A Justice Site
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California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: September 5, 2003
Latest Update: October 4, 2004
jeannecurran@habermas.org
takata@uwp.edu
Index for Lectures and Commentaries,jeanne's Lectures for Fall 2004 in Chronological Order
Special This Week for All Classes:
- What to Do When I Don't Understand Week 3, Week of September 8, 2003, written in response to student questions. jeanne
- I don't get It. So I'm bringing it to you. Link added September 12, 2003.
- I DO Know. Not the Answer, but How to Get There! Yippee! Commentary by Maria Rodriguez on not saying I Don't Know. Period. Link added September 12, 2003.
- I read it, but I don't understand it. Commentary by a student having difficulty with reading material in another class. Link added September 13, 2003.
- Please Don't Answer the Questions. Commentary in which answering the questions does not indicate the learning. Student needs to go back and indicate what has been learned. Link added September 12, 2003.
- The Problem with Giving the Impression that You Really Don't Know: Padding Just to Say Something A Commentary that would not receive a passing grade. Link added September 12, 2003.
Answerability and Alterity: Cross-classes, as our basic theoretical approach:
- Dialogic Answerabilty in Hierarchical Institutiions Deals with both dialogic answerability and monologic non-answerability, and with the ethical and moral considerations of the two.
- Open Hearts and Minds Commentary by Katie Williams, CSUDH.
Current Events Commentary: Cross-Classes
City Water Tunnel # 3 By Carl Williams, CSUDH.
- Perspective on September 11 by Mar-Shay Allen, CSUDH.
Agencies:
- Dialogic Answerabilty in Hierarchical Institutiions Deals with both dialogic answerability and monologic non-answerability, and with the ethical and moral considerations of the two.
Knowingness:
Statistics:
- Stat Preps 04
- Kendrick on Using SPSS: Starting Out
- What Numbers Can and Can't Do
- What Numbers Can't Do: "So I'm Only 26. What Does 26 Really Mean?" Commentary by Monique Dole. Sample of B submission that needs response to become an A.
- Nominal, Ordinal, Interval Measurement
Theory:
Grading Policy
- Academic Assessment in Credited Course Learning
- Maintatining Consistency in Academic Accountability
- Consistency through Checkin In Sample submission.
- Cutting to the Chase: Twenty-Five Words or Less and Paper Clips
- Discovering Your Identity in Learning
- Authentication of Knowledge as Interdependent
- Measuring Learning without The Learner
- What to Do When I Don't Understand
More Advanced Theoretical Background for our Grading Policy:
- The Aesthetics of Answerability
- Why jeanne says don't just answer the questions.
- Keep Your Eye on the Ball
- Time Management for Study in a World Without Discretionary Time