Lesson Report:
### Title:
**Thesis Defense Preparation: Crafting a Narrative Around Problem, Theory, and Methodology**
_In this session, students were guided on how to structure a thesis defense presentation with a focus on narratively connecting problems, research questions, theories, and methodologies. The lesson emphasized the need for clarity in presenting these elements while engaging the audience through storytelling techniques. The class also included student practice in delivering introductory statements and an explanation of upcoming presentation requirements._
### Attendance:
– **Absent**: Rishad
– All other students mentioned were present.
### Topics Covered:
1. **Reframing Thesis Defense as a Narrative**:
– **Key Discussion**: Highlighted the importance of constructing the thesis defense like a story. Students were asked to clarify the problem they’re addressing and ensure their research connects to why that problem matters.
– **Instructions**: The introduction should explain:
– What the problem is.
– Why it matters.
– The transition to the research question.
– **Examples**: Several examples of constructing narrative were given:
– On Afghanistan’s resistance against the Taliban.
– The issues surrounding ethnic tensions and identity, framed with **constructivist theory**.
– The use of methodologies like **process tracing**.
2. **Theory and Methodology Framework**:
– **Key Discussion**: Reiterated the importance of explaining *why* a particular theory or methodology is chosen, not just listing them.
– **Guidance for Presentations**:
– Theories should explain *why* the problem exists (e.g., using **constructivism** to explain resistance dynamics in Afghanistan).
– Methodology should explain *how* students will investigate their research question (e.g., whether they will use qualitative or quantitative techniques and why).
– **Examples**: Students were given examples on how to clearly explain methodologies:
– A focus on **quantitative or qualitative approaches**.
– The use of **comparative analysis** and specific tools like **process tracing**.
3. **Student Activity: Introduction Practice**:
– After the lecture, students were instructed to draft and practice their thesis introductions that include the **problem**, **research topic**, and **research question** within 1-2 minutes.
– The importance of establishing a strong narrative instead of just listing out facts during the introduction was emphasized.
4. **Student Sample Presentations**:
– **Messina’s introduction**: On post-withdrawal changes in Afghanistan and impacts on rule of law and civil rights. Well-defined problem and clear linkage to gender-based violence issues under the new regime.
– **Bolar’s introduction**: Focused on Turkish soft power and its influence on Central Asia, specifically Uzbekistan. Clearly tied to **Neo-Ottomanism** and **AK Party** policies.
– **Various Other Introductions**: Covered topics such as vaccination rates in Kyrgyzstan, public diplomacy between China and Russia in Kyrgyzstan, and political participation of women in Afghanistan, all with clear guidance from the instructor about refining and highlighting the central problem and question.
5. **Presentation Preparation Guidelines**:
– The instructor explained key elements students need when preparing their PowerPoint presentations for their thesis defense:
– **Mandatory slides**:
– Research question.
– Theories used.
– Methodologies used.
– Hypotheses and expectations.
– **Optional**: Students can include more details if they wish but are not required.
– Students were encouraged to keep slides concise and focused on facilitating their oral defense.
### Actionable Items:
1. **Preparation for Future Presentations** (Urgent):
– Students must **prepare and submit PowerPoint presentations** ahead of their presentation dates.
– Required slides include:
– **Research question**.
– **Theories and methodologies**.
– **Hypotheses and expectations**.
– **Submission deadline**: Students must upload on e-course **before their presentation date**.
2. **Follow-Up Assignment Posting**:
– The instructor will provide **instructions and grading rubric** via the e-course.
– Details, including **presentation schedule** (22nd and 29th), will be posted this evening.
3. **Student Attention**:
– Students needing special accommodations or with delayed submissions (e.g., **proposal issues**) must email **Gorkem** and the instructor to discuss document submission failure.
Homework Instructions:
NO HOMEWORK
Justification: At no point during the transcript is there a specific homework assignment given to students. Instead, the professor focuses on students preparing presentations, clarifying expectations for future in-class thesis proposal presentations. The only task students are encouraged to complete is the preparation of these presentations, which will be explained and evaluated in the next class sessions as part of their overall academic requirements. However, these instructions do not constitute a traditional homework assignment for the current session.