University of Massachusetts at Boston

Graduate College of Education

Critical and Creative Thinking Program


Practicum: Processes of Research & Engagement

CCT 698

Fall 2002 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)
Class meetings: Mondays 7-9.30pm, Sept. 9-Dec. 9 (holidays on Oct. 14 & Nov. 11) in McC 2-628
Contact hours: M, Th 2-3.30pm (in office or by phone, by signup), 7.30-9am (by email), or by arrangement
Course Website: http://www.faculty.umb.edu/peter_taylor/698-02.html
Class email list: Emails sent to cct698@umbmap.cc.umb.edu 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, 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. Supervision is arranged when your project centers on new teaching practices, workshops in the community, or other kinds of engagement as an intern or volunteer. 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 Materials downloadable from course website (under development)

TEXTS AND MATERIALS

Required: Elbow, P. (1981). Writing with Power. New York: Oxford University Press.
"Phases of Research and Engagement" (downloadable from website)
You 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 workbinder with dividers and pockets, an accordion file, or file folders); and iii) an organized system to file and backup material on your computer.
Recommended: ZIP disk & drive with synchronization & bibliographic software. (For more info see http://www.cct.umb.edu/competencies.html)
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).
Recommended as a guides to writing: Daniel et al., Kanar & Conlin (on Electronic course reserves)

ASSESSMENT & REQUIREMENTS

More detail about the assignments and expectations is provided in Phases of Research and Engagement and in examples from previous years downloadable from the course website (see above) and will be supplemented when needed by handouts and emails.

Written assignments and presentations, 2/3 of course grade
a. Final project report (2250-4500 words; see options below), preceded by at least 7 of 12 assignments related to the different phases of research and engagement (see Schedule of Classes and Phases of Research and Engagement)
Participation and contribution to the class process, 1/3 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 11
h. End-of-semester Process Review OR Self-assessment on the development of your work
i. Journal/workbook collected by 12/23 OR stamps and address label submitted with workbook

Overall course grade.

The rubric is simple, but unusual. Despite appearances, it is intended to keep the attention off grades and on teaching/learning interactions. Read the Rationale in the Notes on Teaching/Learning Interactions and ask questions to make sure you have it clear.

80 points or a B+ is earned automatically for 8 (of 13) Written items marked OK/RNR (=OK/ Reflection-revision--resubmission Not Requested) and 16 (of 22) Participation items fulfilled. (This system allows you to make choices based on your other commitments about classes and assignments to skip.) The rubric below is used at the end of the course to add further points.

For each quality "fulfilled very well" you get 2 additional points or, if you "did an OK job, but there was room for more development/attention," you get 1 point.
(See optional student assessment according to this reubric)

If you don't reach the automatic B+ level, count each writing OK/RNR as 10 writing points and each participation item as 5 participation points. Combine these points into an overall course points = Writing points x 2/3 + Participation points x 1/3.

Overall course 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.
(Note: In theory it is possible for a student to earn 104 points, but this is still awarded an A.)

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.

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 5 September 02)

SCHEDULE of CLASSES and PREPARATION


Schedule in overview

Class 1 (9/9) Getting oriented, orienting oneself: a. The course as a process; b. Initial ideas about individual projects
Class 2 (9/16) Initial sources of information and informants
Class 3 (9/23) a. Models of engagement; b. Organizing and processing research materials
Class 4 (9/30) Initial formulations -> Thesis Question
Class 5 (10/7) Design of Research and Engagement Process
No class 10/14
Class 6 (10/21) Interviewing
Class 7 (10/28) Preparation for Public Presentations on Work-in-Progress
Class 8 (11/4) Practice Presentations on Work-in-Progress
No official class 11/11, but optional Class 8.5 will be scheduled on 11/11 or 11/14
Presentations on Work-in-Progress, open to Public, part I
Class 9 (11/18) Presentations on Work-in-Progress, open to Public, part II
Class 10 (11/25) Direct Writing & Quick Revising
Class 12 (12/2) Peer commenting on drafts
Class 12 (12/9) Taking Stock of the Course: Where to go from here?
12/16 First meeting for Spring Synthesis students, 4.30pm (to be confirmed)

This 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, 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 different phases in light of
a) other people's responses to what you share with them, and
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 seven of the 12 assignments listed, in addition to the final report, that best fulfill this purpose. "Phases of Research and Engagement" and other materials downloadable from the course website provide 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 (handout) to keep track of your own progress, which helps keep interactions with the instructor focused on your project, not on grades.
The "tasks" are not part of the required 8 assignments, 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 the right hand margin

Class 1 (9/9)
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
Tasks:
Sign up to bring light refreshments OR to be in-front-of-class "guinea pig" Class 1
Review Fall 2001 evaluations (http://www.faculty.umb.edu/peter_taylor/portfoliocct698.html)
& goals in section J of "Phases of Research and Engagement."------> Class 2
Read Elbow, chaps. 1-3 on writing, freewriting, and sharing------> Class 2
Before class 2 or 3: Review syllabus, Notes on teaching/learning interactions, and
Phases of Research and Engagement. Email questions or bring them to class ------> Class 2/3
Before class 2 or 3: Review briefings, decide if you want to add one, and submit a topic------> Class 2/3
Before class 3: Review http://www.cct.umb.edu/competencies.html and http://www.faculty.umb.edu/peter_taylor/virtualoffice.doc------> Class 3

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 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, 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:
Task before class 2: Review previous years' reports (on reserve in Healey) to get a sense of the scope of previous projects and reports------> Class 2
Asmt. A due class 3: Submit revised thesis question and description------> Class 3
First conference to discuss your ideas (to be held before 10/11; bring journal and work materials)------> 10/11
Practice using freewriting (suggested topics) and journalling
(Annotated examples of previous students' assignments)

Class 2 (9/16)
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 Library Instructional Room, 4th floor, Healey library for a session led by Sara Baron on Reference material available through the library.
(See also on-line tutorial)
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
Recommended tasks and assignments for phase B:
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 photocopy of the review or controversy article with
EITHER a paragraph describing the different sides OR "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, prepare verbal report for class 4 on conversation with informant------> Class 4
Asmt. B3 due class 5: Annotated bibliography of reading completed or planned ------> 10/15
Asmt. due class 7: Revised and updated annotated bibliography (included with Asmt E. Research and engagement design)------> Class 7
(Annotated examples of previous students' assignments)

Class 3 (9/23)
Topics & Activities:
a. Models of engagement (see phases F and I)
Presentation by alum, Suzanne Clark, showing how one might go on to develop one's Practicum research
b. Organizing and processing research materials (see phases B and C)
Organizing one's Computer
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, and your laptop, zip disk or printout of the system of directories/folders on your computer)
Annotating a bibliography and refining your Thesis Question

Class 4 (9/30)
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:
From phase B: Verbal report on conversation with initial informant
For all phases: Discussion of sharing one's work with others
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 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
(Annotated examples of previous students' assignments)

Task: Complete PT's research exercise about peer support within the class------> Class 5 (compilation of responses)

Class 5 (10/7)
Design of Research and Engagement 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:
Strategic personal planning
Translating strategic personal planning into research design
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 & engagement design (with revised and updated
annotated bibliography)------> Class 7
(Annotated examples of previous students' assignments)
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)

No class 10/14, 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 10/18 ------> 10/18, by email
(Annotated examples of previous students' assignments)

Class 6 (10/21)
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 9: Brief written report on interview conducted, participant observation, or workshop attended------> Class 9
(See also briefing on interviewing)
(Annotated examples of previous students' assignments)

Submit draft Briefing on or before this class (or skip this participation item) ------> Class 6
Task (optional -- this can substitute for a briefing) Cardstorming on the peer support surveys. 4-6pm 10/24. (Place TBA)------> Class 6

Class 7 (10/28)
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:
Analyze arguments implicated in previous student's research
Visual aids, and their use in aiding your on-going clarification of the overall structure of your argument.
In class exercises:
Draft sequence of overhead projector transparencies and argument structure.
Revise your own argument after analysis activity above.
For phases E & J: Mid-term self-assessment/ discussion (gap between where you are and would
like to be). Check with PT on any uncertainties in your assignment check-list.
For all phases: Review journal/workbook, system to store course and research materials
on paper and on computer (e.g., zip disk) -- bring all these to class------> Class 7
Recommended tasks and assignments for phase G:
Complete in class exercises above.
Task in class 8: Practice presentations to class or small groups------> Class 8
Asmt. G1 for class 9: Public Presentation on Work-in-Progress------> Class 8.5 or 9
Task by class 9: Read "Exploring your writing preferences" and identify strengths and issues to work on.------> Class 9
Task by class 9: Read Elbow, chap. 13; re-read chap. 3------> Class 9
Asmt G2 due class 9: Narrative Outline------> Class 9
Task after class 9; before class 10: Revise Narrative Outline in light of input ------> Class 10
(Annotated examples of previous students' assignments)

Class 8 (11/4)
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 (unless you skip this participation item)------> Class 8

No official class 11/11, but optional "class 8.5" will be scheduled on 11/12, 6.45-9.15 in the usual room)
Presentations on Work-in-Progress, open to Public, part I (Phase G cont.) ------> 11/12
Class 9 (11/18, starting at 5.30pm)
Presentations on Work-in-Progress, open to Public, part II (Phase G cont.)------> Class 9 Getting and Using Feedback on Writing (Phase G continued)
Additional Topics & Activities (time permitting)
Writing Preferences
More on sharing and responding
Peer review of report outlines or overall arguments, in the class as a whole and in pairs

Class 10 (11/25)
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 10: Read Elbow, chaps. 4 -6; reread chapters 1-3------> Class 10
Task after class 10: Read, or at least dip into, Elbow, sections III-VI------> Class 11/12
Asmt. H1 due class 11: Draft of research report (two copies, for fellow student & PT;
returned with comments from both by 12/9)------> Class 11
Asmt. H2 due 12/16: Final version Research Report (in both paper & electronic forms) ------> 12/16
Note: For the final report to be accepted as final, you must have revised in response
to comments by PT and another student on a complete draft.
(Annotated examples of previous students' assignments)

Class 11 (12/2)
Peer commenting on drafts
(Phase H continued)
Topics & Activities:
Having your draft read and commented on by other students.
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 12
(See also briefings on the grant-seeking, participatory action research, facilitation of group process, writing a business plan, video resources, volunteering, and others)

Submit a copy of your Assignment Check-list so PT can alert you about discrepancies with his records.
------> Class 11

Class 12 (12/9)
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 (evaluation form)
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) ------> 12/16
(Annotated examples of previous students' assignments)

12/16 First meeting for Spring Synthesis students, 4.30pm, McC 2-628 (time to be confirmed)
Submit journal/workbook, system to store course and research materials on paper and on computer (e.g., zip disk). (Supply address label and stamps to post it back to you.) ------> 12/16