University of Massachusetts at Boston

Graduate College of Education

Critical & Creative Thinking Program

Synthesis of Theory & Practice

CCT 694 Spring 2006

Syllabus (version 24 Jan. 06)

Instructor: Peter Taylor, Critical & Creative Thinking Program

Email: peter.taylor@umb.edu; Phone: 617-287-7636

Office: Wheatley 2nd flr 143.09 (near Counseling & School Psychology)

Office/phone call hours: M 1.40-3.40 or during class (signup via http://www.faculty.umb.edu/pjt/appt.html), or by arrangement

Class Time: M 6.45-9.15

Classroom: Room McC 2-628C

General email: Emails sent to cct694@yahoogroups.com will go to all students in the course.

Course website: http://www.cct.umb.edu/synthforms.html (includes all forms and handouts)

Course Overview

This "Capstone experience" is an opportunity for you to synthesize your practical and theoretical learning in Critical & Creative Thinking through a project in an area of your special interest. There are many specific options for the Synthesis project, from the development of a traditional theoretical paper to a curriculum or professional development series, to the creation of a web site. One component of each option is a 20-40 page (4500-9000 word) paper or "Synthesis." Through the meetings, activities, and tasks of the Synthesis seminar the instructor coaches you along towards completing the "Synthesis" and you get input and support from other students.

You should spend the winter break before the synthesis semester doing reading and research on your project in consultation with your advisor and other readers. Once the semester starts, each CrCrTh 694 class meeting will include a check-in on your progress, your buddy check-ins, and your concrete goals for the coming week. You should be aiming for 5 pages or 1000-1200 words of new or revised material each week. We will spend time on the theme for the week, which will include reviewing the work you have been doing in light of the "phases of research and engagement" introduced in my version of the Practicum course (http://www.faculty.umb.edu/pjt/698Phases.doc). (In the synthesis you plan your work using the tools and practices you have been introduced to. The idea is NOT that you pick up the theme/phase only when it appears in the schedule.) This review may lead you to revise what you thought was "finished," but openness to revision is one of the goals of reflective practitioners. In any case, the review of the different tools and practices of research and engagement will help prepare you to coach/teach/support students and/or colleagues. We will also spend time in student-instructor conferences and working with other students in "buddy" pairs or small groups. Students should bring printouts of their latest work to class to facilitate revising. You will have access to computers for research and writing.

Outside class you will be submitting drafts to your advisor and other reader(s) and meeting with them according to schedules/sub-deadlines that you arrange. Your advisor should be the primary person with whom you work on conceptualizing the topic, identifying appropriate scope and approach, and revising drafts. Unless you specifically arrange otherwise, the seminar instructor will be your advisor. If not, s/he will serve as a second reader. Allow two weeks for comments on what you submit. Attach earlier commented-on drafts for comparison.

** See Notes on/for Advisors and Readers appended to the syllabus

Given the teaching and advising load of faculty members, you should not rely on your advisor or reader(s) to do detailed copy-editing of your writing. Moreover, a copy-editing relationship between student and teacher usually gets in the way of dialogue around the content and overall organization of your synthesis. Assistance from some outside party, skilled in manuscript-editing, should be arranged by each student. This is well worth the cost.

If you do not finish your synthesis during the synthesis course, you should still complete the draft self-assessment for your grade (see below), and then:

a) register for a one-credit independent study each semester (including the summer) to continue your relationship with your advisor; and

b) participate in relevant activities, such as buddy support and work-in-progress presentations, with future cohorts of synthesizers.

SECTIONS TO FOLLOW IN SYLLABUS

Requirements

Grading

Texts and Materials

Schedule of Classes

Summary of Tasks, Target Dates and Deadlines

Notes on/for Advisors and Readers

Goals for Synthesis of Theory and Practice

Combined Practitioner’s Narrative and other Synthesis options

Additional Material (Forms and Handouts) are available via course website (…/ denotes http://www.cct.umb.edu/).

Requirements

1. The final Synthesis should be 20-40 pages (4500-9000 words), depending on the option selected, and ready for submission to the CCT Program following Graduate School Guidelines as distilled and illustrated in M. Liblanc's Guidelines for Preparation of a Synthesis, and handouts distributed from time to time (and linked to …/synthforms.html).

Options for the Synthesis Project include:

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).

See the Graduate Bulletin and CCT Handbook for further description of these options.

**See also the description of a Combined Practitioner’s Narrative and other Synthesis options, appended to the syllabus.

Theses and syntheses from previous years can be viewed in the Peter Taylor's Office (W-2-143-09). Abstracts can be viewed on CCT website (…/abstracts-TOC.html).

As part of your Synthesis Project, the following are required:

1Ai. an electronic version in Word format in a single file that incorporates front matter and scanned diagrams, pictures and material you are using from other sources. (If it is not possible to scan in the images, submit these on archival paper). (Less desirable alternative to electronic version: Submit one loose-leaf, single-sided original of your entire synthesis on archival paper.)

1Aii. two copies bound at Central Reprographics with black tape binding and red front and back covers on firmer stock. (See …/binding.doc for further instructions.)

1Bi. A 30-45 minute Public Presentation during classtime based on your synthesis project; OR

1Bii. A Run-through at the CCT in Practice Open House of activities and other group processes developed in your synthesis (up to 90 mins).

2. An exit Self-Assessment that allows you to review your CCT experience in relation to the twenty goals listed at the end of the syllabus. A copy will be kept in your CCT file to help document the Program's effect on students.

Grading

At the end of the Synthesis seminar, wherever you are in your project, complete a draft of the self-assessment, but focus on your synthesis work (in contrast to the exit self-assessment for the program, which can encompass the whole CCT experience). Then mark in the left margin beside each goal either

** [= "fulfilled very well"],

OK [= "did a reasonable job, but room for more development"], or

-> [= "to be honest, this still needs serious attention"]

You can then calculate your grade as follows:

Start with 80 points. For each OK add 1/2 point; for each ** add 1 point. Subtract 2 points for each class you missed over two; 1 point for each week you missed doing a check-in with your buddy; and 1 point for each target date you missed. If you are only a point below a higher grade, the instructor will talk with you about whether you were too hard on yourself for some goals and you will decide together whether to bump your grade up.

The minimum grade for A is 95, 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. Below 50 points you must repeat the course.

Texts and Materials

Required:

Liblanc, M. and P. J. Taylor (2002). Guidelines for Preparation of a Synthesis: Critical and Creative Thinking Program. (download from website)

Recommended as guides to writing and revising:

Elbow, P. (1981). Writing with Power. New York: Oxford University Press.

Fulwiler, T. and A. R. Hayakawa (2002). Pocket Reference for Writers. Upper Saddle River, NJ, Prentice Hall.

Turabian, K. L. (1996). A Manual For Writers of Term papers, Theses, and Disertations. Chicago: University of Chicago Press.

American Psychological Association (2000). Publication Manual.

** SCHEDULE OF CLASSES **

Class 0 (12/19/05)

Vision for your projects

Phase A. Overall vision; Goal: "I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose)."

Topics & Activities:

Free writing (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?)

In class exercise: Governing question for project

Verbal report on scope of intended project

Establish initial buddy for winter re: plans, progress, or lack thereof (…/synthbuddy.doc).

Recommended tasks for phase A:

After class 0: Review Elbow, chaps. 1-3 & 13 on writing, freewriting, and sharing

By 1/20: Submit proposal (or else you will be deregistered from the course)

For class 1: Bring revised project title and single paragraph overview (2 copies)

Other tasks:

During winter break

Set up tasks

Read and digest syllabus and requirements, etc.

Download Synthesis Guidelines

Download template file for your synthesis chapters, make a copy, review and practice the following: insert your own words; print out specific pages; insert page breaks; add a reference in consistent style; insert lesson plans & workshop text as single-spaced "figures" -- get peer assistance if needed.

Brush up on computer and other competencies (…/competencies.html).

Get an overview of the other files on course website and download where applicable.

By 1/20

Arrange advisor if this is to be someone other than the seminar instructor and arrange reader if this is to be someone other than the other seminar instructor.

Supplement your sources of information and informants

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."

Phase F. Direct information, models & experience; Goal: "I have gained direct information, models, and experience not readily available from other sources."

Recommended tasks for phase B:

Establish/practice connection to http://www.lib.umb.edu and use of reference databases (see on-line library tutorial)

Establish your system of recording references/citations (e.g., …/citation.doc)

For class 2: Bibliography of reading completed or planned, formatted as for final synthesis.

Recommended tasks for phase F:

Write down your top 5 questions for which you haven't got answers from published literature and so would like someone to answer directly

Arrange interview or other observation; prepare your interview/observation guide; conduct interview/observation

Process Review of CCT experience to date (for those planning a Combined Practitioner’s Narrative and other Synthesis options; see description of this option appended to syllabus)

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."

Recommended tasks for phase J:

Collect exhibits that convey key passages of your process of development during your CCT studies.

Draft the narrative that connects/weaves these exhibits into a story.

Class 1 (1/23)

Checking your vision for the project

(Phase A continued)

Topics & Activities:

Verbal reports on progress during winter break

Peer exchange on project title, Governing question and Paragraph overview of project (Check that it's clear: Who do you want to reach? What do you want to convey to them? Why do you want to address them about that? What steps are needed to do so? How will you set the stage for readers to understand why you have chosen this topic?)

Other tasks:

Arrange sub-deadlines with advisor and reader(s) & submit schedule in class 4. (See target dates later in syllabus.) Preferably meet with all parties at the one time.

Arrange essential reading list with advisor and reader and include in bibliography submitted in class 2.

Start looking for a copy-editor.

Class 2 (1/30)

Supplement your sources of information and informants

(Phases B & F continued)

Topics & Activities:

Peer review on bibliography (Check formatting and coverage in relation to Governing Q.)

Peer assistance with library databases

Other tasks:

Read links on writing literature review. Plan your own strategies and the form in which you will demonstrate your knowledge of the literature.

Class 3 (2/6)

Clarifying your synthesis formulation, Governing Question, and Component Arguments

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."

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."

Topics & Activities:

Identify areas and priorities for research through Map-making and/or Summarizing the different sub-arguments for your topic and positions regarding each. Map or summary then probed by peers. Refine Governing Q. and separate key arguments from subordinate or dispensable ones.

**Deadline for application to graduate in May/June or August with $150 commencement fee check, around Feb 13.

Class 4 (2/13)

Design of Remaining Research and Writing

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."

Tasks:

Draft/update research & writing timetable in light of weeks 1-3, and/or

Strategic personal planning (http://www.faculty.umb.edu/peter_taylor/StrPersPlanning.doc)

No class 2/20 -- keep writing.

Class 5 (2/27)

Preparation for Presentations on Work-in-Progress

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."

Topics & Activities:

Using preparation of visual aids to aid your on-going clarification of the structure of your overall argument

Tasks:

Before class 6: Practice presentation in front of classmates or other friends.

Inform instructor of A/V needs.

**Target date for submission of draft introduction and review of literature: 3/3

Class 6 (Thursday 3/9 **note special date; place TBA)

Presentations on Work-in-Progress

(Phase G continued)

Topics & Activities (no in-class conferences this week):

Presentations to peers (15 minutes each student + 10 minutes discussion + 5 minutes stock-taking)

No class 3/13; but keep writing and revising.

Class 7 (3/20)

Getting and Using Feedback on Writing

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."

Reread Elbow, p. 141 to end of chapter 13.

Topics & Activities:

Reverse outlining of drafted chapters and text—clarify the topic of each chapter, section, and paragraph; clarify their connection one to the next and to the whole of which they are a part.

Class 8 (3/27)

Getting and Using Feedback on Writing

(Phase H continued)

Topics & Activities:

Conferences and peer sharing/editing sessions

**Target date for submission to advisor and readers of complete draft, 4/3.

Class 9 (4/3)

Revision: "Now that I'm finished, I can see what I want to say"

(Phase H continued)

Topics & Activities:

Assessing whether the writing "GOSPs" (see Goal H)

Tools to problem-solve overall flow/sequencing within and among chapters, sections, paragraphs, e.g., SCAMPER

Peer sharing/editing

Class 10 (4/10)

"Concluding" synthesis by looking ahead to outreach and further directions

Phase I. Engagement with others; Goal: "I have facilitated new avenues of classroom, workplace, and public participation."

Topics & Activities:

Prepare and practice before classmates the opening 5-10 minutes of a workshop presentation, e.g., for 4/25 or 5/2 Open Houses

Sketch a final chapter on outreach and/or further directions to pursue

4/17. No class. Conferences by arrangement. Keep writing and revising.

**Target date for submission of one copy of Process Review Portfolio for anyone choosing the Combined option: 4/24

Class 11 (4/24)

Public Presentations ("exit performance") as a mini-workshop for CCT in Practice Open House (6.45-9.15)

(Phases H & I)

Topics & Activities:

Mini-workshop Presentations (45-90 minutes)

**Target date for submission of one copy of Synthesis on normal paper for checking and go-ahead to make archival copy: 5/5

Class 12 (5/1)

Public Presentations ("exit performance") as a mini-workshop for CCT in Practice Open House (6.45-9.15)

(Phase H continued)

Topics & Activities (start at 4pm this week):

Mini-workshop Presentations (45-90 minutes)

Class 13 (5/8)

a. Finalization of Synthesis

(Phase H continued)

Topics & Activities:

Writing Abstracts

Formatting review

Proof-reading, including checking title page and other formal material

b. Taking Stock of the Course & Program: Where to go from here?

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."

Recommended tasks for phase J:

Draft Self-assessment

Sharing ideas about Self-assessment

CCT evaluation process and GCOE course evaluation

**Absolute deadline for submission of one copy of Synthesis on normal paper for checking and go-ahead to get signatures from advisors and readers and make archival copy or submit electronic copy: 5/18. If a student misses this deadline, graduation is deferred until August or December and must enroll in 1 credit independent study during summer or fall.

5/22 Deadline for: Self-assessment

Electronic copy (on disk or by email attachment), and bound copy

**SUMMARY OF TASKS, TARGET DATES and DEADLINES**

Soon after 12/19 Establish buddy and check-in schedule during winter re: progress.

Before 1/20 Arrange advisor and other reader if you have not already done so

Before 1/20 Submit proposal and get it approved.

For class 1 (1/23) Bring revised project title and single paragraph overview (2 copies)

For class 2 (1/30) Bibliography of reading completed or planned, formatted as for Synthesis

Around 2/13 Deadline for application to graduate with $150 check for commencement fee.

Before class 4 (2/13) Arrange sub-deadlines with advisor and reader & submit schedule in class 4.

3/3 Target date for completion of draft introduction and review of literature

Before class 6 (3/9) Practice presentation to buddy or other friends.

Class 6 (3/9) Work-in-progress Presentations to peers (10 minutes each student + 5 minutes discussion + 5 minutes stock-taking)

4/3 Target date for submission to advisor and readers of complete draft

4/24 Target date for submission of one copy of Process Review Portfolio for anyone choosing the Combined option

4/24,5/1 Public Presentations as part of CCT in Practice Open Houses

5/5 Target date for submission of one copy of Synthesis on normal paper for checking and go-ahead to make archival copy

5/18 Absolute deadline for submission of one copy of Synthesis on normal paper for checking and go-ahead to make archival copy

5/22 Deadline for Electronic version of abstract (on disk or by email); CCT Self-assessment; Electronic copy; bound copies

Notes on/for Advisors and Readers

Except when a special arrangement is approved, the primary advisor will be the regular CCT faculty member teaching the synthesis seminar. The reader(s) may be anyone experienced in the student's area of specialization and, in general, possessing a Master's degree or higher. The synthesis seminar instructor is either the student's advisor or one reader.

The responsibility of the advisor is to be the primary person with whom the student works on conceptualizing the topic, identifying appropriate scope and approach, and revising drafts. If the advisor does not have expertise in the student's subject area, it is the student's responsibility to get the necessary specialist input from a reader and others.

The advisor should be aware of the technical requirements of submitting a Synthesis to the CCT Program, but the student should also consult with the Synthesis seminar instructor and use the seminar to fulfill the requirements. During the last three weeks of the semester finishing synthesis students will make presentations on their work, which the advisor should attend. There is no formal defense of the syntheses.

The responsibilities of a reader are: to convey to the student before the second week of the semester (preferably earlier) the areas and material that should be addressed; to comment on a complete draft; and to review and comment on changes made between that draft and the final draft. If the reader specializes in the area of the student's project, their comments may stem primarily from their special knowledge or experience. Otherwise, readers should simply think of themselves as intelligent people who want the student's distinctive ideas and accomplishments to emerge as powerfully as possible from the written Synthesis. The reader does not have to focus on the technical requirements of submitting a Synthesis to the CCT Program; for this, the student, advisor, and the instructor for the Synthesis seminar are responsible. Near the end of the semester each synthesis student will make a presentation on their work, which the reader should attend. There is no formal defense of the syntheses.

Goals for Synthesis of Theory and Practice

The goals are divided into two sets:

I. "My Synthesis Product Shows That..." (adapted from the "Phases of research and engagement" in the Practicum course); and

II. Developing as a reflective practitioner, including taking initiative in or through relationships

I. "MY SYNTHESIS PRODUCT SHOWS THAT..."

(adapted from the "Phases of research and engagement" in the Practicum course in the expectation that these are also relevant goals for students' work in moving towards the synthesis product)

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 INITIATIVE IN AND THROUGH RELATIONSHIPS

1. I have integrated knowledge and perspectives from CCT and 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 the 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 CCT synthesis course and the CCT program 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.