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There could be a paper constructed, course by course, which is focused on a central theme, built in pieces from each course, culminating in a final paper. The writing would be a small component of each course. The final document would be part of their final 

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There could be a paper constructed, course by course, which is focused on a central theme, built in pieces from each course, culminating in a final paper. The writing would be a small component of each course. The final document would be part of their final 

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Undergraduate student dispositions - undergraduate students are skills-based.

Graduate Students expectations - are application based and rigorous expectations for writing competence.

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How do you make the learning engaging and rigorous for ALL learners present.

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How do you make the learning engaging and rigorous for ALL learners present.

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How do you motivate students to
assume our expectations as their own intrinsic accountibility?

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What is the intrinsic motivation for graduate students? To learn the course content or to check the box on their way to a degree and hopefully a career? 

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What is the intrinsic motivation for graduate students? To learn the course content or to check the box on their way to a degree and hopefully a career? 

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How do we facilitate giving students time to resolve or at least live with the tensions of the process of graduate level learning (and teaching)? 

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How do we facilitate giving students time to resolve or at least live with the tensions of the process of graduate level learning (and teaching)? 

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Intellectual maturity vs street smarts... how do we balance this?

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Intellectual maturity vs street smarts... how do we balance this?

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Providing a student group with a "why" as to why we are learning what we are learning. 

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Providing a student group with a "why" as to why we are learning what we are learning. 

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We have to realize that we are in a constant state of change.

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How do we facilitate the process by which they look at themselves as a "learner" versus a consumer?  

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How do we facilitate the process by which they look at themselves as a "learner" versus a consumer?  

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Working around context and self-concept to achieve depth of learning. What needs to be considered for a student to achieve depth of learning?

How do we inspire graduate students to critically view their dispositions?

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How do we develop mastery when students have not have teaching classroom experiences?  How do we teach students to analyze best practices when they haven't tried the practices themselves?

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How can graduate school be more rigorous if students come in unprepared for graduate level work?

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How can graduate school be more rigorous if students come in unprepared for graduate level work?

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Explanation of acronyms- we tend to use jargon and when our students don't have work experience, they tend to get overwhelmed.  

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Explanation of acronyms- we tend to use jargon and when our students don't have work experience, they tend to get overwhelmed.  

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Label what we're doing- Model our thinking when assessing student learning, and then redesigning our plans based on their understanding. Demonstration of what we're doing and why.
Tension is appropriate- and explain to them that it's okay to feel unsettled.
Test our own assumptions- what assumptions did we come into the class with?  There are ways to check and see whether they are correct or not.
What is a lit rev? How do we research (not Google)?