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A requirement, since 2004, at WISR is for students to develop
short, annotated bibliographies in a few areas--to aid their own
learning and to share with other students to aid their learning.
Faculty will assist students in learning how to develop annotated
bibliographies that are meaningful and useful. The following guidelines,
taken from page 15 of our current catalogue are the result of extensive
discussions among WISR faculty:
"Each WISR student is required to develop annotated bibliographies
in which they write a paragraph or two about each of the several
sources they have been found to be most important in the core areas
of their studies. Specifically, students are expected to produce
an annotated bibliography of at least two or three sources in each
of WISR's required areas of 1) theories and strategies of social
change, and 2) action-research and qualitative/participatory research
methods, as well as in WISR's thematic areas of concern of 1) multiculturality,
and 2) in the PhD program, with higher/adult/community education
and social change. Each student will also do an annotated bibliography
in what they consider to be their main one to four areas of primary
emphasis and concentration. MFT students will do annotated reading
lists of the two to four most important sources in each of the state-required
areas of study (i.e., theories and methods of marriage and family
therapy, human development, sexuality, cross-cultural counseling,
law and ethics, psychopathology, psychopharmacology, psychological
testing, alcoholism and substance abuse, child abuse assessment
and reporting, and aging and elder abuse). As part of producing
their annotated bibliographies, students will be asked to describe
each of the major readings, why it has valuable been to them, and
if applicable, its limitations, as well. Students will be encouraged
to also address such questions as, 'what is it about this reading
that resonated with you personally?' 'what were you challenged to
think about in a new way?' 'how readable was this work?' WISR faculty
hope that the process of constructing these annotated bibliographies
may very well be confidence-building for students, and help them
to keep track of the highlights of their learning. Also, the annotated
bibliographies will enable the WISR community to develop a pool
of knowledge in the main content areas across all degree programs,
and in the areas of particular concern to MFT and PhD students,
respectively, who together, make up a substantial majority of WISR
students. The development of annotated bibliographies, in conjunction
with course syllabi, will be a requirement effective for all students
entering on or after June 1, 2004, and students who have enrolled
prior to then will be strongly encouraged to develop such annotated
bibliographies."
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As an example of how one student fulfilled this requirement,
refer to the Annotated
Bibliography of Dr. Sandra Tomlin (doc), who completed her
PhD at WISR in May 2007.
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Another example is the Annotated
Bibliography of Dennis Hastings and Margery Coffey (doc),
who are completing their collaborative PhD studies in 2008.
Here is the Annotated
Bibliography of WISR's recent MFT graduate, Shawna Sodersten (doc).
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In a somewhat different approach, WISR PhD student, David Yamada,
produced, as one of his pre-dissertation projects, an exceptionally
extensive annotated bibliography on "Higher and Adult Education
and Social Change." His annotated bibliography evolved
into a very extensive project. It became much larger and more
extensive than the more modest annotated bibliographies we expect
students to produce during their studies at WISR--usually students
will produce four or five such bibliographies, each with usually
no more than a half dozen sources. However, David's annotated bibliographies
is a very good example of how one can write a paragraph or two about
some sources while making the judgment to write only a sentence
about most other sources. David also did a fine job of dividing
the area of study into several subcategories and then briefly describing
the nature of those subcategories. Hopefully, also David's annotated
bibliography will be an excellent resource for people wishing to
learn about the field of higher/adult education and social change.
Annotated
Bibliography on Higher and Adult Education by David Yamada (doc)
Annotated
Bibliography on Higher and Adult Education by David Yamada (pdf)
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