Arts and Humanities Commons^™

Teaching Materialism Through Storytelling: A Collection Of Short Stories And Learning Materials, Zoie Zvonar, Katherine Arnold

Honors Projects

This collaborative projects seeks to combine the disciplines of psychology and writing into a collection of short stories and learning materials dedicated to teaching young students the psychological concept of materialism. In order to accomplish this goal, Zoie Zvonar and Katherine Arnold have designed and created a set of materials that seek to inform, educate, and instill in those young students what materialism is, how to recognize it in our own lives, its consequences, and potential strategies to lower high materialistic tendencies. Zoie Zvonar created the companion guide, learning activities for both students and instructors, and an additional resources list …

Mountains To The Sea: How Climate Change Influences People, Cultures And Communities, Stephanie L. Maltarich

Graduate Student Portfolios, Professional Papers, and Capstone Projects

No abstract provided.

Gabriella Dipietro's Portfolio, Gabriella Dipietro

Honors College Portfolios

This portfolio is a compilation of my written and published work during my time as a Duquesne student, whether completed in class or for an internship. My portfolio, filled with articles focusing on a wide range of genres and topics, offers a glimpse into the life of a journalist, as well as the media field in general.

While it is essential for a journalism student to study the laws, ethics, theories and concepts behind journalism, its importance and its history, we must also go out into the world and report. How can one become a successful journalist without actually reporting …

Named But Not Known: Teaching And Assessing The Research-Writing Process, Ruth Boeder

Wayne State University Dissertations

In lived experience, the two processes of secondary research and writing overlap and intertwine interminably, creating an overarching complex system as research becomes expressed in writing and writing generates new research. This classroom study explores the two processes as one—the research-writing process—through coding of student journal responses and assessment of student research papers. Analysis reveals students to be thoughtful but not yet as nuanced in their descriptions of their research process as much be desired. They more frequently discuss writing with weaknesses in their research process than with research strengths. Further findings indicate that although it is difficult to assess …