*NRS 591 Assignment Examples

Each class meeting, you will submit a 1-page memo (Arial, 11pt, 1.15 spacing) that summarizes and comments on the assigned materials, and includes a KQC (keeper, question, critique). Your memo should include content related to the rationale, scope, conceptualization, operationalization, methods, findings, quality criteria, implications, and/or applicability of the assigned materials.

• Keeper: an idea or argument that was useful as you read or that you can see yourself using.

• Question: content you do not understand, requires more information, or provokes curiosity.

• Critique: a weakness or alternative argument/interpretation of the presented material.

The content and format of the daily memo, other than the KQCs, is not a prescriptive format. The memo is an opportunity to clarify for yourself how you understood the readings to demonstrate to the instructor that you are engaging with the content. The memo also serves to inform group discussions of the readings.

*If you submit electronically, please submit the daily memo as a gdoc, doc, or docx file type with the following file naming format: "LastName_nrs591_DM0X" (e.g., Wallen_nrs591_DM01).

• Alternatively, you can share an online Google Doc or Word file with the instructor and write your Daily Memo as a single running document with a header for each day.

Each student will serve as discussion lead for one week. On your assigned week, you will present an in-depth lecture on the focal theory, framework, and/or concept (Tue, Day 1) and lead the class discussion on your lecture and associated applied or supplemental reading(s) (Tue/Thu, Day 1 and Day 2).

*Lecture presentation should use Google Slides (share setting: “anyone with link” and “viewer”)

Students must ensure that they are prepared to lead a lecture and discussion; you are responsible for your fellow students' learning and success for this week. The following sections of this document outline expectations of students when they serve as a discussion lead. The document also outlines any components that should be submitted to the instructor when serving as a discussion lead.

Requirements

• Develop an in-depth lecture that overviews the focal theory, framework, and/or concept and serve as the discussion lead for assigned readings and other relevant resources (e.g., reviews and/or research).

  • • A lecture does not need to be only information provisioning and you talking; you can include detailed examples, multimedia content, assign in-class exercises (e.g., think-pair-share), and pose review, critical thinking, or discussion questions.

• Lectures and discussions should focus on the main learning objectives of the course:

  • • Define and characterize theory in the context of science and empirical research.

    • Recall and describe common theories and concepts applicable to environmental contexts.

    • Judge seminal and contemporary arguments and evidence that support or critique theory.

    • Identify and explain well-designed instances of theory development, testing, and use.

    • Demonstrate an ability to develop, test, and/or use theory inductively or deductively.

• Additionally, lectures and discussions should contain similar aspects of the daily memo and primers:

  • • The rationale, scope, conceptualization, operationalization, methods, findings, quality criteria, implications, and/or applicability of the focal theory, framework, and/or concept.

      • • A description and summary of the selected theory, framework, and/or concept, i.e., detail its premise, content and structure, assumptions, etc.

          • • For example, what rationale or justification was given for the appropriateness of the theory given the context to which it was applied?

        • Describe the main theorist(s) and/or relevant social and historical context of its development.

          • • For instance, the seminal development of social influence (conformity, compliance, and obedience) concepts and theories were based on those theorists' experiences of World War II and Nazi Germany.

        • Relevant evidence that supports or critiques the selected theory, framework, and/or concept.

          • • In psychology, for example, a replication crisis emerged in the 2010s.

        • Relevant evidence of its applicability to environmental-related context or similar scope conditions.

• Actively facilitate comprehension and discussion by engaging other students, asking follow up questions to uncover reasoning surrounding student views, exploring the conceptual or practical relevance of topics covered in the readings, or discussing the scientific/methodological aspects of the research covered in the readings.

• The expectation of the lecture and discussion lead is that they will help the class develop a deeper understanding of the weekly topic by engaging other learners who are learning at the same starting place, and facilitating discussion toward the focal theory, framework, and/or concept major contributions, takeaways, and applications.

Additional Considerations

Please do not hesitate to ask additional questions about the assignment or expectations. The intent is not to overtly prescribe the ways that discussion leads choose approach discussion. The professor will endeavor to help discussion leads in whatever way he can by providing thoughts on associated materials or context that might help students contextualize the course topics for the day. Please email if you need any additional help.

You will submit four primers of ≥3000 words in APA format. A primer is a short informative article that explains a topic to a less than expert audience in a clear and concise manner. The structural elements and theory typology of Sandberg and Alvesson (2021) may be useful to reference. Select an appropriate framework, theory, model, or related concept of your choice, which must receive instructor approval via submission of a brief rationale (2-3 sentences) and two supporting references. 

Your submitted primer must include the following components:

• A description and summary of the selected theory (i.e., detail its premise, content and structure, assumptions, etc.);

• its theorist(s) or context of development (i.e., their background and/or relevant social and historical context);

• relevant evidence that supports or critiques the selected theory (i.e., provide a review of select literature and/or proposed alternatives or competing theory); and

• relevant evidence of its applicability to a salient issue related to your research and/or interests (i.e., provide a review of select literature).

*Alternatively, you may create a multimedia-based primer (i.e., video, podcast, etc.)

Requirements:

• 3,000 word minimum (not including references)

• Formal professional writing (see, https://sites.duke.edu/scientificwriting/)

  • • Proofread, grammar check, and spell check before submission

      • • Avoid unnecessary wordage: e.g., not “In order to”; use “To”

        • Avoid gerunds: e.g., not “responsibility of managing”; use “responsibility to manage”

• Format based on APA student paper (Example #1, Example #2):

  • • Font: Arial

    • Font size: 11 pt

    • Spacing: Double

    • APA Style Guide (7th Edition):

      • • https://apastyle.apa.org/style-grammar-guidelines 

        • https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html

*Submit as a gdoc, doc, or docx file type with the file naming format: "LastName_nrs591_Primer0X" (e.g., Wallen_nrs591_Primer01)