Why Should that Convince Me?: Teaching Toulmin Analysis Across the Curriculum

Convince Me

Why Can't You Convince Me? Modeling Weaknesses in Unpersuasive Arguments

Recent work on argument persuasiveness has focused on determining how persuasive an argument is. Oftentimes, however, it is equally important to understand why an argument is unpersuasive, as it is difficult for an author to make her argumentmore persuasive unless she first knows what errors made it unpersuasive. Motivated by this practical concern, we (1) annotate a corpus of debate comments w...

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

Near peer teaching is a model of instruction that has been shown to be an effective approach to learning. It is a teaching exchange whereby students of similar backgrounds, separated by one to two years, teach each other. Students agreed that near peer teaching is a valuable component of the University of the Sciences Doctor of Physical Therapy program as it helps prepare them for their future ...

Challenges of teaching with technology across the curriculum

Why Believe That There Is a God?

This article presents an argument for the existence of God, showing that the evident phenomena are best explained by supposing that a God causes them. The argument is based on the inductive force of four very evident general phenomena: that there is a physical Universe; that it is governed by very simple natural laws; that those laws are such as to lead to the existence of human bodies; and tha...