University of Massachusetts at Boston
Graduate College of Education
Critical and Creative Thinking Program

Practicum: Processes of Research & Engagement

CCT 698
Fall 2005 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. 12-Dec. 12 (holiday on Oct. 10) in W-2-56
Office/phone call hours: Monday & Thursday 5.30-6.30pm by sign up or by arrangement
Course Website: http://www.faculty.umb.edu/peter_taylor/698-05.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, 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

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, flash drive (memory stick), or read/write CD 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 Participation and contribution to the class process, 1/3 of course grade

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 Written items marked OK/RNR (=OK/ Reflection-revision-resubmission Not Requested) and 16 Participation items fulfilled. (This system allows you to make choices based on your other commitments about classes and assignments to skip.)
The rubric used at the end of the course to add further points is that, for each quality below "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 rubric)
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, 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 12 September '05

SCHEDULE of CLASSES and PREPARATION


Schedule in overview
The classes are structured to introduce ten phases of research and engagement. Recommended tasks and assignments (given after the schedule of classes) for each phase 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 different phases in light of
a) other people's responses to what you share with them, and
b) what you learn in other phases.

Class 1 (9/12)
Getting oriented, orienting oneself
a. The course as a process
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 an alum of this course about experience of doing the course

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)."
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 researchable question (a.k.a. Thesis or Controlling question) and paragraph description of proposed project, and reports to the group)

Class 2 (9/19)
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."
Meet in GCOE Computer Room, W-2-209 for a session 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

Class 3 (9/26)
a. Models of engagement (see phases F and I)
Presentation by alum, Kyle Lindholm, showing how one might go on to develop one's Practicum research (see a previous year's Presentation)
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, backup/storage medium, or printout of the system of directories/folders on your computer)
Annotating a bibliography and refining your researchable Question

Class 4 (10/3)
Initial formulations -> researchable 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 researchable Question."
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 class exercise: Initial map-making, then probed by another student

No class 10/10, 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."

Class 5 (10/17)
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."
Strategic personal planning (handout)
Translating strategic personal planning into research design

Class 6 (10/24)
Interviewing
See Phase F. Direct information, models & experience; Goal: "I have gained direct information, models, and experience not readily available from other sources."
Getting people to speak about/explain what they usually don't; dealing with experts; effective questions.
Prepare interview guide and practice interviewing

Class 7 (10/31)
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."
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.
Supply working title for your presentation that conveys what is distinctive about your project.
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 8 (11/7)
Practice Presentations on Work-in-Progress (Phase G continued)
Practice presentations to class or base groups (10 minutes each student) with Peer evaluations.

Class 9 (11/14)
Presentations on Work-in-Progress, open to Public(Phase G cont.)
6.45 Kristen Bennett Looking Inward to See Out: A Reflective Engagement with 19th Century American Romantic Literature
7.00 Chu Ly Colored Languages: A Look into the Ethnic Boxes
7.15 Maho Hatano Finding ways to help people creatively overcome blocks
7.30 Amy McLaughlin-Hatch My personal journey of self-discovery overcoming obstacles to mid-life career change to teach critical and creative thinking
7.45 Doan van Thua Applying critical and creative thinking in learning and teaching buddhism
8.00 Luz Valdez Documentary film: Appealing to emotions to transfer content effectively
8.15 Michelle Hardy How values and beliefs of parents interfere with learning scientific biological concepts at different stages of childhood development
8.30 Elliot Frank Teaching teachers about metacognitive tools for better comprehension of biology
8.45 Barbara DiTullio Finding the tipping point to improve communication and teamwork in the operating room
9.00 Beck Hing Lee resource Guide on Leadership for Young Aspiring Leaders
9.15 Terry Smith Support for grandparents raising grandchildren


Class 10 (11/21)
Getting and Using Feedback on Writing (Phase G continued)
Activities
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 11 (11/28)
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."
Direct Writing & Quick Revising (to produce narrative draft)

Class 12 (12/5)
Peer commenting on drafts
(Phase H continued)
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.
(See also briefings on the grant-seeking, participatory action research, facilitation of group process, writing a business plan, video resources, volunteering, and others)

Class 13 (12/12)
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."
PT's evaluation process (evaluation form), including Sense of Place Maps
GCOE course evaluation

12/19 Submit Reports, Process review/self-assessment, and journal/workbook/research system
(Links to Final reports when completed)
First meeting for Spring Synthesis students, during this week, time TBA

Assignments, Tasks & Target Dates

The recommended tasks and assignments listed for each phase are intended to keep you moving through the phases. Phases A, B, C, E, G, H are especially important. You should select at least seven of the 12 assignments listed, in addition to the final report with self-assessment, that best fulfill this purpose. You are welcome to propose alternative assignments that move you towards the goals of the various phases.
"Phases of Research and Engagement" provides details and rationale for the possible assignments. Refer also to the annotated examples from previous years. (Both items downloadable from the course website.) The goals should govern the way you address any assignment you undertake and be revisited as you undertake later assignments.

Use the Assignment Check-listto 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 start of each line and make a note in the left hand margin.

General

Class 1, Sign up to bring light refreshments OR volunteer to have your work discussed in front of class for certain assignments
By class 2, Review previous years' evaluations linked to (http://www.faculty.umb.edu/peter_taylor/portfoliocct698.html).
By class 2, Read Elbow, chaps. 1-3 on writing, freewriting, and sharing
By class 2 or 3: Review syllabus, Notes on teaching/learning interactions, and Phases of Research and Engagement. Email questions or bring them to class
By class 2 or 3: Review briefings, decide if you want to add one, and submit a topic
By class 3: Review http://www.cct.umb.edu/competencies.html and http://www.faculty.umb.edu/peter_taylor/virtualoffice.html
By class 5, Task: Complete PT's research exercise about peer support within the class (compilation of responses 2003, 2002, 2001)
10/8, Task (optional -- this can substitute as a participation item for a briefing) Cardstorming on the peer support surveys (previous visions 2003, 2005 of the Class as a Support & Coaching Structure)
By Class 6, Submit draft Briefing (or skip this participation item)
By class 7, Task: Update assignment check-list
By class 7, Task: So PT can peruse the system you have developed to organize your research, submit journal/workbook, system for storing and taking notes on research materials on paper and on computer (e.g., zip disk) -- bring all these to class
During class 7, In class exercise: Mid-term self-assessment, including description of Journal/workbook & research system
After class 5, Sign-up for second conference (to be held before class 10 -- participation item)
By class 8, Submit revised Briefing on or before this class (unless you skip this participation item)
Class 11 or 12, Participation item: Submit a copy of your Assignment Check-list in time for PT to alert you about discrepancies with his records.
By 12/19, Participation item: To show the system you have developed to organize your research, submit journal/workbook, system for storing and taking notes on research materials on paper and on computer (e.g., zip disk). Remove your copies of the syllabus, course handouts/downloads, etc. before submitting. (Supply address label, stamps, and box to post materials back to you -- participation item.)

Recommended tasks and assignments for phase A

Goal: "I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose)."
Annotated examples of previous students' assignments

By class 2, Task : Review previous years' reports (on reserve in Healey) to get a sense of the scope of previous projects and reports
Target date class 3, Asmt. A: Revised researchable question and description
By class 5, First conference to discuss your ideas (bring journal and work materials) -- participation item
Practice using freewriting (suggested topics) and journalling

Recommended tasks and assignments for phase B

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."
Annotated examples of previous students' assignments

By class 3 (after class 2), Task: Establish off-campus connection to UMass library
By class 3 or 4, Task: Establish your bibliographic and note-taking systems
Target date class 3, Asmt. B1: 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
Target date class 4, Asmt. B2: Identify an initial informant, make contact, make appointment for a time before class 4, prepare verbal report for class 4 on conversation with informant
Target date 10/10, by email, Asmt. B3: Annotated bibliography of reading completed or planned
Target date class 7: Revised and updated annotated bibliography (included with Asmt E. Research and engagement design)

Recommended tasks and assignments for phase C

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 researchable Question."
Annotated examples of previous students' assignments

Pre-class or in class exercise: Initial map
Target date 10/6, Asmt. C: Revised map with researchable Question

Recommended tasks and assignments for phase D

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."
Annotated examples of previous students' assignments

By 10/17, Asmt. D: Summarize the different sub-arguments for your topic and positions regarding each, email to PT for comments

Recommended tasks and assignments for phase E

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."
Annotated examples of previous students' assignments

In class exercise: Strategic personal planning process
By class 6, Task: Complete Strategic personal planning process
Target date class 7, Asmt. E: Revised research & engagement design (with revised and updated annotated bibliography)

Recommended tasks and assignments for phase F

Goal: "I have gained direct information, models, and experience not readily available from other sources."
Annotated examples of previous students' assignments

For class 6, Task: 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
Target date class 7, Asmt. F1: Revised interview guide
Target date class 10, Asmt. F2: Brief written report on interview conducted, participant observation, or workshop attended
(See also briefing on interviewing)

Recommended tasks and assignments for phase G

Goal: "I have clarified the overall progression or argument underlying my research and the written reports I am starting to prepare."
Annotated examples of previous students' assignments

After class 7, Task: Complete in class exercises.
In class 8, Task: Practice presentations to class or small groups
For class 9, Asmt. G1: Public Presentation on Work-in-Progress
By class 10, Task: Read "Exploring your writing preferences" and identify strengths and issues to work on.
By class 10, Task: Read Elbow, chap. 13; re-read chap. 3
Target date class 10, Asmt G2: Narrative Outline
By class 11 (after class 10), Task: Revise Narrative Outline in light of input

Recommended tasks and assignments for phase H

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."
Annotated examples of previous students' assignments

By class 11, Task: Read Elbow, chaps. 4 -6; reread chapters 1-3
By class 12 or 13 (after class 10), Task: Read, or at least dip into, Elbow, sections III-VI
Target date class 12, Asmt. H1: Draft of research report (two copies, for fellow student & PT; returned with comments from both by 12/8)
By class 13, Participation item: Comments on another student's complete draft
Target date 12/19, Asmt. H2/J1: Final version Research Report (in both paper & electronic forms) accompanied by final self-assessment
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.
Previous years' students' reports

Recommended tasks and assignments for phase I

Goal: "I have facilitated new avenues of classroom, workplace, and public participation."
Annotated examples of previous students' assignments

By class 13, Task: Sign up for the spring CCT Orientation or CCT in Practice Open House.

Recommended tasks and assignments for phase J

Goal: "To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing."
Annotated examples of previous students' assignments

By 12/19, Participation item: Process Review (with cover note & annotations) that shows deep reflection on your process of development
By 12/19, Asmt. H2/J1, Final version of report and Self-assessment in relation to goals of the different phases (accompanying final report)