Practicum: Processes of Research and Engagement
In this course you identify a current social or educational issue that
concerns you--because 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--from envisioning a manageable project
to communicating your findings and plans for further work. 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.
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.
CCT698 Fall 2000
Syllabus as of 31 August 2000
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)
Class Time: M 6.45-9.15
Office/phone call hours: M 3-4, Tu 5.30-6.30, or by arrangement (Tuesdays
preferred)
Course Website: http://www.faculty.umb.edu/peter_taylor/698-00.html
General email: Emails sent to PT with "for CCT698" in the subject line will be
forwarded to all students in the course.
Sections to follow
See also the Course packet, which includes:
Notes On Teaching/Learning Interactions
Phases of Research and Engagement
with Notes on Recommended Tasks and Assignments for each phase
Additional Course Material
Assessment & Requirements
(The course packet provides details on the components listed below and
examples from previous years.)
Written assignments and presentations, 3/5 of course grade.
a. Final project report (see options below), preceded by at least 8 of
12 assignments related to the different phases of research and engagement (see
schedule of classes and course packet)
Participation and contribution to the class process, 2/5 of course grade.
b. Prepared participation in class meetings
c. Minimum of two in-office or phone conferences on your projects
d. Journal/workbook and organized system to store handouts and loose research
materials, collected for perusal mid-semester & end
e. Briefing on research and engagement issues (a summary of key resources that
gives other students in this and future classes a quick start when they face
that issue)
f. Work with another student commenting on each other's draft report
g. End-of-semester Process Review OR Self-assessment on the development of
your work
Rubric
B+ for Written assignments & presentation is earned automatically for70% of
items OK/RNR (=OK/ Revision-reflection-resubmission Not Requested) (9 of 13)
B+ for Participation and contribution to the class process is earned
automatically for 80% of participation items fulfilled (17 of 21)
If you fulfill both requirements for B+, then the qualities below will
determine whether a higher grade is earned. If you show half of the qualities
to follow, you earn an A-. If you show almost all of these, you earn an A.
Qualities desired:
Assignments always by target dates, often revised thoroughly and with new
thinking in response to comments
Project well planned and innovative, carried out with considerable initiative
Final report detailed and professionally presented, reflecting on what you have
learned and indicating future directions to develop
Briefing submitted, which summarizes well important themes/tools/resources
related to the chosen topic and suggests that you are ready to teach others
about processes of research & engagement
Active participation in all classes
Process Review, with cover note & annotations, OR Self-assessment that show
deep reflection on your process of development
If you do not reach the B+ level, the grade for Written assignments &
presentations is pro-rated from B+ down to C for 6 of assignments OK/RNR.
Similarly the Participation & process grade goes down to C for 11 of
participation items.
Project Options
Options for the course project include those for the 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 addition, the course project may be:
A review of what other people have written or done in the area you intend for
your Synthesis Project ("Literature Review"); or
A Grant, Research or Project Proposal.
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 be more open, indicating where further work is
planned or needed.
Texts and Materials
Required: Elbow, P. (1981). Writing with Power. New York: Oxford
University Press.
Course packet, available at cost from PT, providing details on the possible
assignments, examples from previous year, and material on the different
tools/processes introduced during class to help you transferthem to your own
context. This may be supplemented by handouts from time to time.
You need i) a workbook/journal to carry with you at all times and ii) an
organized system to store handouts and loose research materials (e.g., a 3 ring
workbinder with dividers and pockets, an accordion file, or file folders).
Recommended as a guide on technical matters of writing scholarly papers:
Turabian, K. L. (1996). A Manual For Writers of Term papers, Theses, and
Disertations. Chicago: University of Chicago Press (also in library's
reference section).
** SCHEDULE OF CLASSES **
The sequence of classes is structured around ten phases of research and
engagement. The order and timing of the phases for your project may vary
according to the opportunities that arise. In any case these phases are
overlapping and iterative, that is, you revisit the different phases in light
of
a) other people's responses to what you share with them, &
b) what you learn in other phases.
The recommended tasks and assignments listed for each phase are intended
to keep you moving through the phases. You should select at least eight
assignments, in addition to the final report, that best fulfill this purpose.
The course packet provides details and rationale for the possible assignments
and examples from previous years. You are welcome to propose alternative
assignments for the various phases. Use the Assignment Check-list at the
end of the Course packet to keep track of your own progress. The "tasks" are
not part of the "Written assignments and presentations," but should be done to
make classes more valuable to you. To keep track of the tasks to prepare and
assignments due in an upcoming class... ...see ->->Class...
Class 1 (9/11)
Getting oriented, orienting oneself
a. The course as a process
Topics & Activities:
Intro remarks on Developing as a Reflective Practitioner--including
Taking Initiative In & Through Relationships--and Phases of Research and
Engagement
Free writing on what your prior experiences (good and bad) in these areas
Interview alum from previous course about experience of doing the course
Task: Review 1999 evaluations & student goals at the end of the course
packet. ->->Class 2
b. Initial ideas about individual projects
See Phase A. Overall vision; Goal: "I can convey who I want to
influence/affect concerning what (Subject, Audience, Purpose)."
Topics & Activities:
In class exercises on Proposed investigation--Who do you want to
convince? Of what? What obstacles do you see ahead? (Individual
brainstorming, pair-share, first stab at Thesis question and paragraph
description of proposed project, and reports to the group)
Recommended tasks and assignments for phase A:
In class exercises: see above
Task before class 2: Review previous reports (on reserve in Healey) ->->Class 2
Asmt. A due class 3: Submit revised thesis question and description ->->Class 3
Task before class 2: Read Elbow, chaps. 1-3 on writing, freewriting, and
sharing ->->Class 2
Sign up for first conference (to be held before 10/13)
Sign up to bring light refreshments OR be in-front-of-class guinea pig in weeks
4, 5, 8, or10
Task: Review syllabus, notes on teaching/learning interactions, and the
structure of the rest
of the course packet. Email questions or bring them to class ->->Class 2/3
Task: Review briefings in course packet & on website, decide if you want
to do one, and
submit a topic ->->Class 2/3
Class 2 (9/18)
Initial sources of information and informants
See 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."
Topics & Activities:
Meet in Healey Library Lower Level Mac Lab A for a session on Reference
material in the libraries.
Recommended tasks and assignments for phase B:
Before class 2: Establish connection to UMass gateway to reference
databases (see Email in Communication before, during, and after class in course
packet) ->->Class 2
In class exercise: Use the catalogs or databases during the class to locate an
article or section in a book that appears to be very close to what you need to
move forward in your research. Look especially for something that
reviews what others have said and done, or discusses the state of some
active controversy
Tasks after class 2 or 3: Establish your bibliographic and note-taking
systems. ->->Class 3/4
Asmt. B1 due class 3: Submit a xerox of the review or controversy article with
a paragraph describing the different sides and "sense-making" protocol used to
indicate how the article or section in a book connects with your proposed
research ->->Class 3
Asmt. B2 due class 4: Identify an initial informant, make contact, make
appointment for a time before class 4, verbal report in class 4 on conversation
with initial informant ->->Class 4
Asmt. B3 due class 5: Annotated bibliography of reading completed or planned
Class 5
Asmt. due class 7: Revised and updated annotated bibliography (included with
Asmt E. Research
design) ->->Class 7
Class 3 (9/25)
Topics & Activities:
a. Models of engagement (see phases F and I)
Workshop by alum, Terese Byrne, showing how one might go on to apply
one's Practicum research
b. Organizing and processing research materials (see phases B and
C)
Note-taking and summarizing
Share ideas about and practice organizing and processing research materials
(bring your workbook with any material and notes derived from research to
date)
Moving towards Thesis Question and Annotated bibliography
Class 4 (10/2)
Initial formulations -> Thesis Question
See 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 Thesis
Question."
Topics & Activities:
Discussion of sharing one's work with others (related to all phases, not
only to 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 PT probing
In base group exercise: Initial map-making, then probed by others in base
group
Recommended tasks and assignments for phase C:
Pre-class or in class exercise: Initial map
Asmt. C due class 5: Revised map with Thesis Question ->->Class 5
No class 10/9, but work recommended between classes on the following:
Component Arguments
See 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."
Recommended tasks and assignments for phase D:
Asmt. D: Summarize the different sub-arguments for your topic and
positions regarding each, email to PT for comments by 10/13 10/13, i.e., before
Class 5
Task: Complete PT's research exercise about revise & resubmit system ->->Class
5
Task (optional) Cardstorming on the revise & resubmit surveys. 4.30-6.30pm
10/16. (Place TBA).
Class 5 (10/16)
Design of Research Process
See 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."
Topics & Activities:
Discussion of one person's draft research design
Strategic personal planning
Recommended tasks and assignments for phase E:
In class exercise: Strategic personal planning process
Task by class 6: Complete Strategic personal planning process ->->Class 6
Asmt. E due class 7: Revised research design (with revised and updated
annotated
bibliography) ->->Class 7
Task by class 7: Update assignment check-list ->->Class 7
In class exercise during class 7: Mid-term self-assessment
Sign-up for second conference (to be held before 11/21)
Class 6 (10/23)
Interviewing
See Phase F. Direct information, models & experience; Goal: "I
have gained direct information, models, and experience not readily available
from other sources."
Topics & Activities:
Getting people to speak about/explain what they usually don't; dealing
with experts; effective questions.
Prepare interview guide and practice interviewing
Recommended tasks and assignments for phase F:
Task in prep for class 6: Write down your top 5 questions for which you
can't easily get answers from published literature, so you would like someone
to answer them for you ->->Class 6
Asmt. F1 due class 7: Revised interview guide ->->Class 7
Asmt. F2 due class 10: Brief written report on interview conducted, participant
observation, or workshop attended ->->Class 10
Submit draft Briefing on or before this class ->->Class 6
Submit journal/workbook and system to store handouts and loose research
materials, e.g.,
workbinder (reviewed during the class or available for pick-up before class
7) ->->Class 6
Class 7 (10/30)
Preparation for Public Presentations on Work-in-Progress
See 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:
Visual aids, and their use in aiding your on-going clarification of the
overall structure of your argument.
In class exercise: Draft sequence of overhead projector transparencies and
argument structure.
In class exercise: Analyze arguments implicated in previous student's
research
In class exercise: Revise your own argument after analysis activity above.
Recommended tasks and assignments for phase G:
Complete in class exercises above.
Task in class 8: Practice presentations to class or base groups ->->Class 8
Asmt. G1 for class 9: Public Presentation on Work-in-Progress ->->Class 9
Task by class 10: Read "Exploring your writing preferences" and identify
strengths and issues to work on. ->->Class 10
Task by class 10: Read Elbow, chap. 13; re-read chap. 3 ->->Class 10
Asmt G2 due class 10: Narrative Outline ->->Class 10
Task after class 10; before class 11: Revise Narrative Outline in light of
input ->->Class 11
In class exercise: Mid-term self-assessment/ discussion (gap between
where you are and would
like to be). Check with PT on any uncertainties in your updated assignment
check-list.
Class 8 (11/6)
Practice Presentations on Work-in-Progress (Phase G continued)
Practice presentations to class or base groups (10 minutes each student)
with Peer evaluations.
Submit revised Briefing on or before this class ->->Class 8
Class 9 (11/13)
Presentations on Work-in-Progress, open to Public (Phase G continued)
Class 9
Class 10 (11/20)
Getting and Using Feedback on Writing (Phase G continued)
Topics & Activities:
More on sharing and responding
Peer review of report outlines or overall arguments, in the class as a whole
and in pairs
Class 11 (11/27)
Direct Writing & Quick Revising
See 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."
Topics & Activities:
Direct Writing & Quick Revising (to produce narrative draft)
Recommended tasks and assignments for phase H:
Task before class 11: Read Elbow, chaps. 4 -6; reread chapters 1-3 ->->Class 11
Task after class 11: Read, or at least dip into, Elbow, sections III-VI ->->Class
12/13
Asmt. H1 due class 12: Draft of research report (two copies, for fellow
student & PT;
returned with comments from both by 12/11) ->->Class 12
Asmt. H2 due 12/18, by 4pm: Final version Research Report.
Note: For the final report to be accepted as final, you must have revised in
response
to comments on a complete draft.
Class 12 (12/4)
Peer commenting on drafts
(Phase H continued)
Task after class 12: Finish reading and commenting on another student's
complete draft.
Phase I. Engagement with others; Goal: "I have facilitated new avenues
of classroom, workplace, and public participation."
You should be ready by this point to practice/present what you've
developed/discovered in, e.g., the spring CCT in Practice weekly series and
April 7 Open House. Sign up by next week. ->->Class 13
Submit journal/workbook and system to store handouts and loose research
materials (reviewed during the class or available for pick-up before class 13)
->->Class 12
Class 13 (12/11)
Taking Stock of the Course: Where to go from here?
See 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."
Topics & Activities:
PT's evaluation process, including Sense of Place Maps
GCOE course evaluation
Other Recommended tasks and assignments for phase J:
Process Review, with cover note & annotations, OR Self-assessment
that show deep reflection on your process of development (submitted with Final
report) ->->12/18
12/18 Meeting for Spring Synthesis students, 4pm & Pot-luck
dinner (tentative), 6pm