Common Technology topics for research

These are common topics I've seen successfully used in the past for research papers, and are quite acceptable to do research papers on. Your research paper is not to present both sides of the argument as there are not just two sides. Your job is to find a new argument, to add something new to the discussion and take the research in a new direction.

Some topics are inherently more difficult than others. Remember that the technology must be the focus, and to avoid evaluative language (ie: best, worst, etc.).

Technology and health
Prosthetics, implants, bionics
Genetic engineering

Video Games as addictive
Video Games as educational
Video Games and violence


Education using technology
Dependence on technology
Technology decreasing intelligence

New energy sources
"Green" Technology
Nuclear Power
Environment and technology



Police technologies
Military technologies
Spy technologies

Electronic banking

     The following topics, reluctantly, I am disallowing for the research paper. These topics are banned because there really is no new argument.

Cellular Phones
Text messaging
Facebook

Response Grade Progression

     Individually, responses are not worth much. Per response you get points as follows: 1.25 / S, 1 / P, .5 / F, and 0 / N (obviously because nothing was turned in. Collectively, however, the Responses are worth more than individual essay assignments. The point of responses is a consistent, good effort that shows you are mastering the material. Do not  underestimate them!
     The points you receive from responses are as follow (when responses are worth 30):
     A = 30
     B = 26.5
     C = 22.5
     F = (total of individual response scores to a maximum of 10.
     So you can see, passing and completing responses is vital to the course.
     The number of responses you need to pass the class depends on the number of class days throughout the term; the syllabus will tell you the exact number, so you should consult it; for the sake of example we'll assume a class with 15 total responses (the progression is largely the same for 10, 12, or 20 responses).
     In a 15 response class the requirement of responses is:
     4 S + 8 P   = A
     12 P (& S) = B
       8 P (& S) = C
     Now, consider Student A, who received the following response scores:    

1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
p	p	s	n	f	n	s	f	f	p	f	f	f	s	s

     Student A has 3 P and 4 S grades. Despite having 4 S grades (which is good), Student A didn't reach the required 8 passing scores. As such, his grade for the responses caps at 10 pts, as shown on the chart below.

     The scores are only marginally better than if Student A had failed every single response. Now, consider the scores of Student B:

1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
p	s	p	p	s	n	p	p	s	p	p	p	p	p	s

     Notice how the score jumps at each level. After 8 passing responses, the score jumps up. After 12 passing, it jumps again. It finally jumps a third time after reaching the required 4 S and & P mark.
     It's also important to note that responses 10, 11, and 12 did not make the score go up at all. This is because the score won't change until Student B reaches the next requirement to jump to the next plateau.

     Also notice that Student B's grade went beyond the 30 point mark. This is because when you pass more than the required responses or get more S grades than required, they automatically generate extra credit.
     The last chart shows how much extra credit can be earned through responses.
     Notice that a student who passes all of the responses can reach a score of 30 without meeting the S requirement. Also, the student who gets all S grades can reach a maximum of 40 (an entire extra letter grade of extra credit!). This is because the bonuses are cumulative.

Importance of Doing Responses

     Every semester, I notice a trend among students. Quite a few don't bother to do the first of the responses. While it is the students' prerogative to choose which responses not to do, I believe that the ones at the beginning of the semester are the most important for the following reasons.

• The first responses allow me as the instructor a chance to get to know the writing style, and allow me to provide feedback on what I'm looking for in future assignments, particularly essays.
  
• I am generally more lenient in the beginning of the semester regarding certain errors as students adjust to the response system.
  
• The responses are designed to incorporate material gone over in class, and give the students a chance to practice assimilation of those skills.
  
• The responses build upon one another. The skills practiced in the responses often require the skills of the previous response to successfully complete it.
  
• As the semester progresses, the responses become more difficult, and require more of the students in terms of writing ability and critical thinking. Skipping the first responses not only means having to do the more difficult responses, but having to do them without first practicing the necessary skills.
  
• Not doing responses early on with the expectation of doing the remainder of them is a bad practice as the future is uncertain. Other school projects can get in the way. Work schedules can conflict. Personal issues can arise. Holding onto a number of responses you can choose to give up when necessary allows flexibility for the uncertain.
  
• There's no guarantee students will get the grades they are looking for on responses. One or more "f" grades can quickly ruin the overall response grade if there are no responses left to give.
  
• Not doing a response means nothing. It's not an F, it's a 0, which contributes nothing to a grade.
  
• Not doing the early responses begins a habit of not doing them, especially as the difficulty increases.
  
• Other classes become more demanding as the semester wears on as well, and sometimes your best effort will be directed to them instead of this class, and your responses may reflect that.
  
• Not doing the early responses sends a message to me that you are not serious about the class, and will attempt to "catch up" later on. It is best to not have to try and catch up at all, but succeed from the outset.
  
• There is no extra credit outside of the responses. Failure to do responses will not result in lenience later on in the form of other extra credit.
  One response can make all the difference. One response is the difference between an F and a C on the overall response grade. The same is true for the difference between a C and a B, or even a C and an A. It is better not to assume that simply doing a response is enough to get you the grade.
  
• It is best to know for a fact that you have the response grade you desire before the end of the semester by getting in all of the responses as early as possible.
  

     Reasons for doing the early responses should be clear, and I encourage students to not only do the early responses but all of the responses. Treating them all as necessary to the grade is the best practice to ensure getting in the requisite number of responses.