Research Proposal Assignment Research Proposals exist for tw.docx

Research Proposal Assignment
Research Proposals exist for two reasons: One, as a guide for
you to examine the overall shape and scope of your project, and
two, to elicit funding from sponsors for said project (usually).
As I can pay you only in joy and index cards, this proposal
focuses more on the former intended outcome and as practice
for future proposals in your career. For our purposes, you will
generate a three-paragraph long proposal for your final research
paper. Remember that this is a proposal – i.e. a suggestion for
what you would like to write about within the confines of your
discourse community. Essentially, you’re going to take
something you love and identify an exigence affecting the
discourse community around that thing you love.
Tip – Your interests/passions will lead you to a subject – such
as “global warming”
Your proposal will investigate a topic related to that
subject – such as “the effects of global warming on the breeding
methods of the Canadian Goose.” (NOTE: the proposal is
simply to start investigating the topic. That investigation will
lead to your research question and a more formalized inquiry,
but don’t try to get to that point just yet).
“HAY GIIIIRRRRLLLLLLLLLL”
Don’t concern yourself with writing an introduction or a
conclusion or with presenting the proposal as a concept that is
written in stone. You are proposing an investigation, NOT to
find a solution.
Paragraph 1: In the first paragraph of your proposal, introduce
your research paper topic and describe what you think at this
point the main focus of the paper might be. Include a tentative

thesis in this paragraph – but think of it more as a hypothesis.
The beauty of research is that it is always fluid and informs
itself. Therefore, starting out with an axe to grind (so,
something you intend to prove) is a recipe for failure. Let the
research guide you as you move toward your final paper, but
having a preliminary thesis helps your investigation stay
focused. What interests you about the topic you have chosen?
Why should this exigence be addressed? What value will it
provide to the further research of your discourse community?
Paragraph 2: In the second paragraph, discuss the sources that
you intend to use. What will be the most useful in investigating
your topic? If it will be a literature review, what journals look
promising as sites for article collection, and why? If you intend
to do a full research project, what methods do you foresee
yourself using, and why? Who might the participants be, or will
you use a data set instead? (Such as surveying moviegoers vs
analyzing 20 movie posters)
Paragraph 3: In the third paragraph, speculate on what obstacles
you foresee in this project and/or what you anticipate to be the
most difficult part of the assignment. Why? What can you do
ahead of time to try and avoid these sorts of roadblocks?
Me on my way to steal your girl research funding
500-750 words
Answered all questions in-depth (providing multiple examples
and answers for each question).
Text is professional and well-edited.
Criteria Meets All Expecta!ons
Meets Most
Expecta!ons
Meets Some

Expecta!ons
Does Not Meet
Expecta!ons
42 points
- Follows all assignment
direc!ons.
- Connects assignment
content to the course
materials and readings
and to his/her own
professional goals.
- Provides appropriate
detail, depth, and
breadth within guidelines
for page/word count
provided in the
assignment direc!ons.
- Addresses the following
concepts in the

assignment:
Individual ac!vely
par!cipates in the
group discussion
board.
Individual ac!vely
contributes to the
group project.
Posts are
submi"ed on !me.
35.7 points
- Follows most of the
content to the course
materials and readings
and to his/her own
professional goals.

- Provides appropriate
detail, depth, and
breadth with minor
devia!ons from the
guidelines for page/word
count provided in the
- Addresses nearly all of
the following concepts in
the assignment:
Individual ac!vely
par!cipates in the
group discussion
board.
Individual ac!vely
contributes to the
group project.
Posts are

submi"ed on !me.
29.4 points
- Follows some of the
content to some of the
course materials and
readings to some of
his/her own professional
goals.
- Provides varied but
sufficient detail, depth,
and breadth but does not
meet guidelines for
page/word count
provided in the
- Addresses some of the

following concepts in the
assignment:
Individual ac!vely
par!cipates in the
group discussion
board.
Individual ac!vely
contributes to the
group project.
Posts are
submi"ed on !me.
0 points
- Does not follow the
- Does not connect
assignment content to
the course materials and
readings or to his/her

own career advancement
goals.
- Does not provide
appropriate detail, depth,
and breadth that
demonstrate mastery of
the material and does
not meet guidelines for
page/word count
provided in the
- Fails to addresses many
of the following concepts
in the assignment:
Individual ac!vely
par!cipates in the
group discussion
board.

Individual ac!vely
Content and
Focus (60%)
Group
presenta!on
comprehensively
addresses the
assignment
ques!ons (Was
this an effec!ve
way to measure
difference
between students’
development?
How so? What
other comparison
groups could be

used in this kind of
work? What are
the
challenges/barriers
to both Lundy’s
design and your
ideas for other
designs? What are
the benefits?)
Group
presenta!on
includes a !tle
slide and 5-6 slides
that address the
assignment
ques!ons.
Slides
incorporated

appropriate visual
components that
Group
presenta!on
comprehensively
addresses the
assignment
ques!ons (Was
this an effec!ve
way to measure
difference
between students’
development?
How so? What
other comparison
groups could be
work? What are

the
challenges/barriers
to both Lundy’s
design and your
ideas for other
designs? What are
the benefits?)
Group
presenta!on
includes a !tle
that address the
assignment
ques!ons.
Slides
incorporated
appropriate visual
components that

Group
presenta!on
comprehensively
addresses the
assignment
ques!ons (Was
this an effec!ve
way to measure
difference
between students’
development?
How so? What
other comparison
groups could be
work? What are
the
challenges/barriers

to both Lundy’s
design and your
ideas for other
designs? What are
the benefits?)
Group
presenta!on
includes a !tle
that address the
assignment
ques!ons.
Slides
incorporated
appropriate visual
components that
contributes to the
group project.

Posts are
submi"ed on !me.
Group
presenta!on
comprehensively
addresses the
assignment
ques!ons (Was
this an effec!ve
way to measure
difference
between students’
development?
How so? What
other comparison
groups could be
work? What are

the
challenges/barriers
to both Lundy’s
design and your
ideas for other
designs? What are
the benefits?)
Group
presenta!on
includes a !tle
that address the
assignment
ques!ons.
Crea!vity,
Originality,
and Cri!cal

Thinking
(20%)
were clearly
connected, clearly
visible (no blur,
colors are
appropriate, etc)
Audio recordings
on slide include
someone speaking
in a clear voice at
an understandable
pace (be sure to
review your
recordings before
submi%ng!)
were clearly
connected, clearly

visible (no blur,
colors are
appropriate, etc)
Audio recordings
on slide include
someone speaking
in a clear voice at
an understandable
pace (be sure to
review your
recordings before
submi%ng!)
were clearly
connected, clearly
visible (no blur,
colors are
appropriate, etc)
Audio recordings

on slide include
someone speaking
in a clear voice at
an understandable
pace (be sure to
review your
recordings before
submi%ng!)
Slides
incorporated
appropriate visual
components that
were clearly
connected, clearly
visible (no blur,
colors are
appropriate, etc)
Audio recordings

on slide include
someone speaking
in a clear voice at
an understandable
pace (be sure to
review your
recordings before
submi%ng!)
14 points
- Many ideas presented
in the assignment are
crea!ve and original.
- Some of the ideas,
solu!ons, sugges!ons, or
views discussed in the
assignment represent a
unique and innova!ve
way of approaching the

issue that was not
apparent to others.
- Student draws logical
11.9 points
- Some ideas presented
in the assignment are
- A few of the ideas,
solu!ons, sugges!ons, or
views discussed in the
unique and innova!ve
way of approaching the
issue that was not
apparent to others.
- Student draws mostly
9.8 points
- Few ideas presented in

the assignment are
- One idea, solu!on,
sugges!on, or view
discussed in the
somewhat unique or
innova!ve way of
approaching the issue
that was not apparent to
others.
0 points
- The ideas presented in
the assignment are not
crea!ve or original.
- Ideas, solu!ons,
sugges!ons, or views
discussed in the

assignment do not
represent a unique or
innova!ve way of
approaching the issue.
- Logical conclusions are
not drawn from facts
conclusions from facts
gathered and presented,
and uses such
conclusions to
recommend reasonable
course of ac!on, if
applicable.
logical conclusions from
facts gathered and
presented, and uses such
conclusions to

recommend a reasonable
course of ac!on, if
applicable.
- Student draws a few
logical conclusions from
facts gathered and
presented, and uses such
conclusions to
recommend a reasonable
course of ac!on, if
applicable.
gathered and presented.
14 points
- Wri!ng is clear,
concise, convincing,
logical, and easy to read
and understand. Student
explains unfamiliar

concepts, expressions,
and abbrevia!ons.
- Wri!ng is structured to
correspond to the
For essay-based
assignments, wri!ng
incorporates an
introduc!on, main body,
and conclusion.
- Paragraphs, bullets, and
lists are used to
communicate ideas and
thoughts.
- Student uses standard
11.9 points
- Wri!ng is mostly clear,

logical, and easy to read
and understand. Student
explains unfamiliar
concepts, expressions,
and abbrevia!ons.
- Wri!ng is
mostly structured to
correspond to the
For essay-based
assignments, wri!ng
incorporates an
and conclusion.
lists are used to
communicate ideas and
thoughts.

9.8 points
- Wri!ng is somewhat
clear, concise,
convincing, logical, and
easy to read and
understand. Student
generally explains
unfamiliar concepts,
expressions, and
abbrevia!ons.
- Wri!ng
is mostly structured to
correspond to the
For essay-based
assignments, wri!ng
incorporates an

and conclusion, but may
not clearly delineate
such components.
0 points
- Wri!ng is not clear,
logical, or easy to read
and understand.
- Does not explain
unfamiliar concepts,
expressions, and
abbrevia!ons.
- Wri!ng is not
structured to correspond
to the assignment
direc!ons. For essay-
based assignments,

wri!ng may not include
well-structured/argued
and conclusion.
lists may or may not be
used to communicate
Organiza!on,
Logical
Structure,
Grammar,
and Style
(20%)
English grammar, without
gramma!cal or
typographical errors.
- The assignment is

forma"ed in the most
current APA edi!on
format. This requirement,
per assignment
direc!ons, may include
cover page, abstract,
references, and other
components.
- The assignment uses
the minimum number of
references specified by
the instructor in the
assignment direc!ons, if
applicable. The
references are
appropriately indicated
through the use of
quota!on marks and

indica!on of
paraphrasing, cited in-
line and at the end of the
assignment, and their use
is consistent with the
wri!ng.
- Student uses
mostly standard English
grammar, without
gramma!cal or
- The assignment is
current APA edi!on
format but with minor
devia!ons (for example,
in reference forma%ng,
cover page forma%ng,

etc.). This requirement,
per assignment
direc!ons, may include
cover page, abstract,
references, and other
components.
- The assignment uses at
least the minimum
number of references
specified by the
instructor in the
applicable. The
references are
mostly appropriately
indicated through the
use of quota!on marks
and indica!on of

lists may or may not be
used to communicate
ideas and thoughts.
- Student
uses mostly standard
English grammar, but has
several gramma!cal or
- Most components of
the assignment are
current APA edi!on
format, with some
devia!ons from the APA
forma%ng requirements.
This requirement, per

assignment direc!ons,
may include cover page,
abstract, references, and
other components.
- The assignment uses at
least half of the number
of references specified
by the instructor in the
applicable. The
references
are some!mes
appropriately indicated
through the use of
quota!on marks and
ideas and thoughts.
- Does not use standard
English grammar, and has

many gramma!cal or
- Many components of
the assignment are
current APA edi!on
format, but there may be
some major devia!ons
from the APA Style
Manual. This
requirement, per
assignment direc!ons,
may include cover page,
abstract, references, and
other components.
- The assignment does
not include references
specified by the

instructor in the
applicable; or references
used contain major
devia!ons from the APA
format or are not
appropriate/credible.
Total / 70
Overall Score
Close
wri!ng.
indica!on of

wri!ng.
Meets All
Expecta!ons
63 points minimum
Meets Most
Expecta!ons
56 points minimum
Meets Some
Expecta!ons
49 points minimum
Does Not Meet
Expecta!ons
0 points minimum
Service Learning in Life-Span
Developmental Psychology:
Higher Exam Scores and Increased Empathy

Brenda L. Lundy
Indiana–Purdue University Fort Wayne
This article describes research conducted to evaluate the im-
pact of service learning on exam scores and emotional empa-
thy in a life-span development course. Service learning was 1
of 3 project options offered in the course; others included an
interview project and a research paper. With the exception of
the first exam, scores were significantly higher for the service-
learning students compared to those who completed other
projects. In addition, only the service-learning group demon-
strated a significant increase in emotional empathy as mea-
sured by the Emotional Empathetic Tendency Scale (EETS;
Mehrabian & Epstein, 1972). I discuss the results in terms of
the relations among practical experience, reflection, and
emotional empathy.
A variety of innovative experiential learning tech-
niques enhance the educational experience of under-
graduates. One technique in particular, service
learning, is becoming increasingly popular among
American colleges and universities (Chapman &
Ferrari, 1999; Howard, 2003). Bringle and Hatcher
(1995) defined service learning as a
course-based, credit-bearing educational experience in which
students (a) participate in an organized service activity that
meets identified community needs and (b) reflect on the ser-
vice activity in such a way as to gain further understanding of
course content, a broader appreciation of the discipline, and
an enhanced sense of civic responsibility. (p. 112)
Researchers have addressed the impact of service learn-
ing in several studies within the past decade (see Eyler,
Giles, Stenson, & Gray, 2001). Positive outcomes asso-
ciated with the use of service learning in undergraduate

courses include the development of personal efficacy
(Astin, Sax, & Avalos, 1999; Kendrick, 1996), personal
identity (Driscoll, Holland, Gelmon, & Kerrigan,
1996), moral development (Boss, 1994; Gorman,
1994), interpersonal skills (Driscoll et al., 1996), re-
duced stereotyping (Astin et al., 1999), and increased
social responsibility (Eyler, Giles, & Braxton, 1997;
Kendrick, 1996). However, the impact of service learn-
ing on academic performance is less certain because of
methodological problems, such as using course grades
calculated differently for service learning students com-
pared to students in comparison groups (Eyler, 2000;
Steinke & Buresh, 2002).
In addition to these methodological issues, little in-
formation exists regarding specific service learning
strategies that would be beneficial in promoting aca-
demic performance (Eyler, 2000). Some studies have
suggested, however, that service learning programs
with regular opportunities for reflection may have a
more pronounced positive effect on both cognitive and
personal outcomes (Bringle & Hatcher, 1995; Eyler &
Giles, 1999; Mabry, 1998). Reflecting on service activi-
ties in light of course content may not only foster under-
standing of course content but may also enhance
understanding of others’ emotional experiences. Thus
emotional empathy, or the ability to vicariously experi-
ence other’s emotions, may be another positive out-
come of programs that offer opportunities for reflection.
Even so, emotional empathy has received little atten-
tion in the service-learning literature.
The purpose of this research was to explore students’
academic performance and empathetic tendencies in
relation to type of project completed in a life-span de-

velopmental psychology course. I predicted students
engaged in service-learning activities with opportuni-
ties for reflection would demonstrate higher exam per-
Vol. 34, No. 1, 2007 23
formance and greater increases in pre- to postproject
empathic tendencies, compared to students engaged in
an interview or research paper project.
Method
Participants
Participants included 192 students enrolled in life-
span developmental psychology, an upper level under-
graduate, general education course, who completed all
course requirements including four exams and a term
project. In addition, a subsample of participants (n =
67), comprised of students enrolled in the most recently
taught sections, also completed a pre- and postproject
self-report measure on empathic tendencies.
Procedures and Measures
Students chose among three project options within
the first two weeks of the semester. I assessed exam per-
formance and pre- and postempathetic tendency levels
in relation to type of project.
Service-learning project. The service learning op-
tion required students to volunteer 2 hr a week for 12
weeks (during a 16-week semester) in an agency rele-
vant to the course, such as a day care, preschool, retire-

ment home, or assisted living facility. Students con-
tacted and acquired written approval from the director
of the agency of their choice. Directors monitored stu-
dents’ participation and verified the number of hours
volunteered each week. Students wrote a 10- to 12-page
paper in which they integrated lecture and text material
with their practical experience, focusing on aspects of
development that corresponded to concepts and re-
search covered in class. Near the completion of the se-
mester, students submitted their papers and gave a 10-
min oral presentation to the class. Papers consisted of
(a) an introduction (including a discussion of their ex-
pectations prior to beginning their service learning), (b)
journal entries for each 2-hr session integrating course
material with practical experience, (c) a discussion of
their overall experience, and (d) time sheets signed each
week by the director of the volunteer agency. I graded
service-learning papers primarily on the integration of
course material with practical experience. Because stu-
dents volunteered in a variety of settings, I required
them to make oral presentations so they could learn
from each other’s experiences as well.
Interview project. This project required students
to interview three individuals, each from a different
stage of the life span (matched on ethnicity, gender, and
socioeconomic class) regarding a relevant and specific
topic of the students’ choice. Students conducted a lit-
erature review of the topic, generated hypotheses, and
formulated relevant interview questions. I instructed
students to audio record their interviews, informing
them that each should be approximately 1 hr in dura-
tion. Students wrote a 10- to 12-page paper that in-
cluded a literature review, hypotheses, method, results
(with brief excerpts from interviews), and discussion

section. Students also gave a 10-min presentation to the
class near the end of the semester. In general, I graded
these projects based on the literature review, rationale
for their hypotheses, quality and relevance of the inter-
view questions, the effectiveness with which they inte-
grated material from the literature review, their exami-
nation of the similarities and differences among the
responses, and a discussion of developmental processes
and limitations of their project.
Research paper. This project was a focused review
of recent research regarding a specific and relevant
topic of their choice. Students synthesized knowledge
from 8 to 10 empirical articles from professional, peer-
reviewed journals, engaged in critical evaluation, and
wrote a 10- to 12-page (not including the title page,
abstract, or references) paper. Students began by clar-
ifying the topic’s importance and significance to hu-
man development. I instructed students to incorpo-
rate the articles in a logical fashion and to clearly state
the purpose, method, findings, and implications of
each study. They also discussed important questions
that remained unanswered regarding the topic, indi-
cated why the questions need to be addressed, and
concluded by setting up a specific idea for additional
research based on the literature review. I graded re-
search papers based on the relevance of the topic,
content, understanding of subject matter, ability to
evaluate scholarship cited, integration and synthesis
of research, ability to communicate ideas, ability to
use American Psychological Association style, appro-
priateness of the conclusion, and implications for fu-
24 Teaching of Psychology

ture research. Students also gave a 10-min presenta-
tion to the class near the end of the semester.
Exams. I evaluated students’ understanding of
course material based on four multiple choice exams.
The presentation of course material was topically orga-
nized. The first exam covered introductory material, de-
velopmental theories, and research methods, whereas
the coverage of subsequent exams included perceptual
and cognitive development (Exam 2); self-concept, per-
sonality, and social relationships (Exam 3); and gender,
moral development, and family relations (Exam 4). In
part, the course was topically organized because of the
service-learning component. That is, regardless of type
of facility in which the students volunteered (e.g., day
care, preschool, retirement home), all service-learning
students’ observations focused on issues related to the
same general topics (e.g., perceptual development)
within a limited time period. Because I administered the
first exam before students had begun their projects, the
focus of this study was primarily in group differences on
subsequent exams (i.e., the average of Exams 2 to 4).
EETS. The Emotional Empathic Tendency Scale
(EETS; Mehrabian & Epstein, 1972) is a 33-item self-
report scale designed to measure a person’s predisposi-
tion to vicariously experiencing the emotions of others.
Examples of items include “It makes me sad to see a
lonely stranger in a group” and “It is hard for me to see
how some things upset people so much.” Respondents
rate each of 33 items on a 9-point scale ranging from –4
(very strong disagreement) to +4 (very strong agreement).
Reliability and validity have been acceptable across a
variety of studies assessing emotional tendencies
(Mehrabian, Young, & Sato, 1988).

Students completed the EETS during the second
week and again during the final week of class. Two re-
search assistants, blind to the hypotheses, entered the
empathy data.
Results
Project Type and Performance on Exams
An ANOVA conducted on performance on Exams
2, 3, and 4 in relation to Project Type (service learning,
interview, or research paper) revealed a significant ef-
fect, F(2, 189) = 3.81, p < .05, η2 = .04. Post hoc t tests
revealed that scores were significantly higher for stu-
dents engaged in service learning compared to those in-
volved in either the interview project, t(117) = 2.67, p
< .01, or the research paper, t(146) = 1.98, p < .05 (see
Table 1). I found no significant difference between
scores for students choosing the interview and research
paper projects. Because students took the first exam
prior to students their projects, I analyzed performance
on the first exam separately. As expected, the results of
this second ANOVA (conducted with the first exam
scores as the dependent variable) revealed no signifi-
cant effects of Project Type.
Empathic Tendency Scores
To determine the amount of change that occurred in
the preproject to postproject empathy scores, I calcu-
lated difference scores and entered them into an
ANOVA with Project Type as the independent vari-
able. This analysis revealed a significant effect, F(2, 62)
= 3.37, p < .05, η2 = .10. Post hoc analyses revealed a
significantly greater change in pre- to postproject empa-

thy scores for students engaged in service learning com-
pared to both the interview project, t(34) = 3.43, p <
Vol. 34, No. 1, 2007 25
Table 1. Exam Performance and Empathic Tendency Scores As
a Function of Project Type
Service Learning Interview Research Paper
Variable M SD M SD M SD
Performance on exams
First exam 84.72 9.68a 82.61 12.25b 85.47 9.42c
Exams 2 to 4 86.93 7.97a 82.52 9.82b 84.15 9.13c
Empathy scores
Beginning of semester 39.35 22.30d 40.16 13.37e 40.32 30.05f
End of semester 52.12 16.58d 34.79 12.59e 30.50 35.58f
Difference scores 12.76 16.27d –5.3 15.45e –9.82 35.26f
an = 75. bn = 44. cn = 73. dn = 17. en = 19. fn = 31.
.005, and the research paper, t(44) = 2.20, p < .05. In-
terestingly, postproject empathy scores actually de-
creased (although not significantly) for two latter
groups. Empathy scores for the service learning group
increased 76% and 42% compared to the research pa-
per and interview project, respectively (see Table 1).
The significant beneficial effect of the service learning
option was confirmed in a subsequent ANCOVA that

controlled as a covariate students’ preproject empathy
scores, F(2, 62) = 4.25, p < .05, η2 = .12.
Discussion
I explored service learning in relation to exam perfor-
mance and empathy in a life-span psychology course.
Performance on exams was similar across the three
groups before beginning the projects. However, service-
learning students performed significantly better on sub-
sequent exams compared to the other two groups of stu-
dents. Although previous reports have been
inconsistent with regard to the cognitive benefits of ser-
vice learning (see Eyler, 2000; Steinke & Buresh,
2002), the relation between practical experience and
academic performance found in this research provides
clear support for the use of service learning.
Reflection that integrates service with course content
is a strong predictor of positive cognitive and personal
outcomes (Bringle & Hatcher, 1995; Eyler, 2000; Eyler
& Giles, 1999; Mabry, 1998). In this research, service-
learning students had regular opportunities to engage in
reflection, which may have increased their understand-
ing of course content and their understanding of others’
emotional experiences. Service-learning students dem-
onstrated higher postproject empathy scores compared
to the other students. There were no differences between
the groups’ preproject empathy scores, so the benefits of
service learning were not due to any preexisting differ-
ences between the groups. Furthermore, only the ser-
vice-learning students demonstrated a significant
increase in empathy scores between the beginning and
end of the semester; scores actually went down (although
not significantly) for the two other groups. Thus, the in-
crease in empathy appears to be a positive outcome of

students’ service-learning experiences.
As with any self-report measure, it is difficult to rule
out the influence of social desirability. However, be-
cause I used the same self-report measure for all groups,
any effects of social desirability would be similar across
the groups. Investigators may want to consider the use
of non-self-report measures (e.g., reports from room-
mates or best friends) in future research on empathy. In
conclusion, these findings add to the growing body of
research related to the impact of service learning on
cognitive and personal outcomes. In addition, the ben-
efits that service learning appears to have on emotional
empathy is particularly important because this finding is
novel within the service-learning literature.
References
Astin, A. W., Sax, L. J., & Avalos, J. (1999). Long-term ef-
fects of volunteerism during the undergraduate years. The
Review of Higher Education, 22, 187–202.
Boss, J. A. (1994). The effect of community service work on
the moral development of college ethics students. Journal of
Moral Education, 23, 183–198.
Bringle R. G., & Hatcher, J. A. (1995). A service-learning
curriculum for faculty. Michigan Journal of Community Ser-
vice Learning, 2, 112–122.
Chapman, J. G., & Ferrari, J. R. (1999). An introduction to
community-based service learning (CBSL). In J. R. Ferrari
& J. G. Chapman (Eds.), Educating students to make a differ-
ence: Community-based service learning (pp. 1–3). New York:
Haworth.

Driscoll, A., Holland, B., Gelmon, S., & Kerrigan, S. (1996).
An assessment model for service-learning: Comprehensive
case studies of impact on faculty, students, community, and
institutions. Michigan Journal of Community Service
Learning, 3, 66–71.
Eyler, J. S. (2000, Fall). What do we most need to know about
the impact of service-learning on student learning? [Special
issue on “Strategic directions for service-learning re-
search”]. Michigan Journal of Community Service Learning,
11–17.
Eyler, J., & Giles, D. E., Jr. (1999). Where’s the learning in ser-
vice learning? San Francisco: Jossey-Bass.
Eyler, J. S., Giles, D. E., & Braxton, J. (1997). The impact of
service-learning on college students. Michigan Journal of
Community Service Learning, 4, 5–15.
Eyler, J., Giles, D. E., Jr., Stenson, C. M., & Gray, C. J. (2001).
At a glance: What we know about the effects of service learning
on college students, faculty, institutions and communities (3rd
ed.). Nashville, TN: Vanderbilt University.
Gorman, M. (1994). Service experience and the moral devel-
opment of college students. Religious Education, 89, 422–
431.
Howard, J. (2003). Service-learning research: Foundational is-
sues. In S. H. Billig & A. S. Waterman (Eds.), Studying ser-
vice-learning: Innovations in education research methodology
(pp. 1–12). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Kendrick, J. R. (1996). Outcomes of service-learning in an in-
troduction to sociology course. Michigan Journal of Commu-

nity Service Learning, 3, 72–81.
26 Teaching of Psychology
Mabry, J. B. (1998). Pedagogical variations in service-
learning and student outcomes: How time, contact, and re-
flection matter. Michigan Journal of Community Service
Learning, 5, 32–47.
Mehrabian, A., & Epstein, N. (1972). A measure of emo-
tional empathy. Journal of Personality, 40, 525–543.
Mehrabian, A., Young, A. L., & Sato, S. (1988). Emotional
empathy and associated individual differences. Current Psy-
chology: Research & Reviews, 7, 221–240.
Steinke, P., & Buresh, S. (2002). Cognitive outcomes of ser-
vice-learning: Reviewing the past and glimpsing the future.
Michigan Journal of Community Service Learning, 8, 5–14.
Note
Send correspondence to Brenda L. Lundy, Department of
Psychol-
ogy, 380C Neff Hall, Indiana University–Purdue University Fort
Wayne, Fort Wayne, IN 46805; e-mail: [email protected]
Vol. 34, No. 1, 2007 27
Read the following article:
Lundy, B.L. (2007). Service learning in life-span developmental
psychology: higher exam scores and increased

empathy. Teaching of Psychology, 34(1), 23-27. Retrieved
from https://nl.idm.oclc.org/login?url=http://search.ebscohost.c
om/login.aspx?direct=true&db=tfh&AN=24232377&site=ehost-
live&scope=siteATTACHED
refer to the article above and create a short presentation for the
class that presents your collective responses to the following
questions:
1. Was this an effective way to measure difference between
students’ development? How so?
2. What other comparison groups could be used in this kind of
work?
3. What are the challenges/barriers to both Lundy’s design and
your ideas for other designs?
4. What are the benefits?
ADDITIONAL INSTRUCTIONS:
1. Your presentation should be a maximum of 7 slides,
2. Including 1 title slide and
3. 5-6 slides addressing the questions above.
4. You should incorporate images, charts or additional visual
components only when they enhance the conveyance of
information.
5. Your presentation will contain your recorded audio
presentation of each slide’s content.
6. This audio is added on a slide by slide basis using the Insert
Audio > Record Audio feature in MS PowerPoint. Other
presentation software share similar steps.
7. The voice recording should explain the slide content, and not
simply relay it (i.e., do not read the slide).
8. Maintain a professional voice and tone throughout your
presentation.
9. Your presentation should be between 7 and 10 minutes in
length.
Surname 1

Student’s Name
Professor’s Name
Course
Date
ISOM
Information Systems and Operation Management is the ability
of the organization or company to implements a system control
in the organisation that will protect the confidentiality of the
organization, the employees in the organization, reliability of
the services of the organization, and the integrity of data and
resources used in running the organization.
ISOM is Information Systems and Operation Management. The
other journals which are published in this field are the
Information System(IS) and the Operation Management (OM).
The Information System deals with the systems with a specific
reference to information and the corresponding networks of the
hardware, software, and the people integrated. The Information
System is used by the organization to collect, process, and
distribute the information within the organization (Jessup &
Valacich, 416). The information system has been existing for
the last five decades. The people who have researched the
related academic journals always publish these journals. Once
these journals have been published, they serve as permanent
journals.
Operation Management is the process which the organization is
planning, organizing, managing, and controlling the
manufacturing process. The Operation management field was
expanded in the industrial revolution, which has become a
significant evolution. The operation management has become a
modern economy that begun for the new occurrence of mass
manufacturing.
The primary skills required in the field of Information System
and Operation management field are the skills of the technology
by the business organizations, the skills of problem
Identifications, designing, and the innovation skills in the
technology solution. These skills will help an individual to

apply information technology in business operation and
management. This will lead to the improvement of the business
operation, management operation, and the technical operation
solution in the business. Before publishing the journal, it
should not violate the rights of the public, and journal should be
reviewed to ensure that it meets the requirement needed for its
purpose.
The most common genre in the Information System and
Operation Management is the research report. The system gives
a description of the company operations and the process of the
organizations. These reports will be used to determine the
performance of the management and how to improve the
organization. The system also collects the reports from different
departments which can be used to make the decision by the
management. The rules that exist to determine the format of a
genre is that is if style defines the correct of the journal. The
journal also should provide a solution to the purpose of the use.
The visual elements of the system are the improvement of the
organization operation and if the system offers a solution for
the organization problems.
The evidence which is usually used in the system are the
statistics and the observations of the business organization or
the organization operation. The system uses the observation
evidence, for example, if the performance of the organization is
improved; therefore, the system is working well, and if it
doesn’t it means the system does not fit the organization. The
evidence of statistics is used to rate if the system has brought
the changes in the organization.
The rhetorical appeal used in this field is ethos. The
information received or mused must have a credible source
where they can authenticate the sender of the information. The
information passed through the system must give the reason
why is the information being passed and whom the information
is being directed. The information passed should be able to
identify if it is for solving the problem, doing the analysis, or
just for fun. This will be able to identify the credibility of the

information. For example, a manager giving out instructions
about the business process or bout the statistics of the business.
The field uses the encryption of the message where the
information passed through it will only be encrypted by the
person whose word is directed to and cannot be understood by
the outsider. The sentences used are mostly short and very
objective. The voice which is being used is active mainly as it
is meant for the recipient to understand the message quickly.
Most of the language used is jargon where the users use unique
words and expression to make the communication and therefore
cannot be accessed by the outsider unless they get the
explanation.
In conclusion, the system is very important as it will help the
managers in the organization to get the accurate data and
information about the organizations which will support them in
making decision quickly. The ISOM also is very important as it
creates an impact on the performance, functioning, and
productivity of the organization.
Work cited
Jessup, Leonard M.; Joseph S. Valacich (2008). Information
Systems Today (3rd ed.). Pearson Publishing. Glossary p. 416
Information Systems & Operations Management | George Mason
University. (n.d.). Retrieved April 18, 2017, from
http://business.gmu.edu/academic-departments/isom/

Research Proposal Assignment Research Proposals exist for tw.docx

Recommended

Recommended

More Related Content

Similar to Research Proposal Assignment Research Proposals exist for tw.docx

Similar to Research Proposal Assignment Research Proposals exist for tw.docx (19)

More from audeleypearl

More from audeleypearl (20)

Recently uploaded

Recently uploaded (20)

Research Proposal Assignment Research Proposals exist for tw.docx