Fluent Essays

please just type comments for each powerpoint. at least 100 words thanksSummarize and respond to at least two peer’s your group.Provide commentary, or a direct hyperlink to another source that might help them with their topic.When you first introduce the source add an APA citation at the end of your post. Use APA in-text citations for any quotations, or paraphrases. It is best to start paraphrasing your sources here. Aim for a source that offers a different opinion, perspective, or bias from the source they provided.Pose exploratory questions for your peer(s) to consider.A successful presentation will do the following:Explores a narrow research topic/question throughout blogRaises and explores additional, exploratory questions about the sources and related to the initial inquiryAvoids rhetorical questions, i.e. questions with implied answers or that hint at a persuasive purposeShows an evolving thought process, undecided or open-mind, and willingness to keep questioningIncorporates research from at least 4 credible sources from different perspectivesCites sources in APA style and utilizes signal phrases to create a conversation with sourcesAcknowledges and responds to peer commentsEmploys links, non-copyrighted images, and possibly videos that relate to the research inquiryAcknowledges sources for quotations, paraphrases, images, videos, etc.Uses first-person (I) to create a personal, narrative styleDoes not distract the reader or interfere with clarity because of errors in punctuation, mechanics, or spelling. research_proposal_and_exploratory_questions_1.pptx module_5__discussion_3.pptx research_proposal_and_exploratory_questions_1.pptx module_5__discussion_3.pptx Unformatted Attachment Preview Research Proposal and Exploratory Questions Lauren Saxton Colorado State University English 102 Dr Anne Carlisle January 2020 Students entering the workforce have a multitude of challenges to face when competing for opportunities. Certain factors determine whether or not students secure Reintroduction of Research Topic their dream position. However, not all have the same opportunities. Income disparity adds many layers to the experience of entering the workforce. Students who live in poverty often don’t have access to the same opportunities as their peers. Students at poverty level have to rely on a unique set of resources including Grit to get the same distance as others. Research Questions • 1. What are the unique set of challenges students facing an income disparity while trying to navigate college and entering the workforce? • 2. What resources are available to help these students? • 3. How can we expand available resources to this population and increase success in these students? Source 1 “Inequality and Opportunity in a Perfect Storm of Graduate Student Debt.” https://csuglobal.idm.oclc.org/login?url=http://search.ebscoh ost.com/login.aspx?direct=true&db=eric&AN=ED598656&site =eds-live Exploration of Sources The source explores the theme of graduate debt being incurred at higher rates for marginalized populations and what the implications of that debt are. Response and Questions 1. What is the payoff for incurring these debts? Meaning, does the advanced degree justify the debt incurred? 2. How does having this debt affect their future investments? Ie; home ownership, etc. Meaning, where does it land them on the economic scale compared to their peers who haven’t incurred debt. Source 2 Beyond access: Explaining socioeconomic differences in college transfer: A magazine of theory and practice. https://minds.wisconsin.edu/bitstream/handle/1793/36268/goldrick-rab2008017.pdf?sequence=1&isAllowed=y This source studies the transfer habits of 2 and 4 year college student in reference to economic status. It finds largely that lower economic status indicates higher frequencies of “reverse transfer” and other relevant trends when comparing the experiences of student success. Response and Question 1. How does reverse transfer affect their future economic status? Does it allow them to finish something and enter the work force sooner and with less debt than if they continued on with their 4 year degree? 2. What other constraints besides income disparity might affect student success form disadvantaged students and how is being addressed in current society? Ie; mental health, access to food(think Maslow’s Hierarchy of Needs). References • Pyne, J., Grodsky, E., & University of Wisconsin-Madison, W. C. for E. R. (WCER). (2018). Inequality and Opportunity in a Perfect Storm of Graduate Student Debt. WCER Working Paper No. 2018-9. Wisconsin Center for Education Research. Wisconsin Center for Education Research. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED598656&site=eds-live • Goldrick-Rab, S., & Pfeffer, F. T. (2009). Beyond access: Explaining socioeconomic differences in college transfer: A magazine of theory and practice. Sociology of Education, 82(2), 101-125. https://minds.wisconsin.edu/bitstream/handle/1793/36268/goldrick-rab2008017.pdf?sequence=1&isAllowed=y Research Proposal and Preliminary Bibliography Review Veronica S. Wright Dr. Anne Carlisle Composition II, ENG102-5 January 15, 2020 Recap of Proposed Research  Bridging the gap between college and career- How can colleges, universities and instructors help students be better prepared for the workforce?   Colleges and universities need to offer courses that will allow students to acquire skills needed to become successful in the workforce. The role of advisors within colleges and universities across the country is important- not only for helping students feel prepared for the workforce but also for helping students discover if their chosen field of study is one they will feel good about. Recap of Thesis & Research Questions  Colleges and universities are responsible for helping graduates feel that they are prepared for the workforce, as well as to help make sure that college graduates have the basic skills needed to become successful in their chosen fields of interests.  How can colleges/universities fund workforce preparedness courses?  What if some students do not feel the need to take these courses?  Do college professors really need to revamp their lesson plans to allow students to see the big picture of their chosen career paths? Summary/Response to Research Sources  Survey of Higher Education Efforts to Asses Job Market Conditions and Student Outcomes by James Moses suggests that students surveyed to see if they felt prepared for the workforce answered that they did not feel prepared.   The recommendation of Moses in his text is that colleges and universities should do more when it comes to tailoring lesson plans to make sure students can take what they learn and apply it to the workforce (Moses, 2015). My response & question: As a student myself, I believe that as individuals we are responsible for taking what we have learned from college and implement it to our life outside of college and I also believe that colleges and universities are also responsible for making sure that as students, we have the resources available to us to help us become the best professional entering the workforce as we can be. Is it possible that there should be more emphasis on how students can think for themselves as to how they can become better prepared instead of putting so much emphasis on how it is the colleges/universities responsibility? Summary/Response to Research Sources (Continued)  Hiring is on the Rise but are College Grads Prepared for the World of Work by Nicholas Wyman suggests that if colleges/universities partner up with businesses in their area, this will help students not see what the jobs in the workforce are like. Internships are very important with helping students see and apply what they have learned in college to their selected line of work (Wyman, 2018).  My response & question: As someone who has not yet participated in an internship in the Marketing field, I can see how it is a good idea to do so because of the fact that students can learn what the expectations are when they graduate and so that it will not be a big shock to students who graduate into the workforce. Internships allow students to really see the big picture when it comes to their selected lines of work which is important to make sure they are ready. What can colleges/universities do in order to allow for more internship opportunities for students? References  Moses, J. (2015). Survey of Higher Education Efforts to Assess Job Market Conditions and Student Outcomes. [New York]: Primary Research Group, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1410427 &site=eds-live  Wyman, N. (2018, August 3). Hiring Is On The Rise, But Are College Grads Prepared For The World Of Work? Retrieved December 30, 2019, from https://www.forbes.com/sites/nicholaswyman/2018/08/03/hiring-is-on-therise-but-are-college-grads-prepared-for-the-world-of-work/#693e37f44e7e. Research Proposal and Exploratory Questions Lauren Saxton Colorado State University English 102 Dr Anne Carlisle January 2020 Students entering the workforce have a multitude of challenges to face when competing for opportunities. Certain factors determine whether or not students secure Reintroduction of Research Topic their dream position. However, not all have the same opportunities. Income disparity adds many layers to the experience of entering the workforce. Students who live in poverty often don’t have access to the same opportunities as their peers. Students at poverty level have to rely on a unique set of resources including Grit to get the same distance as others. Research Questions • 1. What are the unique set of challenges students facing an income disparity while trying to navigate college and entering the workforce? • 2. What resources are available to help these students? • 3. How can we expand available resources to this population and increase success in these students? Source 1 “Inequality and Opportunity in a Perfect Storm of Graduate Student Debt.” https://csuglobal.idm.oclc.org/login?url=http://search.ebscoh ost.com/login.aspx?direct=true&db=eric&AN=ED598656&site =eds-live Exploration of Sources The source explores the theme of graduate debt being incurred at higher rates for marginalized populations and what the implications of that debt are. Response and Questions 1. What is the payoff for incurring these debts? Meaning, does the advanced degree justify the debt incurred? 2. How does having this debt affect their future investments? Ie; home ownership, etc. Meaning, where does it land them on the economic scale compared to their peers who haven’t incurred debt. Source 2 Beyond access: Explaining socioeconomic differences in college transfer: A magazine of theory and practice. https://minds.wisconsin.edu/bitstream/handle/1793/36268/goldrick-rab2008017.pdf?sequence=1&isAllowed=y This source studies the transfer habits of 2 and 4 year college student in reference to economic status. It finds largely that lower economic status indicates higher frequencies of “reverse transfer” and other relevant trends when comparing the experiences of student success. Response and Question 1. How does reverse transfer affect their future economic status? Does it allow them to finish something and enter the work force sooner and with less debt than if they continued on with their 4 year degree? 2. What other constraints besides income disparity might affect student success form disadvantaged students and how is being addressed in current society? Ie; mental health, access to food(think Maslow’s Hierarchy of Needs). References • Pyne, J., Grodsky, E., & University of Wisconsin-Madison, W. C. for E. R. (WCER). (2018). Inequality and Opportunity in a Perfect Storm of Graduate Student Debt. WCER Working Paper No. 2018-9. Wisconsin Center for Education Research. Wisconsin Center for Education Research. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED598656&site=eds-live • Goldrick-Rab, S., & Pfeffer, F. T. (2009). Beyond access: Explaining socioeconomic differences in college transfer: A magazine of theory and practice. Sociology of Education, 82(2), 101-125. https://minds.wisconsin.edu/bitstream/handle/1793/36268/goldrick-rab2008017.pdf?sequence=1&isAllowed=y Research Proposal and Preliminary Bibliography Review Veronica S. Wright Dr. Anne Carlisle Composition II, ENG102-5 January 15, 2020 Recap of Proposed Research  Bridging the gap between college and career- How can colleges, universities and instructors help students be better prepared for the workforce?   Colleges and universities need to offer courses that will allow students to acquire skills needed to become successful in the workforce. The role of advisors within colleges and universities across the country is important- not only for helping students feel prepared for the workforce but also for helping students discover if their chosen field of study is one they will feel good about. Recap of Thesis & Research Questions  Colleges and universities are responsible for helping graduates feel that they are prepared for the workforce, as well as to help make sure that college graduates have the basic skills needed to become successful in their chosen fields of interests.  How can colleges/universities fund workforce preparedness courses?  What if some students do not feel the need to take these courses?  Do college professors really need to revamp their lesson plans to allow students to see the big picture of their chosen career paths? Summary/Response to Research Sources  Survey of Higher Education Efforts to Asses Job Market Conditions and Student Outcomes by James Moses suggests that students surveyed to see if they felt prepared for the workforce answered that they did not feel prepared.   The recommendation of Moses in his text is that colleges and universities should do more when it comes to tailoring lesson plans to make sure students can take what they learn and apply it to the workforce (Moses, 2015). My response & question: As a student myself, I believe that as individuals we are responsible for taking what we have learned from college and implement it to our life outside of college and I also believe that colleges and universities are also responsible for making sure that as students, we have the resources available to us to help us become the best professional entering the workforce as we can be. Is it possible that there should be more emphasis on how students can think for themselves as to how they can become better prepared instead of putting so much emphasis on how it is the colleges/universities responsibility? Summary/Response to Research Sources (Continued)  Hiring is on the Rise but are College Grads Prepared for the World of Work by Nicholas Wyman suggests that if colleges/universities partner up with businesses in their area, this will help students not see what the jobs in the workforce are like. Internships are very important with helping students see and apply what they have learned in college to their selected line of work (Wyman, 2018).  My response & question: As someone who has not yet participated in an internship in the Marketing field, I can see how it is a good idea to do so because of the fact that students can learn what the expectations are when they graduate and so that it will not be a big shock to students who graduate into the workforce. Internships allow students to really see the big picture when it comes to their selected lines of work which is important to make sure they are ready. What can colleges/universities do in order to allow for more internship opportunities for students? References  Moses, J. (2015). Survey of Higher Education Efforts to Assess Job Market Conditions and Student Outcomes. [New York]: Primary Research Group, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1410427 &site=eds-live  Wyman, N. (2018, August 3). Hiring Is On The Rise, But Are College Grads Prepared For The World Of Work? Retrieved December 30, 2019, from https://www.forbes.com/sites/nicholaswyman/2018/08/03/hiring-is-on-therise-but-are-college-grads-prepared-for-the-world-of-work/#693e37f44e7e. ... Purchase answer to see full attachment