University of Massachusetts at Boston

Graduate College of Education

Critical and Creative Thinking Program


Practicum: Processes of Research & Engagement

CCT 698

Fall 2001 Syllabus

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)
Classtime: Mondays 6.45-9.15, Sept. 10- Dec. 10 (note: special date for class 9)
Classroom: McCormack 4-272
Office/phone call hours: M 2.30-3.30, W 6.40-7.20, Th 5.40-6.20, or by arrangement
Course Website: http://omega.cc.umb.edu/~ptaylor/698-01p.html
Class email list: Emails sent to cct698@yahoogroups.com will go to everyone in the course

Course description and overview


In this course you identify a current social or educational issue that concerns you--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. 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.

SECTIONS TO FOLLOW IN SYLLABUS:

Additional Sections In Course Packet

TEXTS AND MATERIALS

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

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 2 September 01)

ASSESSMENT & REQUIREMENTS

More detail about the assignments and expectations is provided in the Course Packet and will be supplemented when needed by handouts and emails. The course packet also provides 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 (=12 items)
c. Minimum of two in-office or phone conferences on your projects (= 2 items)
d. Journal/workbook and organized system to store handouts and loose research materials, collected for perusal mid-semester & end (=2 items)
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) (= 2 items)
f. Work with another student commenting on each other's draft report
g. Assignment Check-list maintained by student and submitted week 12
h. End-of-semester Process Review OR Self-assessment on the development of your work

Rubric

This rubric is simple, but unconventional. Read the Rationale in the Key Teaching/Learning Tools (in Course Packet) and ask questions to make sure you have it clear.

B+ is earned automatically for 70% of Written items (=9 of 13, incl. Final Report) marked OK/RNR (=OK/ Reflection-revision--resubmission Not Requested) and 80% of Participation items fulfilled (=16 of 21).
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:
A sequence of assignments paced more or less as in syllabus,
often revised thoroughly and with new thinking in response to comments.
Project innovative,
well planned and carried out with considerable initiative.
Project report clear and well structured,
with supporting references and detail, and
professionally presented.
Active, prepared participation in all classes.
Process Review OR Self-assessment that shows deep reflection on your development through the semester and
maps out the future directions in which you plan to develop
Briefing submitted, summarizing important themes/tools/resources related to the chosen topic and
suggesting that you are ready to teach others about processes of research & engagement

If you do not reach the B+ level, the grade for Written assignments & presentations will be pro-rated from B+ down to C for 50% of assignments OK/RNR. Similarly the Participation & process grade goes down to C for 50% 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.

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.

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 of the 12 assignments listed, 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 in sect. J 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 any upcoming class... ...scan ahead looking for ------>

Class 1 (9/10)
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 on 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 Fall 2000 evaluations & goals in section J 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: 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 before class 2 or 3: 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 before class 2 or 3: Review briefings in course packet & on website, decide if you want and to do one, and submit a topic ------> Class 2/3

Class 2 (9/17)
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 Green Computer Lab (Basement Upper Level, Healey Library) for a session led by Sara Baron on Reference material available through the library.
Recommended tasks and assignments for phase B:
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: Establish off-campus connection to UMass library ------> Class 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 (9/24)
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 (10/1)
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 10/8, 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 10/12 10/12, i.e., before Class 5

Task: Complete PT's research exercise about peer support within the class ------> Class 5

Class 5 (10/15)
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 11/20)

Class 6 (10/22)
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 (or skip this assignment) ------> Class 6
Task (optional -- this can substitute for a briefing) Cardstorming on the peer support surveys. 4.30-6.30pm 10/22. (Place TBA) ------> Class 6

Class 7 (10/29)
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.
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 8) Class 7

Class 8 (11/5)
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 (11/12, or 11/20, 4-6.30) (if needed)
Presentations on Work-in-Progress, open to Public, part I (Phase G continued) ------> Class 9

Class 10 (11/19)
Presentations on Work-in-Progress, open to Public, part II (Phase G continued)
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 (11/26)
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 12/10) ------> Class 12
Asmt. H2 due 12/17, by 4pm: Final version Research Report ------> 12/17
Note: For the final report to be accepted as final, you must have revised in response to comments on a complete draft.

Class 12 (12/3)
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 Orientation or CCT in Practice Open House. Task: Sign up by next week. ------> Class 13

Submit a copy of your assignment check-list so PT can alert you about discrepancies with his records. ------> Class 12

Class 13 (12/10)
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 shows deep reflection on your process of development (submitted with Final report) ------> 12/17

12/17 (tentative) Meeting for Spring Synthesis students, 4.30pm & Pot-luck dinner, 6pm
Submit journal/workbook and system to store handouts and loose research materials. (Arrange to collect this after one week or supply a self-addressed stamped box to post it back to you.) ------> 12/17