Today’s edition features Bob Dauber’s (Arizona State) assessment of the negotiation course he taught this summer and plans for his evidence course this fall. Evidence Course Bob wrote, “I recently started teaching evidence in the fall semester. I usually have over 90 students in that class, and I offer them an extra credit assignment: to … Continue reading Stone Soup Assessments & Assignments: Part 2
The Stone Soup Project is not only about developing and sharing knowledge about actual dispute resolution practice, but also sharing knowledge about Stone Soup pedagogical techniques. In that spirit, we have asked faculty using Stone Soup assignments and activities to share assessments of their experiences as well as plans for the future. This is the … Continue reading Stone Soup Assessments & Assignments: Part 1
Many faculty are now preparing the courses they will teach in the fall. The Stone Soup Project has developed materials to help faculty who want to take advantage of Stone Soup assignments and activities in their courses. The fundamental goal of the Project is to produce and use valuable qualitative data for teaching and research … Continue reading Stone Soup Resources
We often miss opportunities to generate and share knowledge about actual practice from student competitions and CLE programs. This post in the mini-course suggests some ways to get more benefit from these activities. When I have judged student skills competitions at my school, typically one or both of the other judges in my “panel” were … Continue reading Stone Soup Mini-Course: Getting the Most Out of Competitions and CLEs
Faculty have multiple options for fulfilling the fundamental goal of the Stone Soup Project to produce and use valuable qualitative data in their courses about actual dispute resolution practice, including: Assigning students to conduct interviews and write reports about entire cases. Assigning students to conduct interviews and write reports about smaller aspects of cases instead … Continue reading Stone Soup Mini-Course: Designing Course Assignments
In this mini-course so far, we have noted that qualitative research can be cool and insightful, learning can be more fun, and there are tons of things that you might want to know and you want your students to know. Today, we will consider how to frame questions to get the most valid possible information … Continue reading Stone Soup Mini-Course: Good Questions
Do you remember when you were a kid, bursting with curiosity about how and why things worked they way they do? If you’re a parent, grandparent, or other person in close contact with young children, you don’t have to go that far back to remember their intense wonderment. Woody Guthrie wrote a song about this, … Continue reading Stone Soup Mini-course: What Do You Want To Know?
In a recent post in this mini-course, I highlighted several impressive studies relying on qualitative data. This post follows up the one describing how you and your students can get great joy from doing Stone Soup interviews and focus groups. This post uses my research to demonstrate that qualitative studies are readily do-able by you … Continue reading Stone Soup Mini-Course: My Students and I Can Do This!