Honors Thesis Preparation: Evidence of the Benefits of Structured Curricula

A recent study of honors curricula across the nation indicates that 75.6% of honors programs and colleges at four-year institutions have thesis or capstone requirements (Savage and Cognard-Black). In addition to institutions with thesis requirements, many more also have the option for students to complete theses. For example, an earlier study found that 94.3% of honors colleges offered the opportunity to complete an honors thesis (Sederberg). As Anderson, Lyons, and Weiner indicate, the origins of the honors movement in the United States included an emphasis on the completion of an honors thesis. While discipline-based modes of research and creative scholarship are the most common, alternatives to the traditional thesis rooted in experiential education have also been encouraged (Gustafson and Cureton). In short, the honors thesis in its several forms is an established element of honors education. Despite the centrality and prevalence of the honors thesis requirement, however, little research has been conducted to understand the preparation that students should have in order to write a thesis. Expectations for honors theses are generally high and often approximate the level of rigor one expects from masters-level students. Unfortunately, many students complete these projects without specific coursework to prepare them for projects at this level of rigor. A growing number of scholars have advocated for courses and curricula to provide students support as they develop honors theses (Anderson, Lyons, and Weiner; Coey and Haynes; Levinson and Mandel). While the arguments for these courses are strong and some report positive evaluations of these courses, there is scant empirical evidence for the success of such courses. This study draws on data from nearly four hundred students over a six-year period to demonstrate the effectiveness of curricular models in supporting students’ completion of honors theses

Honors Thesis Preparation: Evidence of the Benefits of Structured Curricula

A recent study of honors curricula across the nation indicates that 75.6% of honors programs and colleges at four-year institutions have thesis or capstone requirements (Savage and Cognard-Black). In addition to institutions with thesis requirements, many more also have the option for students to complete theses. For example, an earlier study found that 94.3% of honors colleges offered the opportunity to complete an honors thesis (Sederberg). As Anderson, Lyons, and Weiner indicate, the origins of the honors movement in the United States included an emphasis on the completion of an honors thesis. While discipline-based modes of research and creative scholarship are the most common, alternatives to the traditional thesis rooted in experiential education have also been encouraged (Gustafson and Cureton). In short, the honors thesis in its several forms is an established element of honors education. Despite the centrality and prevalence of the honors thesis requirement, however, little research has been conducted to understand the preparation that students should have in order to write a thesis. Expectations for honors theses are generally high and often approximate the level of rigor one expects from masters-level students. Unfortunately, many students complete these projects without specific coursework to prepare them for projects at this level of rigor. A growing number of scholars have advocated for courses and curricula to provide students support as they develop honors theses (Anderson, Lyons, and Weiner; Coey and Haynes; Levinson and Mandel). While the arguments for these courses are strong and some report positive evaluations of these courses, there is scant empirical evidence for the success of such courses. This study draws on data from nearly four hundred students over a six-year period to demonstrate the effectiveness of curricular models in supporting students’ completion of honors theses

Remtech SSME nozzle design TPS

Thermal damage to the Space Shuttle Main Engine (SSME) aft manifold Thermal Protection System (TPS) has been observed for flights STS-8 through STS-13. This damaged area is located on the ME2 and ME3 and extends over a region of approximately one square foot. Total failure or burn-through of the TPS could lead to severe thermal damage of the SSME manifold and loss of an engine nozzle necessitating nozzle replacement causing significant schedule delays and cost increases. Thermal damage to the manifold can be defined as a situation where the manifold temperature becomes greater than 1300 F; thereby causing loss of heat treatment in the nozzle. Results of Orbiter/nozzle wind tunnel tests and Hot Gas Facility tests of the TPS are presented. Aerothermal and thermal analysis models for the SSME aft manifold are discussed along with the flight predictions, design trajectory and design environment. Finally, the TPS design concept and TPS thermal response are addressed

A new genus of nemonychid weevil from Burmese amber (Coleoptera, Curculionoidea)

The first fossil nemonychid (Nemonychidae) in Burmese amber, belonging to the subfamily Rhinorhynchinae, is described and figured as Burmonyx zigrasi Davis & Engel, gen. n. and sp. n. While this specimen also comprises the first definitive record of the subfamily in the Asian continent, other compression fossils exist at least from the Yixian Formation of China and the Karatau site of Kazakhstan which may also deserve placement within this group. Although several important areas of the body are obscured by the shape and fragmented condition of the amber piece, a sufficient number of features are visible to consider adequate placement within Rhinorhynchinae, including the fairly strongly punctate elytral striae and appendiculate, nearly bifid pretarsal claws.Much appreciation is given to James S. Zigras who provided the opportunity to study this specimen and has generally supported amber research at the AMNH. Partial support for this work was provided by the Byers Opportunity Fund, Division of Entomology, University of Kansas Natural History Museum (to SRD), and US National Science Foundation grants DEB-0542909 (to MSE) and DEB-1110590 (to MSE, P. Cartwright, and SRD). This is a contribution of the Division of Entomology, University of Kansas Natural History Museum

An Orthognathine Weevil of the Genus Mesocordylus in Dominican Amber (Coleoptera: Curculionoidea: Dryophthoridae).

Es wird eine neue orthognathe Rüsselkäferart (Curculionoidea: Dryophtoridae), Mesocordylus longiscapus sp. n. aus dem Dominikanischen Bernstein des frühen Miozän beschrieben. Das ist der erste Nachweis für die Gattung Mesocordylus und der zweite für die Unterfamilie Orthognathinae als Bernsteinfossil.StichwörterTertiary, Caribbean, paleontology, Polyphaga, taxonomy.Nomenklatorische Handlungenlongiscapus Davis & Engel, 2009 (Mesocordylus), spec. n.A new orthognathine weevil species (Curculionoidea: Dryophthoridae), Mesocordylus longiscapus sp. n., is described and illustrated from Early Miocene Dominican amber. It represents the first amber fossil record of Mesocordylus and the second for the subfamily Orthognathinae.KeywordsTertiary, Caribbean, paleontology, Polyphaga, taxonomy.Nomenclatural Actslongiscapus Davis & Engel, 2009 (Mesocordylus), spec. n

An orthognathine weevil of the genus Mesocordylus in Dominican amber (Coleoptera: Curculionoidea: Dryophthoridae)

This is the publisher's version, copyright by Akademie Verlag.A new orthognathine weevil species (Curculionoidea: Dryophthoridae), Mesocordylus longiscapus sp. n., is described and illustrated from Early Miocene Dominican amber. It represents the first amber fossil record of Mesocordylus and the second for the subfamily Orthognathinae

Applying Toulmin: Teaching Logical Reasoning and Argumentative Writing

To learn to write well-reasoned persuasive arguments, students need in situ help thinking through the complexity and complications of an issue, making inferences based on evidence, and hierarchically grouping and logically sequencing ideas. They rely on teachers to make this happen. In this article, the authors explain the framework they used and describe how they taught reasoning to students at an alternative high school, where they recorded what happened

In Your Own Words: Ideological Dilemmas in English Teachers' Talk about Plagiarism.

This study examines high school English language arts teachers’ talk about plagiarism. Through a series of in-depth interviews with an English department in suburban high school, I investigate the ways in which teachers narrate their experiences with plagiarism as well as their responses to hypothetical situations concerning plagiarism. Most studies about teachers’ attitudes and beliefs about plagiarism use surveys or questionnaires, and the majority of these focus on college-level instructors. In contrast, this study does not try to find that imaginary line that divides plagiarism from good writing. Rather, it presents the multiple interpretations that a group of teachers have about plagiarism. By considering teachers’ attitudes and beliefs about plagiarism, this project values not only the presence of multiple interpretations but also the generative nature of these interpretations. This study reveals that when teachers talk about plagiarism, they exhibit contradictory beliefs about authorship, ownership, and community. By framing these moments of tension as ideological dilemmas, this study demonstrates that the participants draw upon a wider range of ideologies than those that would align with plagiarism policies and conventional definitions of plagiarism. It also illustrates that these dilemmas create space to engage in conversations about the changing nature of writing as classrooms become increasingly digital and argues for the need to engage with students and teachers about the various writing practices that are central to academic success. By examining plagiarism as a literacy practice, this study contributes to the fields of composition and teacher education by providing writing instructors and teacher educators an approach for addressing the complex choices that teachers are faced with as they encounter plagiarism in their classrooms.PHDEnglish and EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/107305/1/sjengel_1.pd