• Set clear goals
• Create transparency
• Recognize people’s accomplishments
• Track your team’s work and progress
• Communicate in one place 
• Give the power to make decisions
• Promote efficient team meetings
• Create a strong sense of commitment 
• Encourage respectful communication
• Foster creativity and innovation in problem-solving

• Choose a topic that you are interested in! The research process is more relevant if you care about your topic.
• Narrow your topic to something manageable.
  • If your topic is too broad, you will find too much information and not be able to focus.
  • Background reading can help you choose and limit the scope of your topic. 
• Review the guidelines on topic selection outlined in your assignment.  Ask your professor or TA for suggestions.
• Refer to lecture notes and required texts to refresh your knowledge of the course and assignment.
• Talk about research ideas with a friend.  S/he may be able to help focus your topic by discussing issues that didn't occur to you at first.
• Think of the who, what, when, where and why questions:
  • WHY did you choose the topic?  What interests you about it?  Do you have an opinion about the issues involved?
  • WHO are the information providers on this topic?  Who might publish information about it?  Who is affected by the topic?  Do you know of organizations or institutions affiliated with the topic?
  • WHAT are the major questions for this topic?  Is there a debate about the topic?  Are there a range of issues and viewpoints to consider?
  • WHERE is your topic important: at the local, national or international level?  Are there specific places affected by the topic?
  • WHEN is/was your topic important?  Is it a current event or an historical issue?  Do you want to compare your topic by time periods?

• 20th century
• 18th century history
• Art history
• 21st century history

• Christianity and the Catholic Church
• Monotheistic religions
• Polytheism
• Freedom of religion

• Body image
• Gender roles
• Eating disorders
• Criminal psychology
• Child abuse
• Mental illness

• Environmental issues
• Climate change and global warming
• Greenhouse effect
• Renewable energy
• Nuclear energy

• Gender inequality
• Race inequality and race relations
• Gun control
• Socioeconomics
• Affirmative action
• Welfare reform

• Early childhood education
• Homeschool learning vs. in person learning
• Special education

• The impact of information technology
• Future of machine learning
• Artificial intelligence
• History of computer science
• Data science

• Alternative medicine
• Pharmaceuticals and prescription drugs
• Health systems
• Public health
• Mental health

• The problem your project solves
• How your project solves the problem
• Your project's intended impact

• A history of the problem as it relates to your business
• A concise summary of your project's requirements
• Some details about your project

• Your goals and vision for the project
• What your project will deliver
• Your expected timeline
• Who will take ownership of the project

• A list of the contact details of everyone with authorization power for the project
• Maps of the area where your project will be based or will service
• Company financial statements and annual reports
• Any brochures or promotional materials for the project
• Relevant studies or reports
• Letters in support of the project
• A glossary of terms used in the project proposal

• Quantitative data is expressed in numbers and graphs and is analyzed through statistical methods.
• Qualitative data is expressed in words and analyzed through interpretations and categorizations.

• Experimental research is primarily a quantitative method.
• Interviews, focus groups, and ethnographies are qualitative methods.
• Surveys, observations, archival research and secondary data collection can be quantitative or qualitative methods.

• If you are collecting data from people, you will likely need to anonymize and safeguard the data to prevent leaks of sensitive information (e.g. names or identity numbers).
• If you are collecting data via interviews or pencil-and-paper formats, you will need to perform transcriptions or data entry in systematic ways to minimize distortion.
• You can prevent loss of data by having an organization system that is routinely backed up.

• Record all relevant information as and when you obtain data. For example, note down whether or how lab equipment is recalibrated during an experimental study.
• Double-check manual data entry for errors.
• If you collect quantitative data, you can assess the reliability and validity to get an indication of your data quality.

• Search results depend on the content in the database. If a journal that cited a particular work is not indexed by the database, then a reference to your work will not appear in your search results. Check to see which databases index journals that cover your topic.
• Search all permutations of the cited author's name: last name; last name and first initial; last name, first and middle initials.
• For some articles, only the first author may be indexed. If someone is the second or third author, remember you should also search by the lead author to locate the cited references.
• Journals use different formats for articles cited. Beware of inconsistency in citation format such as misspellings, incorrect years or volume numbers. Citation databases and indexes are minimally edited.
• Cited reference searching works best for references to periodical articles.
• If you locate only a few or no cited references to an article, consider whether the research may be too recent.

• Google Scholar
  (link is external): a free web search engine, also helps identify cited references in open access journal articles and on websites. Read more About Google Scholar
  
  
• Google Books
  (link is external): a free web search engine, is a growing collection of scanned online books

• Web of Science.
• EbscoHost Platform (includes CINAHL, PsycINFO, Communication and Mass Media Index with full text (CMMI))
• Sociological Abstracts

• ScienceDirect
• SciFinder Scholar's Chemical Abstracts
• Emerald
• Sage Journals Online
• PubMed
  (link is external)
• JSTOR

• Executive Summary. Your report will begin with the summary, which is written once the report is finished.  As the first item the reader encounters, this is the most important section of the document. They will likely use the summary to decide how much of the report they need to read so make it count!
• Introduction: Provide a context for the report and outline the structure of the contents. Identify the scope of the report and any particular methodologies used
• Body: It’s now time to put your writing skills to work! This is the longest section of the report and should present background details, analysis, discussions, and recommendations for consideration. Draw upon data and supporting graphics to support your position
• Conclusion: Bring together the various elements of the report in a clear and concise manner. Identify the next steps and any actions that your reader needs to take.

• Study planner offers innovative ways to allocate time 
• Free version gives access to all features (but is ad-supported)
• Every online study resource you need in one app 

• Interface is not particularly user-friendly
• Less flexibility with multimedia

• Interactive user experience for learners
• Wide range of subjects including arts, languages, and science
• Android and iOS apps available

• Content needs to be vetted by experts since it is mostly user-generated 
• Limited operating flexibility in the free version

• Automatic sync feature with cloud storage 
• Flexible and supremely easy to use
• Top-notch user experience 

• Lacks productivity features
• Need a premium subscription to use most features

• Huge library with close to 400 million flashcards 
• Ability to create custom quizzes
• Easy to share study recommendations with the 15-million strong student community

• Numerous ads can limit productivity
• Level of questions is quite basic

• Free with good content quality 
• Wide variety of courses to choose from
• Earning badges incentivizes to study more

• Data security can be an issue
• Not for in-depth learning 
• Some visual improvements would be good

• Range of academic subjects like math, history, and science 
• Links to various learning platforms 

• User experience can be made more effective 
• No information can be downloaded from the site

• Good course variety at competitive prices 
• Great for continuing education or upskilling
• Lifetime access to registered courses

• Variance in audio and video quality for many videos

• Smart dashboard to give you an overview of all your tasks
• You can upload your school schedule to never miss a deadline or class

• App performance can be better 
• Access is by invitation only

• High focus on productivity 
• Custom and kitchen timers for specific targets 
• Super simple so perfect for Pomodoro method beginners

• Lacking collaboration and sharing options

• Range of online study tools and resources 
• Professors respond actively to student queries
• Students can seek career guidance online 

• Site formatting and layout can be streamlined better
• Frequent ads can disrupt learning flow
• Some students may find it on the pricier side

• Great for filling gaps in learning with extensive course material 
• Personalized topic recommendations based on subjects or major
• Students can provide feedback for each specific topic

• Inflexible answer options mean only certain formats are correct 
• Not entirely free

1. Enter the title of the reference in the search box, enclosed in double quotation marks
2. If necessary, add a second search field to also search for the author’s last name

1. Go to Google Scholar Advanced Search to display all the search options
2. Use the exact phrase search box for the title of the reference
3. For where my words occur select in the title of the article
4. Use the return articles authored by search box for the author’s last name
5. Search to locate the reference
6. Click on Cited by to display the references which cite the reference.

• JSTOR
• ScienceDirect

• Start strong. Decision-makers usually don’t allot much time to look over a proposal, so make sure that the pain point is succinctly described and in a manner that resonates with them.
• Use facts, not opinion. Although you want your audience to understand the severity of a problem, you don’t want to exaggerate. Instead, use data from your research to back up your assertions.

• Anticipate questions and objections. Be prepared to defend your solution from all angles. Be ready to explain why your more expensive solution is better than a less expensive one, for example.
• Present the solution’s larger impact. Stakeholders generally get more excited about projects with wide-ranging effects than those with limited impact.
• Again, facts over opinion. Provide as many research-backed examples as you can.

• Include a delivery date. Define what your project will deliver and what users can expect from it, such as a cloud-based phone system that’s accessible 24/7 from anywhere if it’s a customer service project you’re proposing. Also, indicate when you plan to complete each deliverable.
• Your solution must be SMART. Your success criteria will signal whether the project has been successful. Remember to keep your solution SMART (specific, measurable, achievable, realistic, and time-bound.)

• Introduce project strategies. Will you be using the traditional waterfall approach? Why? Will you be using third-party contractors, in-house staff, or consultants? What will their objectives and responsibilities be? This is your opportunity to discuss the "why" behind the decisions you're making to get the project completed.
• Explain how problems will be addressed. This explains your project management plan's risk mitigation strategies.

• Provide as much detail as possible. Break your budget down into categories, such as supplies, tools, salary, etc. Include all overhead and indirect costs. A detailed financial breakdown will signal to stakeholders that you’ve done your research and don’t intend to waste their money. Note that certain projects may require financial statements and funding sources.
• Be concrete. Don’t guess. Provide project start and end times, and if certain sections of the project can be done simultaneously.

• Your proposal should read like a book. Your proposal should tell a story. Every section and element must work together to form a cohesive whole.
• Refrain from introducing anything that doesn’t fit. Be careful not to introduce anything that seems off or doesn’t contribute to the overall objectives of the project.
• Make sure all project proposal elements are present. Check your document and ensure all the necessary elements have been addressed.

• Check the tone and language. Your proposal is intended for a certain audience type, so make sure the tone and language used are reflective of that. Don’t forget to proofread for grammar, punctuation, or spelling mistakes. You want your proposal to look professional.

• Are there assigned topics or do you need to develop your own?
• Has your instructor specified what type or how many sources you need?
• What is the scope of the assignment?

• When is it due?

• something you are interested in
• appropriate to the requirements of the assignment
• able to be supported by evidence

• look over what you’ve read for the course
• talk to your instructor
• talk to your friends
• pay attention to current events, or browse newspapers and magazines

• Additional Collaborators per Project
• Track Changes & Document History
• Dropbox, GitHub, Mendeley & Zotero integration
• Advanced Reference Search, and more

• "I'm writing a project report/homework assignment" Then we recommend taking a look at our Project Report templates.
• "I've heard LaTeX can produce great presentations - I want to give that a try" Take a look at our Presentation templates.
• "I've used LaTeX before but can't remember the commands" We've preloaded a Quick Guide to LaTeX which contains lots of commands to get you going!

• A customizable editor with your company's assets and themes
• Media library with reusable images, videos and slide templates
• Comments, feedback and notifications when working together

First, gossip. Speaking ill of somebody who's not present. Not a nice habit, and we know perfectly well the person gossiping, five minutes later, will be gossiping about us.

Second, judging. We know people who are like this in conversation, and it's very hard to listen to somebody if you know that you're being judged and found wanting at the same time.

Third, negativity. You can fall into this. My mother, in the last years of her life, became very negative, and it's hard to listen. I remember one day, I said to her, "It's October 1 today," and she said, "I know, isn't it dreadful?"

• Love your topic.
• Research. Know what you are talking about. Don't guess. Don't assume. Read, listen, find facts and have an informed opinion.
• Context. Think about your audience and tailor your topic to the way they think and prioritize.
• Relevance. Have an answer to the question: why should anyone care?
• Distil to a single point. By the end of this stage, you should no longer have a topic, but a single clear thought or argument that you want to communicate. 

• Time limit.
• Plan on paper. You need to be able to pool your ideas and images together, move them around and play with structure first.
• Slides should keep you going, not hold you up. Consider that you have a set amount of time on each slide, which then advance automatically.
• Images inspire. Consider using your own personal photographs or explore creative commons sources for more intimate and relatable imagery. 

• Short and sweet. Stick to short words and avoid jargon.
• Tell a story. People respond to stories. Find the story in what you want to say.
• Use examples. 
• Pre-empt questions. Donald Murray explains that to write well, you have to keep answering the readers' questions. What will they want to know next? The same goes for presentations. 

• Know how to use your tools. 
• Rehearse. 
•  Plan your outfit. 
• Get a lay of the land. If you can, try to find out what room you will be presenting in and exactly who you will be presenting to. 

• Take everything you need (and a backup). 
• Arrive early. 
• Warm up. There are lots of ways to relax and loosen up before a presentation. 
• Connect with your audience. Don't just run through the presentation by rote. 
• Share and follow up. 

• Details of an event or situation
• The consequences or ongoing effect of an event or situation
• Evaluation of statistical data or analytics
• Interpretations from the information in the report
• Predictions or recommendations based on the information in the report
• How the information relates to other events or reports

• Executive summary: Just like an abstract in an academic paper, an executive summary is a standalone section that summarizes the findings in your report so readers know what to expect. These are mostly for official reports and less so for school reports. 
• Introduction: Setting up the body of the report, your introduction explains the overall topic that you’re about to discuss, with your thesis statement and any need-to-know background information before you get into your own findings. 
• Body: The body of the report explains all your major discoveries, broken up into headings and subheadings. The body makes up the majority of the entire report; whereas the introduction and conclusion are just a few paragraphs each, the body can go on for pages. 
• Conclusion: The conclusion is where you bring together all the information in your report and come to a definitive interpretation or judgment. This is usually where the author inputs their own personal opinions or inferences.  

• short report examples
• examples of business reports
• marketing report examples
• research report examples
• annual report examples
• thesis statement
• sample activity reports
• project report examples
• monthly report examples

• Understand the assignment.
• Research your topic.
• Visit the library.
• Make sure your online sources are reputable.
• Keep track of all the information you find.
• Come up with a thesis statement.
• Create an outline.
• Decide how you will format your report.

• Store, organize and search all your references from just one library.
• Seamlessly insert references and bibliographies into your Microsoft® Word documents using Mendeley Cite.
• Read, highlight and annotate PDFs, and keep all your thoughts across multiple documents in one place.
• Collaborate with others by sharing references and ideas.

• Find articles with all of the terms: Default search option. | Combines search terms. | Retrieves articles that include all search terms. | Narrows down search results.
• Find articles with the exact phrase: Retrieves articles which include the search terms when they appear together, as an exact phrase. | Narrows down search results.
• Find articles with at least one of the words: Retrieves articles which include either or all search terms. | Expands search results.
• Find articles without the words: Excludes search terms. | Narrows down search results.

• anywhere in the article: Default search option. | Returns articles which include the search terms in any part of the article; title or body. | Works in conjunction with any of the "Find articles" options.
• in the title of the article: Returns articles which include the search terms only in the title of the article. |  Works in conjunction with any of the "Find articles" options. 

• Return articles authored by: Returns articles written by a particular author | Works in conjunction with any of the "Find articles" or "Return articles" options. | Narrows down search results.
• Return articles published in: Returns articles published in a particular periodical publication. | Works in conjunction with any of the "Find articles" or "Return articles" options. | Narrows down search results.
• Return articles dated between: Returns articles published in a particular date range. | Works in conjunction with any of the "Find articles" or "Return articles" options. | Narrows down search results.

• intitle: Results include a specific search term in the title of the article.| Syntax: intitle:search term
    Tip! Do not add a space after the colon.
• intext: Results include a specific search term in the body of the article.| Syntax: intext:search term
    Tip! Do not add a space after the colon.
• author: Results include articles written by a specific author.| Syntax: author:"first name last name"
    Tip! Do not add a space after the colon. Place quotation marks around the author's name.
• source: Results include articles published in a particular journal.| Syntax: source:"journal title"
    Tip! Do not add a space after the colon. Place quotation marks around the journal title.
• ininventor: Results include patent related documents including the name of a patent inventor.
  Syntax: ininventor:"first name last name"
    Tip! Do not add a space after the colon. Place quotation marks around the inventor's name.
• assignee: Results include patent related documents including the entity that is granted the ownership of the patent.| Syntax: assignee:"entity name"
    Tip! Do not add a space after the colon. Place quotation marks around the entity name.

• Quotation marks (" "): Results include the search terms when they appear as a phrase.
  Syntax: "search term A search term B"
• Hyphen ( - ): You can use the hyphen to indicate that words are strongly connected.
  Syntax: search term A-search term B |  Tip! Do not add spaces before and after the hyphen.
• Hyphen ( - ): You can use the hyphen to exclude words from a search query.
  Syntax: search term A -search term B |  Tip! Add a space after the first search terms, but do not add a space between the hyphen and the search term you want to exclude.

• The aim of the research
• The type of data that you will collect
• The methods and procedures you will use to collect, store, and process the data

• 00:00:00 Introduction
• 00:01:08 Test your listening skills
• 00:02:00 The biggest mistake students make
• 00:02:35 Dropping letters
• 00:03:53 Linking sounds 
• 00:04:07 Adding sounds
• 00:06:18 The 5 Essentials for Improving Listening Skills 
• 00:06:30 Word stress
• 00:08:15 Tip for practicing listening skills
• 00:09:36 Chunks 
• 00:12:42 The Fluency Gym 
• 00:13:05 Weak forms
• 00:17:14 Contractions
• 00:18:44 Connected Speech
• 00:22:45 Summary - Understanding a Native Speaker

• PBL apps for teachers to plan classroom projects
• PBL apps for students to collaborate on classroom projects
• PBL apps for students to create content in classroom projects

• Step 1. Create a Title slide, entering the title and details such as the author’s name, course, and date.
• Step 2. Choose a template that will set the tone throughout the presentation.
• Step 3. Create new slide types, incorporating the material you want to display.
• Step 4. Save your presentation by naming it using your last name and the topic.

• Teachers can create an online classroom with ease and invite students
• They can easily interact by posting questions and get solutions from fellow students and teachers
• Teachers can share lesson materials and stimulating queries for review at home
• Students who missed the live learning hours can still be provided with catch up notes or additional instructions to easily follow the lesson

• Teachers can easily assign projects to students and it features worksheets and extended resource lists.
• Constant feedback can be provided to the learning outcomes
• It supports Google Classroom imports to easily add student accounts and combine with active classroom tools
• Simple how-to guides are designed to help teachers to build distinctive curriculums.

• Your live sessions recording can be saved in the WizIQ Content Library
• User can choose a price plan depending on the actual case
• The basic plan allows up to 300 attendees per class
• Teachers can share the content as PPT, Video, Doc or PDF
• Classes can be made interactive through screen sharing and polls

• Instructional videos help students to grasp and understand writing and grammar concepts at their personal pace.
• There are mixed question formats meant to slot in various learning modalities and self-assessing practice exercises give immediate feedback
• Downloadable progress reports help educators to swiftly spot students who require assistance

• Teachers can effortlessly create a trivia quiz or learning game on any topic for language of the choice
• Students can be enabled to master diverse lesson concepts through fun tasks and games
• Learners will tend to stay attentive and the sessions will be more interactive.

• Users can simply drag and drop to insert graphics, text, and media to create learning content
• You can choose from multiple themes which will fit on diverse screen sizes
• High-quality interactive learning content can be created with minimum expense

• The game assesses your typing skills and challenges your vocabulary
• It is a combination of a teacher portal and vocabulary-building tool with games of easy, medium and hard levels
• Teachers can make their own subject themed word packs and test the progress of students
• It can stimulate your mind if played with good spirit

• Options like digital whiteboarding and one-click content sharing promotes student participation in virtual learning
• Secure video communication solutions are offered for hybrid classrooms
• The application supports seamless integrations with Desire2Learn, Sakai, Moodle, Canvas, and Blackbo
• The option to record classes will let students to learn at their individual pace

• There are options to create playlists to explore a specific subject or topic
• Webinars can be created which can be used as reference tools by learners
• The comprehension rates can be boosted by visually demonstrating a complex concept
• Privacy settings lets you to share videos only among particular groups

• It offers a simple but powerful learning and teaching experience with a fully responsive and intuitive interface
• Instructors can easily take actions and stay organized by engaging with the content and audience
• Grading and collaboration is a lot easy and give actionable insights

• Students can use annotation tools that are built-in to learn what they understand in the application’s digital portfolio
• Teachers are enabled to understand the thinking process of the students in a much better way helping them to teach better
• Families can keep track of the student’s learning and have an idea of what is happening around

• It easily integrates with outside programs and apps
• Assessment monitoring can be a lot easy for school
• Users and their profiles can be controlled easily
• It offers some simple but effective options like notifications when a rework is submitted

• Customization of classroom is possible with regard to the learner needs
• Teachers can create polls for students to collect feedback and check for understanding
• Content can be shared easily and distribute assignments or quizzes to make learning interactive

• All the videos can be stored in cloud and accessed as and when needed
• User can control the accessibility of the content
• Videos posted to Educreations can be shared through social media platforms or saved in Dropbox or Google Drive
• Teachers can easily assess the student works to see what areas need improvement

• Teachers can easily share and collect student works
• It allows to effortlessly lists points to make and outline each course
• Courses can also be shared with other educators to coordinate better

• Attitude: Bad attitude ruins the performance of a team  
• Agenda: Personal agendas can halt the productivity of even an able member
• Ability: Some people are incapable of growth and lack the ability for a task, they may be reshuffled or replaced

• Show Trust
• Praise good work
• Give and receive feedback
• Over-communicate
• Show respect and empathy

• Preparing the meeting agenda

• Creating Engaging Presentations for Your Next Meeting

• Taking Efficient Meeting Minutes

• Creating and Assigning Tasks

• Goals of your project
• Justification of the project
• Project requirements
• Project strategy
• Constraints
• Cost estimates
• Budget
• Breakdown of required tasks
• Cost-benefit analysis
• Deliverables
• Deadlines

• Define your project goals
• Write down important milestones
• Decide on the timeframe
• Find the best way to visualize your roadmap
• Set up your project management timeline
• Review your timeline with all stakeholders
• Get to work!

• Overbooked, which results in overworked and burned out team members
• Or under booked, which affects your company’s bottom line

• Resource Planning: Once you’ve defined your project scope, you need to estimate what resources are needed for each task. Don’t forget to count resources that might be needed to manage changes and implement risk management strategies.
• Resource Scheduling: Now that you have project resources at your disposal, you need to ensure those resources are readily available. To do so, you’ll need to simply align your resource schedule with your overall project schedule and have a solid supply chain in place.
• Resource Allocation: Resource allocation is an ongoing process that is simply defined as picking the right resources at the right time to achieve project tasks. For example, there are critical tasks that need to be prioritized when creating the resource schedule.

• Identify the risks that could potentially impact your project.
• Assign ownership of each identified risk to a team member who will be charged with overseeing that threat or opportunity. Although some project managers prefer to assign ownership after the risks have been analyzed and prioritized, taking this step early can be beneficial. “Many times I assign an owner to the risk very early on because I want that person to drive the analysis of the risk,” Emerson notes. 
• Analyze each risk to fully understand the driving factors involved and potential impacts. Be sure to consider the breadth and depth of each threat at this stage in order to evaluate the severity of each risk in the context of the overall project.
• Prioritize project risks according to urgency and the severity of the impact they could cause. 
• Respond to your identified risks in accordance with your risk management approach, either by taking steps to prevent the risk event from occurring or to minimize the impact if it does occur. This step should include building the response as well as taking action.
• Monitor your risk management strategy and make changes as needed.

• Keep an open mind. We encourage online learners to leave their expectations at the door. Learners who approach online learning with an open mind are more likely to be successful.
• Create space to learn. Invest some time up front to understand your needs and preferences as a learner, and what an effective study environment looks like for you. For example, you might need a quiet place to study, or you might need to listen to classical music. Consider what equipment you might need (e.g. headphones, microphone, webcam, computer, stable Wi-Fi, comfortable chair). While it is useful to create a designated study space, don’t be afraid to study in different locations, as this can aid learning and memory. Wherever you study, try to minimize distractions, and work with your roommates, friends, and family to set expectations and create boundaries so you can stay focused on the task at hand.
• Manage your time effectively. Spend some time getting familiar with your online courses, understanding what is expected of you, mapping out key due dates, and planning study time. Block out study time in a physical or digital planner (such as an Outlook calendar). A consistent routine will help you stay on track. Research shows that learners retain more information if they spread their study over multiple days or sessions. Make sure your routine works with your other commitments so you’re more likely to stick to it.
• Actively engage with the course materials. Just as with face-to-face learning, mental energy counts: take time to reflect on whether you have understood the materials, try to remember and recap the information you have learned to aid retrieval and memory, test your understanding, mix different concepts and skills into the same study session to build connections and fluencies, participate in class discussions, ask questions, attend study groups and office hours, and try teaching concepts to others.
• Have a plan for technology troubleshooting. Whenever you’re relying on any form of technology, it’s always possible the technology will fail, and it may take additional time to troubleshoot and get the support you need. It’s useful to plan ahead and start your assignments early in case you run into unexpected difficulties. In addition to IT support, it may be helpful to identify someone in your life who can help with general technology troubleshooting.
• Ask for assistance! In an online learning environment, you may need to ask lots of questions and take ownership over shaping the learning experience so that it meets your needs. This might mean asking your instructors or peers for help, or attending office hours and study groups.

• 20th century
• 18th century history
• Art history
• 21st century history

• Christianity and the Catholic Church
• Monotheistic religions
• Polytheism
• Freedom of religion

• Body image
• Gender roles
• Eating disorders
• Criminal psychology
• Child abuse
• Mental illness

• Environmental issues
• Climate change and global warming
• Greenhouse effect
• Renewable energy
• Nuclear energy

• Gender inequality
• Race inequality and race relations
• Gun control
• Socioeconomics
• Affirmative action
• Welfare reform

• Early childhood education
• Homeschool learning vs. in person learning
• Special education

• The impact of information technology
• Future of machine learning
• Artificial intelligence
• History of computer science
• Data science

• Alternative medicine
• Pharmaceuticals and prescription drugs
• Health systems
• Public health
• Mental health

• Oxford English Dictionary 
  https://www.oed.com/
• Encyclopaedia Britannica 
  https://www.britannica.com
• Credo Reference 
  https://search.credoreference.com
• Oxford Reference Online 
  https://www.oxfordreference.com
• Oxford Bibliographies Online 
  https://www.oxfordbibliographies.com
• Cambridge Companions Online 
  
  
• Oxford Handbooks Online 
  https://academic.oup.com/pages/oxford-handbooks

1. Title Page
2. Table of Contents
3. Abstract
4. Introduction
5. Materials and Methods (Experimental)
6. Results
7. Discussion
8. Conclusion
9. References

• Zotero helps you organize your research any way you want. You can sort items into collections and tag them with keywords. Or create saved searches that automatically fill with relevant materials as you work.
• Zotero instantly creates references and bibliographies for any text editor, and directly inside Word, LibreOffice, and Google Docs. With support for over 10,000 citation styles, you can format your work to match any style guide or publication.
• Zotero can optionally synchronize your data across devices, keeping your files, notes, and bibliographic records seamlessly up to date. If you decide to sync, you can also always access your research from any web browser.

• Installation
• Quick Start Guide
• Getting Help
• Zotero Storage Subscriptions
• Frequently Asked Questions
• Version History
• System Requirements
• For Developers

• Getting Stuff Into Your Library
  • Adding Items
  • Adding Files
  • Feeds
  • Retrieve PDF Metadata
  • Importing from Other Reference Managers
• Organizing Your Library and Taking Notes
  • Collections and Tags
  • Searching
  • Sorting
  • PDF Reader
  • Notes
  • Related Items
  • Duplicate Detection
• Generating Bibliographies, Citations, and Reports
  • Creating Bibliographies within Zotero
  • Word Processor Integration
  • Citation Styles
  • Reports
• Syncing, Collaboration, and Backup
  • Data and File Syncing
  • Groups
  • Share your work with My Publications
  • Backup
• Zotero Preferences
  • Preferences
  • Zotero Connector Preferences
  • Proxies
  • Languages and Localization
• Getting the Most Out of Zotero
  • Knowledge Base
  • Locate items in your institution library or other databases
  • Plugins
  • Visualize your library with Timelines
  • Tips and Tricks
  • Third Party Documentation
  • Zotero for Mobile
  • Community-developed Video Tutorials

• One way to ensure you have a topic that’s of interest to you to pick a subject to which you have a personal connection. For instance, if your sister has Crohn's Disease, you may be interested in investigating it. Or, if you went on an exchange program to Croatia, you might be keen to know more about its history or culture.
• Another way to trim down your possibilities is to see if there any patterns that emerge from the longer list. For example, if you wrote down “Gertrude Stein” and “Djuna Barnes,” you could focus on lesbian expat authors.

• You want to choose a topic that has some, but not too much information available on it. If there are some substantive related resources out there, you know you’re on the right track; if there are pages and pages of relevant search results, you can tell that plenty of people have already gone down that road or that the topic is likely too big to cover and you will need to narrow it further.

• For instance, if you are interested in the mapping of the human genome, read about the general history of the scientific advances that have allowed us to map DNA and see if there’s a particular subtopic that catches your eye. Instead of trying to cover the entire subject, limit your scope to focus on the discovery of a gene related to a specific trait or disease or on a particular application, like the regulation of gene therapy for unborn fetuses.

• When you meet with or email them, explain the research that you’ve already conducted to show them that you’ve done your homework. Then, ask something like, “I’m most interested in looking into coming of age rituals in contemporary indigenous cultures, and I was wondering if you think that’s a good topic to pursue and if you had any suggestions for specific case studies or other resources related to it.”
• Remember: they may be able to point you in a more specific direction based on your general interests, but don’t expect them to do the whole selection process for you.
• If you’re doing independent research to earn a degree (rather than to fulfill the requirements of a particular class), you should also ask them about the potential marketability of your subject since your topic will be setting the direction for your future career.

• Working in teams.
• Managing projects and holding leadership roles.
• Oral and written communication.
• Self-awareness and evaluation of group processes.
• Working independently.
• Critical thinking and analysis.
• Explaining concepts.
• Self-directed learning.
• Applying course content to real-world examples.
• Researching and information literacy.
• Problem solving across disciplines.

• Examine and define the problem.
• Explore what they already know about underlying issues related to it.
• Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.
• Evaluate possible ways to solve the problem.
• Solve the problem.
• Report on their findings.

• Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?
• Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware’s PBL Clearinghouse of Activities.
• Establish ground rules at the beginning to prepare students to work effectively in groups.
• Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.
• Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.
• Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

• Ask yourself why you are going to see your professor. Have a clear purpose that you can convey to your professor so that your time is meaningful and used well.
• Check your syllabus and Sakai to find out when and where your professor holds office hours.
• If the professor’s office hours conflict with your schedule,if your instructor is available by appointment only, or if you cannot locate their office hours, you may need to ask to make an appointment. Note that doing this in person (before or after class) is likely to be more effective than hoping your professor reads your email (with all due respect to faculty, some professors are not great at responding to emails). If you do email your professor, offer a range of days and times you are available. See our handout on emailing your professor for other tips.
• If your professor’s office hours are being held on Zoom, you may find tips for using Zoom helpful in feeling prepared.
• Prepare questions and an agenda beforehand. Even if you feel generally lost in the class, your professor will be better able to help if you offer specifics. An example might be “I understand two parts of this problem or idea, but don’t know how to connect them.” This question not only shows that you attend class and read the material, but gives the professor direction.
• Bring whatever materials are appropriate, including your book, laptop, or notes.

• Be respectful. Arrive on time and introduce yourself if you have never met the professor personally. Address the professor by his or her last name with the appropriate title (Professor, Dr.)
• Take notes. Record suggestions, information, and strategies that your professor shares with you so that you can refer back to them later.
• Ask for clarification. If you are confused or not following your professor’s explanation, don’t be afraid to ask him or her to repeat the information or restate it differently. It can also be helpful to try and repeat back what the professor is saying to check for understanding. Ask to work through a few more problems if you are still having trouble solving them.
• Be honest. Speak up if you aren’t following or need more examples.
• Ask about supplemental readings or resources that may help.
• If you want to discuss an exam or paper grade you disagree with, use a respectful tone. Discuss questions you missed on the test or what was lacking in your paper. Ask “How can I improve my next test or paper grade?”
• Sum up your take-away or action plan at the end of the meeting.
• Thank the professor at the end of the meeting.

• Follow through on any commitments or plans you made during office hours.
• Incorporate any suggestions or tips your professor gave you.
• Attend office hours again if you think it will be beneficial.
• Make an appointment with one of the Learning Center’s academic coaches. An academic coach can help you apply any of the strategies that your professor recommended and can work with you on any academic issue.

• Video lectures, audio (MP3) and podcast recordings
• Email
• Discussion boards

• Instant messaging or a group chat
• Videoconferencing (Ex. Skype, ooVoo)
• Virtual classrooms (Ex. Elluminate, Blackboard, WebEx, Adobe Connect)

1. Clarity – Clear writing is easier to understand. When you’re writing an email to a professor, consider your word choice and the formatting of the text to avoid confusion.
2. Completeness – While communicating, provide a complete picture encompassing the necessary information your professor will need to take action and respond.
3. Conciseness – While working within the requirements concerning completeness, try to avoid including unrelated information, repetition and lengthy explanations that do not add value to the conversation.
4. Concreteness – If needed, adding visuals to your communication can help reduce or even eliminate the possibility of your professor misunderstanding your message.
5. Correctness – A message with a typo is not professional. Proofreading should always be done before conveying information to your professor.
6. Courtesy – Even when conveying emotion or urgency in online communication, your tone should remain professional at all times.
7. Consideration – This tip is directly linked with courtesy. Remember to focus on the needs and expectations of your professors when communicating with them. 

1. Address your professor using their title and their last name (e.g., “Hello, Prof. Whitney,”.
2. Use your university email address. This will prevent your email from being redirected to a spam folder.
3. Write an informative and clear subject heading. “Request for Letter of Recommendation” is better than “Favor.”
4. Tell your professor your class and section number. This is particularly useful if the professor teaches several classes a semester.
5. Use full sentences with correct grammar and syntax (to the extent that you can). An email is not a text message.
6. If your email is long, group information into paragraphs. A general rule of thumb is that paragraphs should stay around 4 – 5 sentences. This won’t always work, but it’s a good rule of thumb.
7. Have a salutation and your signature. I typically sign my emails with “All the best, Professor Whitney.”

1. Check the syllabus. I list my student hours on the first page right under my office number.
2. Check Canvas/Blackboard/Moodle/whatever learning management system your college uses. I post my student hours in my first announcement of the term and the online syllabus space.
3. If you can’t find the student hours listed on the syllabus, check your professor’s office door. Often, professors will post their class schedules and student hours on the door of their offices.
4. Finally, if all other options have failed, I would encourage you to email your professor (using the etiquette recommendations above!) to ask when their student hours are for the semester.

1. Students who are nervous about talking with a professor feel more confident when they have topics written down. If you get tripped up over your words or worry about what you should say, writing down your initial question can help to alleviate this fear.
2. If you write out your questions, you will remember to ask all of them. This is important, particularly when you are asking questions about an assignment that is due soon. A student might have five questions about an assignment. If you don’t write questions down, you might miss something important that you needed to ask. Without a list, you might wonder what they forgot to ask me during our meeting. In this way, writing questions down can make you more prepared.
3. In terms of professional development or career conversations, conversations tend to be richer if a student can develop a list of a couple of themes that they are most interested in discussing.

• Most professors at the college level are passionate about their subject. They want students to understand and succeed.

• If you need clarification on dates and times, a TA might be able to help you much faster than your professor can.
• TAs may have taken this course before, or might be studying the subject being taught. Check with your TA to see if they can meet with you to help clarify general concepts about the subject.
• If you have questions that relate to the school but not to a particular class, your professor might not have the answer. Direct questions like "How do I check my grades?" or "How do I add and drop classes?" to your school's student services department.

• If your school uses a tool like Blackboard or Moodle, see if there is a calendar listed for your course that has assignment dates and readings listed.
• Check with a classmate or the TA before going to your professor with questions that are not about understanding course content.
• Your syllabus will also likely include the best way to contact your professor, such as by email or by phone.

• Bring a notecard or outline with the topics that you need to cover. This helps ensure that you do not forget anything.
• If you are very nervous, practicing your talking points in front of a mirror or with a peer may help.
• If you're asking for help with a subject, remember that your professor is there to make sure you understand. Approach them with clear questions, and be open to a discussion.
• Understand that if you are asking a favor, like an extension for a deadline or a letter of recommendation, your professor has the right to say no. Be prepared to approach multiple professors for letters of recommendation.

• If you are asking about an assignment or exam, bring a copy with you.
• If you are asking a professor to review a paper or assignment, send it to them in advance. Try to give your professor at least a week to review your work before meeting with them.
• Always have your syllabus ready when meeting with your professor, and familiarize yourself with its contents before you meet.
• If you have a question about course materials, bring the texts with you so that they are easy to reference.

• If there is a mob of students already waiting to talk to the professor, check your syllabus to see when you can come in for office hours.

• Briefly explain that you still have some questions about the subjects you were discussing.
• Request clarification by stating your unanswered questions in a new way. If you did not get an answer to “When is the exam?” try asking “What is the date and time for the exam?”
• If there are large areas of information you did not cover during your meeting, request to schedule a second meeting. Let your professor know what specific matters you still want to discuss.
• If you are working on a continued goal or long-term improvement in the course, ask to set up weekly meetings to check in with your professor.

• If you are looking for feedback on an exam or assignment, participate in a peer review. Exchange assignments with a classmate and mutually review each other's work.
• If your school has a writing center, check to see if they offer paper review services.
• If your class has a teacher’s assistant or graduate student assigned to it, schedule a meeting with them. TAs are there to help support the students as well as the professor. Meet with them to see if you can get a better understanding of the information you need.

• Ask questions during class time to make sure you continue to understand the material.
• Pay attention to due dates and assignment requirements to ensure you get required work in by its deadline.

• Most professors at the college level are passionate about their subject. They want students to understand and succeed.

• If you need clarification on dates and times, a TA might be able to help you much faster than your professor can.
• TAs may have taken this course before, or might be studying the subject being taught. Check with your TA to see if they can meet with you to help clarify general concepts about the subject.
• If you have questions that relate to the school but not to a particular class, your professor might not have the answer. Direct questions like "How do I check my grades?" or "How do I add and drop classes?" to your school's student services department.

• If your school uses a tool like Blackboard or Moodle, see if there is a calendar listed for your course that has assignment dates and readings listed.
• Check with a classmate or the TA before going to your professor with questions that are not about understanding course content.
• Your syllabus will also likely include the best way to contact your professor, such as by email or by phone.

• Bring a notecard or outline with the topics that you need to cover. This helps ensure that you do not forget anything.
• If you are very nervous, practicing your talking points in front of a mirror or with a peer may help.
• If you're asking for help with a subject, remember that your professor is there to make sure you understand. Approach them with clear questions, and be open to a discussion.
• Understand that if you are asking a favor, like an extension for a deadline or a letter of recommendation, your professor has the right to say no. Be prepared to approach multiple professors for letters of recommendation.

• If you are asking about an assignment or exam, bring a copy with you.
• If you are asking a professor to review a paper or assignment, send it to them in advance. Try to give your professor at least a week to review your work before meeting with them.
• Always have your syllabus ready when meeting with your professor, and familiarize yourself with its contents before you meet.
• If you have a question about course materials, bring the texts with you so that they are easy to reference.

• If there is a mob of students already waiting to talk to the professor, check your syllabus to see when you can come in for office hours.

• Briefly explain that you still have some questions about the subjects you were discussing.
• Request clarification by stating your unanswered questions in a new way. If you did not get an answer to “When is the exam?” try asking “What is the date and time for the exam?”
• If there are large areas of information you did not cover during your meeting, request to schedule a second meeting. Let your professor know what specific matters you still want to discuss.
• If you are working on a continued goal or long-term improvement in the course, ask to set up weekly meetings to check in with your professor.

• If you are looking for feedback on an exam or assignment, participate in a peer review. Exchange assignments with a classmate and mutually review each other's work.
• If your school has a writing center, check to see if they offer paper review services.
• If your class has a teacher’s assistant or graduate student assigned to it, schedule a meeting with them. TAs are there to help support the students as well as the professor. Meet with them to see if you can get a better understanding of the information you need.

• Ask questions during class time to make sure you continue to understand the material.
• Pay attention to due dates and assignment requirements to ensure you get required work in by its deadline.

• To talk about class concepts you may be struggling with
• To discuss grades
• To prepare for an exam, project, or paper
• To seek learning accommodations
• To find networking and mentorship opportunities

1. Chatting about issues related to the class that are best discussed privately. These are things like questions about your grade, communicating with your prof about missing a class, or asking for an extension on that term paper. 
   
   
2. Discussing course material beyond the classroom. Maybe you’re really interested in the topic and you want to go more in-depth, or maybe you’re totally lost and need extra help. Both of these are a great use of office hours.
   
   
3. Strategizing for success. This might be in the specific course (how to best study the material, how to succeed on exams, how to do well on the writing assignments), or in the career field (what you should now & moving forward to get where you want to be grad school or career-wise). Whatever the case, this is where you are being purposeful with your questions so that you can be better prepared for the future.
   
   
4. Giving students accessible face-to-face time with their professor. Dropping by office hours can help establish a connection that will open doors moving forward - whether in future classes, career opportunities, or via strong recommendation letters.
   
   

• Come with specific, thoughtful questions. These can be related to a specific chapter or lecture, the overall course topic, or even the broader field / career. Just have something specific to ask, at least to kick off the conversation.
  
  
• Show genuine curiosity and engagement. Don’t be thinking about your next question while the prof responds to your first one. Have a conversation. Show interest. Follow-up. And most importantly, be yourself!
  
  
• Be friendly, but professional. The first time you go, let the prof drive the tone of the interaction. Some profs are very casual and chatty. Others will be more formal. Follow their lead. BUT REST ASSURED: whether casual or formal, both will be happy to talk with you, get to know you as a person, and help you get the most of their course (and college…and maybe even LIFE).
  
  

• Resolving conflict with colleagues or clients
• Giving presentations or speaking publicly
• Assisting customers
• Leading performance evaluations
• Training new teammates
• Mentoring colleagues
• Completing tasks under time constraints
• Adapting to changes in project plans

1. Acknowledge the different skills you have by assigning a suitable task for each employee accordingly. Keeping in mind the goal you want to achieve helps you maximize the use of talents available to get it.
2. When hiring, always try to accommodate a broad range of performances and experiences. By diversifying the set of employees chosen for the project, you have the chance to view your goals and problems from more than one angle.
3. Don’t be a boss! Give your employees access and authority to whatever they need to expand their horizons. Working well together and supporting each other will help you reach your goal faster.
4. Verify Progress by monitoring your team regularly. Checking that they are on the right path but always giving them a chance to do it on their own. This improves their confidence making them stronger and more responsible with time.
5. Gratitude is always a key element for building trust, friendship, and respect between the employees. Thanking them motivates new responsibilities with an ongoing effort to do things better in the future.

1. By combining different cultures and experiences you will have a broad range of understanding of what the consumer needs. This improves your connection with your clients showing that there are many shared interests between both of you.
2. Showing your team that your business is a source of acceptance to all differences makes them feel more trusted, respected, and thus strong friendships will grow among all. By developing their social skills, you motivate them to always give more.
3. Once your business’s reputation is seen as an open, un-discriminative and globally-accepted firm, a diverse range of employees will be attracted to work in your environment. This opens up your way to different perspectives and opportunities in the future.
4. Equality and diversity in the workforce encourage individual contribution and responsibility thus giving birth to new ideas raising your business to a whole new level.
5. By applying diversity strategies, you fill gaps in your business giving your organization a competitive advantage. This leads to an improvement in your market share and therefore growth of your business.

1. The first stage is the ‘Forming’ Stage. Over here, members are getting to know each other. They are trying to understand the roles that must be taken and the goals that are addressed to achieve. The leader at this point is working together with the colleagues directing them to what this is all about.
2. The second stage is the ‘Storming’ Stage. In this stage, conflicts arise. Members are uncomfortable with their fellow colleagues. Competition for roles and leadership arises. Differences in perspectives and experiences collide with each other. At this point, the leader steps in to reduce tension.
3. Next comes the ‘Norming’ Stage. In this stage, members are starting to communicate together. Trust is starting to build among them. By now, everyone knows what their role is. Leaders at this point are settling communications between members enabling the start of stable teamwork.
4. Now we reach the ‘Performing’ Stage. In this stage, a high level of communication, understanding, and trust has been achieved between the team members. Individuals are working together efficiently to achieve their common goals. Group decision making, collaboration, motivation, and effective development is happening here. At this point, leaders offer gratitude to the members individually and also as a team for their striving performance.
5. The last stage is the ‘Adjourning’ Stage. In this stage, the delegated roles have either been completed effectively or not. The goal has been achieved or not. According to the accomplishments, the team either becomes permanent or temporary. Some members are forced to go back to the early stages due to their incapability of achieving what was desired. Others remain as a stable team taking on more responsibilities on future projects.

1. Investing in social development and making them accessible to employees at all times allows them to mingle comfortably with other colleagues within the business environment. Improving communication between them improves their performance both individually and as a team.
2. Allowing your personal collaborative behavior to be visible so as to be a good example for all to follow. Communicating diversely and filling gaps in any task needed, helps you set a good image in front of your team members encouraging the same performance.
3. Giving sufficient time to your members is important to encourage communication. Informal teaching on a daily basis builds trust and valuable bonds within the business team members.
4. Training employees for the skills needed for collaboration are essential. Some employees have the will to communicate but no skills. Without skills, effective team collaboration will not be achieved. Discuss the common goals, the reason behind the team’s existence, the methods used to resolve conflicts, the importance of diversification and program management abilities.
5. Always support group events, structure your team to have good network connections and encourage long-distance shared interests. Building a strong community within one’s organization is definitely the path to a successful business.
6. Define roles and make it clear to all who has to do what. But always keep a vague path to the common goal to give a chance to the team members to approach with different perspectives and strategies. This strengthens the relationship between the team members and gives them the power to solve issues effectively as a group!

• Daily positive self-affirmations
• Relaxation and breath control
• Compassion meditation
• Regular self-care
• Gratitude journaling

• Which details would you need to be reminded of? 
• Which cell line, or antibody, or software, or reagent did you use, and does it have a Research Resource ID (RRID) that you can cite?
• Which version of a questionnaire did you use in your survey? 
• Exactly which visual stimulus did you show participants, and is it publicly available? 
• What participants did you decide to exclude? 
• What process did you adjust, during your work? 

• Solicited Project Proposal

• Unsolicited Project Proposal

• Informal Project Proposal

• Renewal Project Proposal

• Continuation Project Proposal

• Supplemental Project Proposal

• The core problem your proposal aims to solve
• Who will benefit and how
• What resources are needed
• A timeline and budget
• How the success of the project will be measured
• Return on investment (ROI) and more

• A deeper dive into the problem your project addresses
• What’s already known about the problem
• Who has addressed the problem before
• What research is out there already (if any) and
• Why past research has been insufficient at fixing the problem.

• The project budget. This involves everything from the supplies needed to create the project to ad pricing and team salaries.
• A breakdown of the costs. This should cover why you need the specific resources you do. That way, stakeholders have a firm grasp on what their buy-in is being used for.
• A resource allocation plan. It’s important to include an overview of your resources being allocated and where they plan to be used. For instance, if you need $100,000 to complete your project, where will this money be going? Technology, materials, etc.?

• Start with the Essential Question
• Design a Plan for the Project
• Create a Schedule
• Monitor the Students and the Progress of the Project
• Assess the Outcome
• Evaluate the Experience

"Questions may be the most powerful technology we have ever created. Questions and questioning allow us to make sense of a confusing world. They are the tools that lead to insight and understanding." --Jamie McKenzie, The Question Mark

"We have to know the curriculum. We've got to know the standards inside and out. Even though it looks like the kids are doing all the hard work, there's a lot of planning that goes on behind it to make sure that the work is there for them." --Patty Vreeland, kindergarten and first-grade teacher, Newsome Park Elementary School, Newport News, Virginia

• What time allotment will be given to the project?
• Will this project be conducted during the entire school day or during dedicated blocks of time?
• How many days will be devoted to the project?

• Help students who may not perceive time limits.
• Set benchmarks.
• Give students direction for managing their time.
• Teach them how to schedule their tasks.
• Remind them of the timeline.
• Help them set deadlines.
• Keep the essential question simple and age appropriate.
• Initiate projects that will let all students meet with success.

• Facilitate the process and the love of learning.
• Teach the students how to work collaboratively.
• Designate fluid roles for group members.
• Have students choose their primary roles, but assume responsibility and interactivity for all group roles.
• Remind them that every part of the process belongs to each individual and needs each student's total involvement.
• Provide resources and guidance.
• Assess the process by creating team and project rubrics.

"As the number of ideas to consider or the number of procedures that need to be followed increases, students may need to stay organized, track their progress, and maintain a focus on the problem rather than get confused by its elements." --Phyllis P. Blumenfeld and others, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist magazine

• provides diagnostic feedback.
• helps educators set standards.
• allows one to evaluate progress and relate that progress to others.
• gives students feedback on how well they understand the information and on what they need to improve.
• helps the teacher design instruction to teach more effectively.

"Project-based learning is focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts (e.g., a model, a report, a videotape, or a computer program)." --Phyllis P. Blumenfeld and others, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist magazine

• Take time to reflect, individually and as a group.
• Share feelings and experiences.
• Discuss what worked well.
• Discuss what needs change.
• Share ideas that will lead to new questions and new projects.

• Passive voice (which you should avoid when writing for other subjects like English!)
• Past-tense language
• Headings and subheadings
• A pencil to draw scientific diagrams and graphs
• Simple and clear lines for scientific diagrams
• Tables and graphs where necessary

• Do not write: “Scissors are sharp”
• Instead, you have to write: “Scissors are sharp and can cause injury”

1. A list of every material used
2. Steps of what you did in the experiment
3. A scientific diagram of the experimental apparatus

• 1 geranium plant
• Aluminium foil
• 2 test tubes
• 1 test tube rack
• 1 pair of scissors
• 1 ruler
• 1 250 mL beaker
• 1 pair of forceps
• 1 10 mL measuring cylinder
• Iodine solution (5 mL)
• Methylated spirit (50ml)
• Boiling water
• 1 kettle
• 2 Petri dishes
• 2 labels

• Specify any equipment that was used.
• Specify the quantity of any materials that were used.

1. Aluminium foil was used to fully cover a leaf of the geranium plant. The plant was left in the sun for three days.
2. On the third day, the covered leaf and 1 non-covered leaf were collected from the plant. The foil was removed from the covered leaf, and a 1 cm square was cut from each leaf using a pair of scissors.
3. 150 mL of water was boiled in a kettle and poured into a 250 mL beaker.
4. Using forceps, the 1 cm square of covered leaf was placed into the beaker of boiling water for 2 minutes. It was then placed in a test tube labelled “dark”.
5. The water in the beaker was discarded and replaced with 150 mL of freshly boiled water.
6. Using forceps, the 1 cm square non-covered leaf was placed into the beaker of boiling water for 2 minutes. It was then placed in a test tube labelled “light”
7. 5 mL of methylated spirit was measured with a measuring cylinder and poured into each test tube so that the leaves were fully covered.
8. The water in the beaker was replaced with 150 mL of freshly boiled water and both the “light” and “dark” test tubes were immersed in the beaker of boiling water for 5 minutes.
9. The leaves were collected from each test tube with forceps, rinsed under cold running water, and placed onto separate labelled Petri dishes.
10. 3 drops of iodine solution were added to each leaf.
11. Both Petri dishes were placed side by side and observations were recorded.
12. The experiment was repeated 5 times, and results were compared between different groups.

• Always use a pencil to draw your scientific diagrams.
• Use simple, sharp, 2D lines and shapes to draw your diagram. Don’t draw 3D shapes or use shading.
• Label everything in your diagram.
• Use thin, straight lines to label your diagram. Do not use arrows.
• Ensure that the label lines touch the outline of the equipment you are labelling and not cross over it or stop short of it
• The label lines should never cross over each other.
• Use a ruler for any straight lines in your diagram.
• Draw a sufficiently large diagram so all components can be seen clearly.

• Use a pencil and a ruler to draw your table
• Draw neat and straight lines
• Ensure that the table is closed (connect all your lines)
• Don’t cross your lines (erase any lines that stick out of the table)
• Use appropriate columns and rows
• Properly name each column and row (including the units of measurement in brackets)
• Do not write your units in the body of your table (units belong in the header)
• Always include a title

• Consider each employee's ideas as valuable. Remember that there is no such thing as a stupid idea.
• Be aware of employees' unspoken feelings. Set an example to team members by being open with employees and sensitive to their moods and feelings.
• Act as a harmonizing influence. Look for chances to mediate and resolve minor disputes; point continually toward the team's higher goals.
• Be clear when communicating. Be careful to clarify directives.
• Encourage trust and cooperation among employees on your team. Remember that the relationships team members establish among themselves are every bit as important as those you establish with them. As the team begins to take shape, pay close attention to the ways in which team members work together and take steps to improve communication, cooperation, trust, and respect in those relationships.
• Encourage team members to share information. Emphasize the importance of each team member's contribution and demonstrate how all of their jobs operate together to move the entire team closer to its goal.
• Delegate problem-solving tasks to the team. Let the team work on creative solutions together.
• Facilitate communication. Remember that communication is the single most important factor in successful teamwork. Facilitating communication does not mean holding meetings all the time. Instead it means setting an example by remaining open to suggestions and concerns, by asking questions and offering help, and by doing everything you can to avoid confusion in your own communication.
• Establish team values and goals; evaluate team performance. Be sure to talk with members about the progress they are making toward established goals so that employees get a sense both of their success and of the challenges that lie ahead. Address teamwork in performance standards. Discuss with your team:
  • What do we really care about in performing our job?
  • What does the word success mean to this team?
  • What actions can we take to live up to our stated values?
• Make sure that you have a clear idea of what you need to accomplish; that you know what your standards for success are going to be; that you have established clear time frames; and that team members understand their responsibilities.
• Use consensus. Set objectives, solve problems, and plan for action. While it takes much longer to establish consensus, this method ultimately provides better decisions and greater productivity because it secures every employee's commitment to all phases of the work.
• Set ground rules for the team. These are the norms that you and the team establish to ensure efficiency and success. They can be simple directives (Team members are to be punctual for meetings) or general guidelines (Every team member has the right to offer ideas and suggestions), but you should make sure that the team creates these ground rules by consensus and commits to them, both as a group and as individuals.
• Establish a method for arriving at a consensus. You may want to conduct open debate about the pros and cons of proposals, or establish research committees to investigate issues and deliver reports.
• Encourage listening and brainstorming. As supervisor, your first priority in creating consensus is to stimulate debate. Remember that employees are often afraid to disagree with one another and that this fear can lead your team to make mediocre decisions. When you encourage debate you inspire creativity and that's how you'll spur your team on to better results.
• Establish the parameters of consensus-building sessions. Be sensitive to the frustration that can mount when the team is not achieving consensus. At the outset of your meeting, establish time limits, and work with the team to achieve consensus within those parameters. Watch out for false consensus; if an agreement is struck too quickly, be careful to probe individual team members to discover their real feelings about the proposed solution.

Supervision is an intervention that is provided by a senior member of a profession to a junior member or members of that same profession. This relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the junior member(s), monitoring the quality of professional services offered to the clients she, he, or they see(s), and serving as a gatekeeper of those who are to enter the particular profession.

• Written Summaries and Concerns/Questions: Regardless of the particular supervision process, supervisees should come prepared to discuss cases, concerns, and questions. Relying on memory to discuss all that has happened since the last supervision session can end up wasting valuable time. Written summaries are an easy way to organize thoughts. It is also important that supervisees come with their own concerns and questions. Not only will supervision then be tailored to the supervisees experiences, but it also shows commitment on the part of the supervisee. Supervisors do have a responsibility to increase awareness and bring up their own perspectives, but they are likely to become even more invested when the supervisee shows their own investment.
• Case Notes: Bringing case notes to supervision can help to initiate discussion regarding clients. Supervisees can use case notes to “jog” their memory about particular clients and sessions. Supervisors may appreciate seeing case notes so they can track the conceptualization process of the supervisee.
• Audio/video tapes: There are a variety of interventions that can be used with audio/videotapes. When audio and/or video tapes are used in the supervision process, it is important that how they will be used is discussed. Regardless of the specific intervention, the supervisee should take some time to review the tapes before turning them over to the supervisor or using them in a supervision session. Of course, if taping is to be used in counseling, consent must be obtained from the client (over 18 years-old) or from a parent/guardian (minors).
• Tape Scripts: Tape Scripts can be a valuable tool in supervision. Verbatim or partial transcripts of all or part of the session are useful as a way to read what happened in a session. It can be difficult to keep track of all that a person hears on a tape, and a tape script can aid in this process. Specific feedback can be provided and kept within the context of the session. In addition, counselors can go through the tape script, on their own, and identify the intent of responses/interventions, see what happened as a result, and think of alternative responses/intervention.

• The problem your project plans to solve
• The solution your project provides for that problem
• The impact your project will have 

• What is the problem your project addresses?
• What is already known about this problem?
• Who has addressed this problem before/what research is there?
• Why is past research insufficient at addressing this problem?

• Your vision statement for the project
• Your project schedule, including important milestones
• Project team roles and responsibilities 
• A risk register showing how you’ll mitigate risk
• The project deliverables
• Reporting tools you’ll use throughout the project

• The end product or final objective of your project 
• A project timeline for when deliverables will be ready
• SMART goals that align with the deliverables you’re producing

• Project budget: The project budget involves everything from the supplies you’ll need to create a product to ad pricing and team salaries. You should include any budget items you need to deliver the project here.
• Breakdown of costs: This section should include research on why you need specific resources for your project; that way, stakeholders can understand what their buy-in is being used for. This breakdown can also help you mitigate unexpected costs.
• Resource allocation plan: You should include an overview of your resource allocation plan outlining where you plan to use the specific resources you need. For example, if you determine you need $50,000 to complete the project, do you plan to allocate this money to salaries, technology, materials, etc.

• Why is this a problem?
• How is this a solution to the problem?
• Has anyone addressed this problem before?
• What are the project costs?

• author
• title
• year
• journal
• citation key

• Inspire the audience to WANT to read your paper. Most conferences give speakers just 10 minutes to present. Reading your paper will most likely take closer to 30 minutes. So the goal here is to cover just enough to entice your listeners to want to read your paper. Treat your presentation a bit like a movie trailer – it’s a tease of what’s to come.
• Make connections with others in your field of study. If your goal is to have something to discuss with audience members after your presentation as a way to make introductions, then you’ll want to emphasize the kind of feedback you want. You may want to ask the audience what you should do next or what might explain the results that you got. In this way, you are inviting the audience to find you after the presentation to continue the discussion.

• Introduction/Overview/Hook
• Theoretical Framework/Research Question
• Methodology/Case Selection
• Background/Literature Review
• Discussion of Data/Results
• Analysis
• Conclusion

• Introduction/Overview/Hook
• Theoretical Framework/Research Question
• Methodology/Case Selection
• Background/Literature Review
• Discussion of Data/Results
• Analysis
• Conclusion