the Poorvu Center launched the Faculty Teaching Academy program. The goal of the program is to engage faculty in structured conversations in communities of practice with peers, in which participants advance their knowledge of scholarly approaches to teaching excellence.


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Accessing Turnitin Reports Poorvu Center for Teaching

Accessing Turnitin Reports. If you are enrolled in a course where the instructor is using Turnitin review for a specific assignment, the easiest way to view your similarity report is through the Grades page in Canvas. For a step by step description of the process, including video illustration, see the Help Guide.


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Citing Miscellaneous Sources Poorvu Center for Teaching

Citing CD-ROMs is probably most similar to citing an article in a book. Both call for author, article or section title, title of the larger work, and date of publication. Both MLA and APA style expect that you identify the medium of recorded sources (in this case, CD-ROM) in your listing.


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Addressing Academic Integrity and Plagiarism Poorvu

Planning WR Courses. Designing Assignments. In-Class Activities. Addressing Academic Integrity and Plagiarism. Teaching about Academic Integrity and Plagiarism. Preempting Plagiarism. Sample Plagiarism Warnings for Syllabi. Revising Assignments to Reduce Plagiarism. When You Suspect Academic Dishonesty.


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Using Sources Poorvu Center for Teaching and Learning

Using Sources. When you cite a source, you show how your voice enters into an intellectual conversation, and you demonstrate your link to the community within which you work. Working with sources can inspire your own ideas and enrich them, and your citation of these sources is the visible trace of that debt.


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Review Sessions Poorvu Center for Teaching and Learning

Final Thoughts. Teaching Fellows often bring review sheets and learning aids to review sessions. Students are very grateful for these, so it’s a good idea. But here’s a better idea. Develop those materials before the review session — maybe at the start of the semester —and distribute them to your students whenever appropriate after that.


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Active and Experiential Learning Poorvu Center for

Active learning strategies, unlike open class discussion, are timed, structured, and designed to give students a chance to learn by acting on a specific piece of content in a specific way. Students learn material better when they engage it actively rather than absorb it passively. Decide on a set of goals for an activity—what you want


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Strategy 5: Revise the Structure of the Source’s Sentences

Strategy 5: Revise the Structure of the Source’s Sentences. Paraphrase strategies like replacing jargon and changing terminology rely primarily on substituting your own language for your source’s. But a paraphrase that substitutes synonymous phrases in the same order is still plagiarism. In order to claim the language as your own, you also


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Antiracist Pedagogy Poorvu Center for Teaching and Learning

Antiracist Pedagogy. The Poorvu Center for Teaching and Learning offers this webpage as a resource for instructors who want to learn about antiracist teaching practice and as a place to make ongoing Yale faculty antiracist efforts more visible, including our Faculty in Conversation series held during the academic year. At the Poorvu Center, we


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Drop-In Writing Partners Poorvu Center for Teaching and

Drop-In Writing Partners. The Writing Partners are currently operating remotely by appointment. When you schedule an appointment. , a confirmation email will explain how to find your tutor on Zoom. Writing Partners are Yale College or graduate school students selected for both their writing skills and their ability to talk about writing.


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Leading Discussion Poorvu Center for Teaching and Learning

The nuts and bolts of leading discussion involve two fundamental activities. First, you must be prepared to ask good questions, whether to get the ball rolling, restart a stalled section, or redirect a discussion that seems to be going off topic or off the rails. Second, you must be able to facilitate the discussion itself, commenting on students’ insights, eliciting thoughts


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Citing Articles Poorvu Center for Teaching and Learning

The listing for an article in a newspaper begins with the name of the article’s author and the title of the article. (In APA style, the publication year appears between the author and title.) These are followed by the title of the newspaper. In MLA style, the date of publication comes next.


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Research Paper Writing Poorvu Center for Teaching and

Research Paper Writing. Graduate courses will challenge you to write at a professional academic level through seminar papers, major research papers, and reading responses. Learn how to improve and supplement your research and writing skills using the Graduate Writing Lab’s resources and services. A successful research paper is more than just


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Teaching Controversial Topics Poorvu Center for Teaching

Teaching Controversial Topics. This resource has two goals: first, it will prompt you to reflect upon your role as the teacher in dealing with controversial issues in the classroom and with the challenges they raise. Second, it will explore concrete strategies for teaching these issues and making them positive pedagogical opportunities.


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Signaling Sources in the Body of a Paper Poorvu Center

In academic writing, nearly every reference to a source has two parts: the indication in the body of your paper that you’re referring to a source, and the publication information a reader needs to track that source down later. The three citation styles used in this guide—MLA, APA, and Chicago style footnotes—use different methods for that initial signal that a source is being


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What Good Writers Know Poorvu Center for Teaching and

The best way to learn how to write in a discipline—or for any new audience or context—is to study examples of good writing. If you want to emulate good Yale writers, view Model Papers from various disciplines. You should also ask your professors for examples of good writing, and encourage them to send these to us at [email protected], the suggestions below can help you with writing


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Teaching in Context: Troubling Times Poorvu Center for

Teaching in Context: Troubling Times. World events influence perceptions of the present for both students and faculty. Teaching during a challenging time is most effective when we reflect on the complexities of our world, nation, and community. The COVID-19 pandemic has claimed the lives of millions of people around the globe.


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Flagged by Turnitin: A Student Paper from Another

Directions. The Poorvu Center for Teaching and Learning is located within Sterling Memorial Library on the first floor and the mezzanine along York Street.


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Writing Handouts and Model Papers Poorvu Center for

Writing Handouts. Principles, strategies, and models to deepen your understanding of what good writing looks like—and how to achieve it.


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Researching and Analyzing Statutory & Case Law (Series

This series is co-presented by the Yale Law School and the Graduate Writing Lab.All sessions will take place via Zoom 12:10-1:30p.m. Part 1: Researching and Analyzing Statutory Law (Tues Oct.20th and Wed. Oct. 21st) In the first session, you will learn different methods for finding statutes related to the legal question presented and how to


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STEM Tutoring & Programs Poorvu Center for Teaching and

Online Tutoring Update: Starting Monday, March 23, ULAs & Course-Based-Peer-Tutors will continue to support most STEM courses in which they’re assigned.Watch for information from your specific course instructor on how to access that help, which will often be via …


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Writing for Publication Poorvu Center for Teaching and

Writing for Publication. Every year, The Graduate Writing Lab offers a number of workshops, workshop series, and panels featuring leading editors and publishers on how to turn your research writing into a professional publication. Here are some sample topics that have been covered in the recent past:


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Public Speaking for Teachers II: The Mechanics of Speaking

Many of the skills of expert public speakers require practice and perfecting the “core competencies” of speaking: organization, eye contact, voice, posture, among others. Developing these competencies requires doing practice exercises so that when one has to do a formal speech, these skills are fully integrated into normal practice. In this module, you will find some basic


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MORAL FOUNDATIONS OF POLITICS | PLSC 118 WR Erin Pineda! ELEMENTS OF A SUCCESSFUL POLITICAL THEORY PAPER ! 1. ARCHITECTURE A successful political theory paper in part depends to a huge extent on its architecture: the introduction (1.1), thesis