University of Massachusetts at Boston
College of Education and Human Development
Critical and Creative Thinking Program
Processes of Research & Engagement
CrCrTh 692
Spring 2011 Syllabus (for online section)
Course description
In this course you identify a current social or educational issue that concerns you, e.g., you want to know more about it, advocate a change, design a curriculum unit or a workshop, and so on. You work through the different phases of research and engaging others on that issue--from envisioning a manageable project to communicating your findings and plans for further work. The classes run as workshops, in which you are introduced to and then practice using tools for research, communicating, and developing as a reflective practitioner. The class activities and course as a whole provide models for guiding your own students or supervisees in systematically addressing issues that concern them.
If you are a CCT student, you should integrate perspectives from your previous CCT courses and will end up well prepared for--or well underway in--your synthesis project. Students from other graduate programs and the honors program will find this course helpful for development of dissertation/research proposals and initial writing about their topics.
Instructor: Jeremy Szteiter, Critical & Creative Thinking Program
Email: Jeremy.Szteiter@umb.edu
Skype name: jeremyszteiter
Phone: 617-942-3580
Office: Wheatley 2nd floor, room 157
Office hours: by phone/Skype/WIMBA: by appointment as needed
Live online participation time (using WIMBA): to be arranged for a mutually convenient time for sessions 2, 4, 5, 6, 7, 9, 10, 11, 13.
Essential portals to course materials
(bookmark these on the browser of each computer you use):
- Blackboard OR Syllabus, www.faculty.umb.edu/pjt/692-11online.html, including Table of Contents with links to specific Sessions.
- Private wikispace for assignment submission: CCT-xx.wikispaces.umb.edu (where xx is generally your last name; username & password as for your @umb.edu email)
with links to course-related Notes on the assignments and examples of previous students' assignments. The Notes link to more detailed (and publicly-accessible) guidesheets on using the tools, including templates where relevant. Be prepared to click through to the notes and read the guidesheets before getting to the to-do part of any assignment.
Students who prefer to stay in one "realm" can access course materials through a single pdf compilation, www.faculty.umb.edu/pjt/692-11.pdf, available after 1/30. If you prefer to work with a hard copy, print out the lengthy pdf, then organize it with dividers or post-its in a binder. When the printed text is a different color (or fainter) then it's a live link on the web version. Unless the URL is given explicitly, the link is generally to somewhere in the pdf compilation.
- Technological competencies needed for this course.
Non-technological alternatives to the wiki can be arranged if you find the technologies to be consuming time and attention that would be better used for the engaging with the central learning activities of the course.
(Graphic overview of these essential materials and their relationships and accompanying Video tour)
Additional sites (you may choose to bookmark them separately, or access them through Blackboard):
Glitches--use this link to report glitches in online materials--bit.ly/692glitches
Voicethread for spoken discussions-- voicethread.com/?#u915443 (password provided by instructor)
Email group discussions--groups.google.com/group/cct692online/topics (contribute by signing in with username & password provided by instructor OR by replying to an email from this [cct692online] email group)
Peer share wikipage for peer commentary--crcrth692.wikispaces.umb.edu/peershare
Sign up page to present preliminary work in front of class-- crcrth692.wikispaces.umb.edu/692SignUp
Password-protected access page (for password-protected readings and copies of previous reports)--www.faculty.umb.edu/pjt/pp.html
Phases of Research and Engagement, with links to the tools/processes introduced during course sessions--www.faculty.umb.edu/pjt/Phases.html
Assignment check-list and links for details about the assignments and expectations (=replica of what is on each CCT-xx personal wiki)-- www.faculty.umb.edu/pjt/692checklist.html
Pacing chart for a guide to how to pace and prepare assignments and tasks for the appropriate session-- www.faculty.umb.edu/pjt/692Pacing.html
Examples of previous students' assignments, with annotations--www.faculty.umb.edu/pjt/692Examples.html
A compilation of Research and Study Competencies--www.cct.umb.edu/competencies.html
Book manuscript (in development), using materials from CrCrTh692 and 693.
Briefings on issues in research and engagement (some of which are included in the examples for Phase I)--www.faculty.umb.edu/pjt/briefings-TOC.html.
Table of Contents-sections to follow in syllabus:
Course Objectives
Texts and Materials
Overview of Assessment and Requirements, incl. Project Options
Schedule of Classes (with information about preparation & follow-up)
Links to specific Sessions on the web version of the syllabus: Session week starting 1/31, 2/7, 2/14, 2/21, 2/28, 3/7, 3/14, 3/21, 3/28, 4/4, 4/11, 4/18, 4/25, 5/2
Course Objectives
By the end of the semester, for each of the goals listed below, students will be able to identify
a) things that reflect what you have achieved well related to this goal, and
b) things you have struggled with/ need more help on/ want to work further on.
These goals are divided into two sets:
I. "My Project Product Shows That..."
A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.
C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.
D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.
E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.
F. I have gained direct information, models, and experience not readily available from other sources.
G. I have clarified the overall progression or argument underlying my research and the written reports.
H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.
I. I have facilitated new avenues of classroom, workplace, and public participation.
J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
II. Developing as a Reflective Practitioner, Including Taking Initiatives in and Through Relationships
1. I have integrated knowledge and perspectives from other courses into my own inquiry and engagement in social and/or educational change.
2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.
3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.
4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.
5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.
6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.
7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.
8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).
9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work--criteria other than jumping through hoops set by the professor so I get a good grade.
10. I have approached the course (and the program I am a student in) as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.
TEXTS AND MATERIALS
Required:
Elbow, P. (1981 or later reprints). Writing with Power. New York: Oxford University Press.
Hacker, D. (2000) A Pocket Style Manual. Boston: Bedford/St. Martins - OR equivalent pocket manual on writing.
You also need:
i) a workbook/journal to carry with you at all times;
ii) an organized system to store handouts and loose research materials (e.g., a 3 ring binder with dividers and pockets, an accordion file, or file folders); and
iii) an organized system to file and backup material on your computer (and
synchronize with your flash drive if needed)
Recommended:
- as guides to writing: Daniel, D., C. Fauske, P. Galeno, and D. Mael. (2001). Take Charge of Your Writing: Discovering Writing Through Self-Assessment. Boston: Houghton Mifflin.
- as a more detailed guide on technical matters of writing scholarly papers: Turabian, K. L. (1996). A Manual For Writers of Term papers, Theses, and Dissertations. Chicago: University of Chicago Press (also in library's reference section).
- bibliographic software for references (e.g., Endnote, or for free RefWorks)
Overview of ASSESSMENT & REQUIREMENTS
Project Options
Options for the course project include:
A Literature Review of what other people have written or done in the area you intend for your Synthesis or other Research Project
A Grant, Research or Project Proposal
Short versions of the options for the CCT Synthesis Project, namely,
Long essay/paper;
Case Study/Practitioner's Narratives;
Curriculum Unit/ Professional Development Workshop Series;
Original Products (with documentation); and
Arts Option (Performance) (also with documentation)
In contrast to the CCT Synthesis Project, the Final Report or Documentation of this project is shorter--10-20 pages (2250-4500 words) as against 20-40 pages--and it is typically more open, indicating where further work is planned or needed. (If the report presents an activity for a class, organization, or your own personal development, you may have fewer words for the same number of pages.)
The project should not be seen as producing a "term paper," but as a process of development that involves:
- dialogue with the instructor and other students; and
- revision (re-seeing) in light of that dialogue.
A sequence of 14 assignments, participation items, and tasks facilitate that development. Provided you submit an initial version of the assignment on the due date, the instructor's responses will be designed to help you develop your project.
Detail about the assignments and expectations is provided on the assignment check-list and links. In brief:
Written assignments and presentations, 2/3 of course grade: Initial attempts for at least 11 of 14 assignments, however sketchy or minimal, must be submitted by the due dates=noon (EST) on first day of the session. (Substitutions are possible--consult with the instructor.)
At least 7 of the assignments should be revised and resubmitted in response to instructor's comments until "OK/RNR" (=OK/ Reflection-revision-resubmission Not Requested) is received. The work in progress presentation and the complete report must be in the 7.
Participation and contribution to the class process, 1/3 of course grade.
At least 18 of the 23 items should be fulfilled.
Overall course grade: The system is simple, but unusual. It is designed to keep the attention off grades and on teaching/learning interactions. Read the Rationale and ask questions to make sure you have it clear.
80 points or a B+ is earned automatically for 7 Written items marked OK/RNR plus 21 Participation items fulfilled. (Not requiring every assignment or item allows you to make choices based on your other commitments about which participation items and revisions to skip.)
If you reach that level, a simple rubric is used at the end of the course to add further points.
If you don't reach the automatic B+ level, your points = 3 for each writing assignment submitted on the due date + an additional 4.5 for each writing assignments OK/RNR + 1.5 for each participation item fulfilled, up to a maximum of 80 points.
Overall points are converted to letter grades as follows: The minimum grade for A is 95 points, for A- is 87.5, for B+ is 80, for B is 72.5; for B- is 65; for C+ is 57.5; and for C is 50 points.
ACCOMMODATIONS: Sections 504 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center (287-7430). The student must present these recommendations to each professor within a reasonable period, preferably by the end of the Drop/Add period.
Students are advised to retain a copy of this syllabus in their personal files.
This syllabus is subject to change, but workload expectations will not be increased after the semester starts.
Version 30 January '11
SCHEDULE of CLASSES
Overview
The Sessions are structured to introduce ten phases of research and engagement. Preparation for each session, assignments (each one identified by the letter of the Phase), and recommended tasks are intended to keep you moving through the phases.
The order and timing of the phases for your project may vary according to the opportunities that arise, especially if your project centers on new teaching practices, workshops in the community, or other kinds of engagement as an intern or volunteer. In any case these phases are overlapping and iterative, that is, you revisit the "earlier" phases in light of
a) other people's responses to what you share with them, and
b) what you learn in the "later" phases.
(Refer to assignment check-list and links for details about the assignments and expectations and to the chart for a guide to how to pace and prepare assignments and tasks for the appropriate session.
Session 1
Getting oriented, orienting oneself
Preparation:
Think about what current social or educational issue concerns you, e.g., you want to know more about it, advocate a change, design a curriculum unit or a workshop, and so on.
Preview Phase A. Overall vision; Goal: "I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose)."
Session Exercises:
a. The course as a process
Listen to Audio Recording while viewing overview for Intro remarks on Developing as a Reflective Practitioner--including Taking Initiative in & through Relationships--and on Phases of Research and Engagement.
Listen to Audio Recording (3 parts): Interview an alum of this course, Alyssa Hinkell, about experience of doing the course: 1) (overall experience [note: the students are from a face2face section with Peter Taylor, the course designer, not the online instructor, Jeremy Szteiter]; 2) technical tips [note: all the talk about wikis is mostly really about tools and processes on the web; very little course material is on the wiki]; 3) more tips)
Complete 7-10 minutes Free writing on your prior experiences (good and bad) in the areas of research, writing, engagement, and/or reflective practice.
b. Initial ideas about individual projects
In-session exercises on Proposed investigation--Who do you want to reach? What do you want to convey to them? Why do you want to address them about that? What obstacles do you see ahead? (Individual brainstorming, first stab at Governing question and Overview paragraph of proposed project, and reports on Governing question to the group) (a variant of Think-Pair-Share) [Reports by Voicethread discussion]
Follow-up:
Re-view Phase A. Overall vision; Goal: "I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose)."
Read Elbow, chaps. 1-3 on writing, freewriting, and sharing.
Practice using freewriting and using your workbook/journal.
Syllabus Quiz or Treasure hunt, to get acquainted with course materials and arrangements.
Preview previous years' reports to get a sense of the scope of previous projects and reports. (This is a password-protected webpage-do not make these reports available beyond this course.)
Submit information sheet
Sign up to volunteer to have your work discussed in front of session for certain assignments, session 4, 6, 9, or 11 (=extra participation item i).
Review previous years' evaluations (linked to Peter Taylor's portfolio).
Review briefings, decide if you want to add one (=extra participation item h), and submit a topic by session 3.
Look ahead to what work is due in the next session.
Session 2
Initial sources of information and informants
Preparation:
Preview Phase B. Background information; Goal: "I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now."
Read one student's reflection on his resistance to finding out what others have done.
Establish off-campus connection to UMass library. Also get the library barcode for your student ID card from the library (alternative for online students)
Read "What is plagiarism?"
Session Exercises:
Complete on-line tutorial and explore the library wikipage for the course.
Use the catalogs or databases to locate articles or sections in books for your research. Look especially for scholarly articles (i.e., ones having extended bibliographies) that review the range of things that others have said and done, or discuss the state of some active controversy that exposes the range of research on the issue.
Follow-up:
Initiate your bibliographic and note-taking systems.
Towards assignment. B2: Identify an initial informant, make contact, make appointment for a conversation before session 4, prepare verbal report on conversation with informant to be given during session 4.
See first page of a well-chosen review article (for a project on teaching creativity).
Look ahead to what work is due in the next session.
Work due by the first day of this session:
Participation item b, Syllabus Quiz.
Session 3
Preparation(for part b of session):
Make a copy of research organization worksheet
Preview http://www.cct.umb.edu/competencies.html and http://www.faculty.umb.edu/pjt/virtualoffice.html. Record items you need to pursue in your own practice on your copy of the research organization worksheet.
Session Exercises:
a. Models of engagement (see Phase F and I)
Audio & visual recording (scroll down along with the audio): Presentation by alum, Jeremy Szteiter, showing how one person built on their Processes of Research & Engagement project into a CCT synthesis and beyond.
b. Organizing and processing research materials (see phases B and C)
Audio Recording: Note-taking (including discussion of example of active "dialogue" with what you're reading), summarizing, and annotating references.
Audio Recording (continued): Organizing one's computer.
Voicethread discussion: Share ideas about organizing and processing research materials.
Record items you might bring into your own practice on your copy of the research organization worksheet.
Follow-up:
Review previous years' alum presentations (if interested): Presentation1, Presentation2, Presentation 3
Begin to implement a system to organize your research. Be ready to describe this system in detail during the first office hours conference (due by session 5-what is the organization of your computer files (e.g., the directory/folder structure you're using) and what is the
organization of your paper files (e.g., the sections you're dividing your material into & how you're using any other notebook etc.).
Look ahead to what work is due in the next session.
Work due by the first day of this session:
A. Governing Question and Revised single paragraph overview of your subject, audience, purpose, B1. Sense-making digestion of relevant article
Session 4
From Initial formulations -> Governing Question
Preparation:
Preview Phase C. Possible directions and priorities; Goal: "I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, decide most important direction expressed in revised Governing Question."
Re-read the first two pages of Elbow, chapter 3, on sharing and giving.
WIMBA Session Exercises:
From phase B: Verbal report on conversation with initial informant.
For all phases: Discussion of sharing one's work with others and getting support over other concerns that arise during research.
For phase C:
Creative and critical aspects of any phase of research and writing ("opening-wide, focusing & formulating").
Discovering/inventing/defining subject-purpose-audience.
Mapping--student presentation, with instructor probing.
Exercise: Initial map-making, then probed by another student in breakout rooms.
Follow-up:
Complete support survey.
Complete initial map.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
B2. Review or controversy article w/ paragraph OR
Report on conversation with initial informant [verbally in session 4. If meeting hasn't happened by session 4, submit a brief written report after the meeting happens describing how it moved you towards fulfilling goal B.]
Session 5
Component Propositions
Preparation:
Preview Phase D. Propositions, Counter-Propositions, Counter-Counter-Propositions... ; Goal: "I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions."
WIMBA Session Exercises:
For all phases: Discussion based on support survey.
For phase D: Identify component propositions, counter-propositions, etc. and formulate research tasks that follow. Begin this as an in-session exercise, then discuss in pairs (in breakout rooms), then in whole group.
Follow-up:
Continue propositions -> research task exercise.
Participation item c: Sign-up for second conference (to be held before session 11).
Look ahead to what work is due in the next session.
Work due by the first day of this session:
B3. Annotated bibliography of reading completed or planned, C. Revised map (incl. updated Governing Question), c. first in-office or phone conferences on your projects before this session, d. Research workbook & organization perused during conference before this session, g. support survey
Session 6
Design of Research and Engagement Process
Preparation:
Preview Phase E. Design of (further) research and engagement; Goal: "I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence to realize these objectives."
Session exercises (partly in WIMBA):
Strategic personal planning
WIMBA one-on-one sessions with instructor.
Translating strategic personal planning into research design (incl. sequence and timeline).
Follow-up:
Complete Strategic personal planning process and translation into Research design.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
D. Summarize the different component propositions/arguments for your topic.
Session 7
Interviewing
Preparation:
Preview Phase F. Direct information, models & experience; Goal: "I have gained direct information, models, and experience not readily available from other sources."
Write down your top 5 questions you would like someone to talk to you about because you can't easily get answers from published literature
Session exercises (partly in WIMBA):
Audio Recording: For phases E & J: WIMBA Discussion of Mid-project self-assessment/ (gap between where you are and would like to be), plus (time permitting) competencies and evolving research organization.
Discussion of getting people to speak about/explain what they usually don't; dealing with experts; effective questions. 5 question activity.
Building on 5-question activity, prepare interview guide, then practice interviewing (in pairs in WIMBA breakout rooms). (When you are interviewed, you pretend to be the person the interviewer tells you they would be interviewing.)
Follow-up:
Revise/refine interview guide.
Review Notes and assignments from a 1998 sociology course on qualitative research (incl. Interviewing, observing, etc.)
Review briefing: "Interviewing is not just asking questions and receiving informative answers".
Adapt release form, if needed.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
e. Mid-semester self-assessment of project, competency list, and research organization, h. Draft of briefing (=optional extra participation item).
Session 8
Preparation for Public Presentations on Work-in-Progress
Preparation:
Preview Phase G. Clarification through communication; Goal: "I have clarified the overall progression or argument underlying my research and the written reports I am starting to prepare."
Session exercises(involving Audio Recording alternating with exercises):
Analyze overall arguments implicated in a previous student's research.
Clarification of the overall structure of your argument.
Visual aids, and their use in aiding this clarification.
Draft sequence of visual aids that highlight your overall argument.
Supply working title for your presentation that conveys what is distinctive about your project.
Follow-up:
Complete in-session exercises.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
E. Research & engagement design, B4. Updated annotated bibliography, F1. Interview guide
Session 9
Practice Presentations on Work-in-Progress (Phase G continued)
Preparation:
Prepare Practice Presentations on Work-in-Progress .
Submit (by the first day of session 9, on your personal CCT wiki) Powerpoints, notes, or other materials for your practice presentation (for uploading to WIMBA & sharing).
WIMBA Session Exercises:
Presentations (10 minutes) to whole class (one volunteer) and to breakout groups (each other student) with peer plus-delta evaluations, plus an additional tips.
Follow-up:
Digest peer and instructor comments on practice presentation.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
G1. Practice Presentations (equivalent of initial submission for G1), h. revised Briefing (=optional extra participation item).
Session 10
Presentations on Work-in-Progress, open to Visitors
(Phase G cont.)
Preparation:
Practice your Presentations on Work-in-Progress.
Submit (by the first day of the session, on peershare wikipagea title for your presentation that conveys what is distinctive about your project [replacing the governing question] and powerpoints or other visual aids (for possible upload to WIMBA; Give each powerpoint slide a number to make it easy for online viewers to keep track during your talk)
WIMBA Session Exercises:
Presentations on Work-in-Progress, open to visitors.
Presentations on Work-in-Progress, with short peer plus-delta comments, plus any additional tips, on each talk added to a Voicethread discussion.
The order of presentations is given on the peershare wikipage.
(Unless presentations are uploaded to WIMBA, download and follow each presentation as the presenter speaks to us via WIMBA.)
Follow-up:
Digest peer and instructor comments on presentations.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
G1. Work-in-Progress Presentations (equivalent of OK/RNR for G1).
Session 11
Getting and Using Feedback on Writing (Phase G continued)
Preparation:
Read Legendre, "Exploring your writing preferences," identifying which type you are for each of the four pairs. Take note of your strengths and issues to work on (summarized at the end).
Read Elbow, chap. 13; re-read chap. 3.
WIMBA Session Exercises:
Varieties of ways to respond
Peer review of narrative outlines or overall arguments, in the class as a whole (one person) and then in pairs (in breakout rooms).
Writing Preferences-assemble for the class as a whole, then discuss.
Follow-up:
Read, or at least dip into, Elbow, sections III-VI.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
F2. Brief written report on interview conducted, participant observation, or workshop attended, G2. Narrative Outline, c. second in-office or phone conferences on your projects before this session.
Session 12
Direct Writing & Quick Revising
Preparation:
Preview Phase H. Compelling communication; Goal: "My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to."
Read Elbow, chaps. 4-6; reread chapters 1-3.
Session Exercises:
Audio Recording: Introduction to Direct Writing & Quick Revising, then use this method for 90 minutes to produce a narrative draft.
Journal/workbook/research system perused by instructor.either this session or next submit update on system to organize your research-what is the organization of your computer files, e.g., the directory/folder structure you're using, and what is the Organization of your paper files, e.g., the sections you're dividing your material into & how you're using any other notebook etc.
Follow-up:
Write and revise.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
d. Research workbook & organization "perused" during this week or next for changes made in response to comments.
Session 13
Peer commenting on drafts (Phase H continued)
Preparation:
Complete your draft report. (To count as complete, a draft must get to the end, even if some sections along the way are only sketches.)
Submit complete draft report by the first day of the session.
Preview Phase I. Engagement with others; Goal: "I have facilitated new avenues of classroom, workplace, and public participation."
Review briefings on grant-seeking, participatory action research, facilitation of group process, writing a business plan, video resources, volunteering, and others of interest to you).
Session Exercises:
Drafts commented on by other students and returned with comments to peer share wikipage.
For phase I: Voicethread Discussion of engagement beyond the course.
You should be ready by this point to practice/present what you've developed/discovered in, e.g., next semester's CCT Network series.
Open question for discussion: What is the means of best presenting the group's work to the wider public, and of supporting each other in doing so?
Follow-up:
Revise in response to peer comments.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
H. Draft Complete Report, f. Last peer commentary, given during the session on one or more students' drafts.
Session 14
Taking Stock of the Course: Where to go from here?
Preparation:
Keep writing and revising (Phase H cont.).
Preview Phase J. Taking stock; Goal: "To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing."
Session Exercises:
Taking stock in multiple ways
with the aim of:
a) feeding into your future learning (and other work), you take stock of your process(es) over the semester;
b) feeding into instructor's future teaching (and future learning about how students learn), instructor takes stock of how you, the students, have been learning.
CCT evaluation process, including Sense of Place Map
Voicethread discussion of (shareable) insights that emerged and reactions to the exercise, and
evaluation that starts with a self-evaluation (to be administered by survey gizmo-watch email or blackboard for the link).
College of Ed. course evaluation.
Closing circle (plus-delta).
Follow-up:
Revise in response to instructor's comments and complete report.
Look ahead to what work is due in the next session.
Work due by the first day of this session:
Completion contract (if needed; see policies).
Work due one week after session 14:
H. Report, J. Self-assessment in relation to goals .
Titles of final reports - TBA (Copies will be accessible via Password-protected access page)