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The authors describe creating and team-teaching Media Studies 502 at West Virginia State University and outline iterative methods, scheduling, and delivery models based on student creative projects and research training needs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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major?","Question",{"text":63,"@type":64},"Students may not understand the need and benefits of courses not in their major subjects, viewing them mainly as added costs and delays toward graduation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What challenges arise when specialized English service courses are added for non-English majors?",{"text":68,"@type":64},"Non-English majors may need to complete as many as five or six English courses before they can focus on major courses, general education requirements, and electives.",{"name":70,"@type":61,"acceptedAnswer":71},"How did the authors design and deliver Media Studies 502: Graduate Research and Writing?",{"text":72,"@type":64},"They team-taught the course after studying prior student projects, then continually re-evaluated methods, scheduling, and delivery modes, experimenting with fully face-to-face and mixed web/face-to-face 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Association Conference  \nService Courses: Forays to Bridge the Gulf and Invite New“Citizens”  \nCarolyn Sturgeon  \nWest Virginia State University  \nTeaching service courses such as the first year composition courses and an introduction to literature is often a primary mission for English departments on campuses in the United States. One or two semester courses in English composition and in research writing and documentation are commonly offered, often as part of a general education component, to prepare new students for college writing. An introduction to literature is also commonly offered in the general education foundation at many colleges.  \nSometimes specific departments request specialized additional English classes such as Writing for Business, basic grammar courses, composition courses focused for specific colleges such as, on our campus at West Virginia State University (WVSU), English 202: Writing for the Sciences (West Virginia Catalog 132), and Media Studies 502: Graduate Research and Writing (West Virginia Catalog 165). All of these courses mentioned above are written and taught by WVSU English department faculty.  \nDemonstrating the value of material taught in these service courses is an essential step for active learning. Students often resist instruction in service courses simply because these students  \nTHE CEA FORUM  \nWinter/Spring 2013  \ndo not understand the need for and the benefits of courses not in their major subjects. Instead of perceiving the benefits of courses such as a First Year / Freshmen Experience course and service course requirements for a basic foundation in, typically, math and English—courses designed both to equip students to successfully take upper level courses and to develop a core foundation of knowledge—students often just see added costs and delays toward the day they graduate from college and begin living the lives they have imagined through all the years of their educations.  \nEven without considering the possibility that a student may also need a developmental/remedial course to prepare for the introductory composition and literature courses, when these possible additional English specialized discipline-dependent service courses such as those mentioned above are added to the two or three common general education service courses in composition and literature, some non-English majors need to successfully complete as many as five or six English courses before they can finally concentrate on their courses in their majors, required general education classes, and electives. The challenges and victories in these undergraduate service and specialized courses are probably familiar to many English or composition faculty, but can you imagine what happens when English department faculty volunteer to write and then teach a graduate research and writing course for students in a media studies MA program?  \nDr. Tom Kiddie, an English department colleague, and I created and team teach Media Studies 502: Graduate Research and Writing to the media studies MA students at WVSU, but we never imagined the borders of scholarship, perception, and even basic imagery we were about to breach as we designed and started teaching this course in 2010.  \nTHE CEA FORUM  \nWinter/Spring 2013  \nAs we started to create this new course, one of the most interesting elements of research we completed was to study the roughly fifty final creative projects or theses from previous graduates ofthis program. More than 90% of those media studies MA graduates who had completed their programs before we first offered Media Studies 502: Graduate Research and Writing in the fall 2010 semester had chosen to complete creative projects rather than theses. Despite this interesting and illuminating information about how our future media studies students were likely to conceive and communicate ideas, we essentially designed a standard (to us) g","cbCainIa1fjafqK8","https://ap.wps.com/l/cbCainIa1fjafqK8","pdf",237968,38,"English","# Roundtable: Pedagogy\n## Service Courses: Forays to Bridge the Gulf and Invite New “Citizens”","[{\"question\":\"Why do students often resist service courses outside their major?\",\"answer\":\"Students may not understand the need and benefits of courses not in their major subjects, viewing them mainly as added costs and delays toward graduation.\"},{\"question\":\"What challenges arise when specialized English service courses are added for non-English majors?\",\"answer\":\"Non-English majors may need to complete as many as five or six English courses before they can focus on major courses, general education requirements, and electives.\"},{\"question\":\"How did the authors design and deliver Media Studies 502: Graduate Research and Writing?\",\"answer\":\"They team-taught the course after studying prior student projects, then continually re-evaluated methods, scheduling, and delivery modes, experimenting with fully face-to-face and mixed web/face-to-face formats.\"}]","THE CEA FORUM - Winter/Spring 2013 | PDF",1792085292,96]