University of Massachusetts at Boston
Graduate College of Education
Critical and Creative Thinking Program
Practicum: Processes of Research & Engagement
CCT 698
Fall 2006 Syllabus
Instructor: Peter Taylor, Critical & Creative Thinking Program
Email: peter.taylor@umb.edu
Phone: 617-287-7636
Office: Wheatley 2nd flr 92a (next to Curriculum & Instruction main office)
Class meetings: Mondays 7-9.30pm, Sept. 11-Dec. 11 (holiday on Oct. 9) in W-2-209
Office/phone call hours: Monday 3.30-5.30 by sign up or by arrangement
Course Website: http://www.faculty.umb.edu/peter_taylor/698-06.html
Class email list: Emails sent to cct698@lists.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
TEXTS AND MATERIALS
Required: Elbow, P. (1981). Writing with Power. New York: Oxford University Press.
Hacker, D. (2000) A Pocket Style Manual. Boston: Bedford/St. Martins - or equivalent pocket manual on writing.*
"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: flash drive (memory stick) with synchronization & bibliographic software. (For more info see http:// www.cct.umb.edu/competencies.html)
Recommended as a guides to writing: Daniel et al., Kanar & Conlin (on Electronic course reserves) (path: Electronic reserves and Course Materials | select crcrth698, enter password provided by instructor)
* For a more detailed 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).
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
c. Prepared participation in class meetings (=13 items)
d. Minimum of two in-office or phone conferences on your projects, one before class 5, the other before class 10 (= 2 items)
e. Competency list and research organization perused mid-semester & end, with changes made in response to comments at mid-semester (=2 items) (e.g., Journal/workbook, organized system to store handouts and loose research materials, copy of system of folders/files from your computer)
f. Work with another student commenting on each other's draft report
g. Assignment Check-list maintained by student and submitted in time to resolve discrepancies (by week 11 or 12, no later)
h. End-of-semester Process Review
Extra participation items
i. 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)
j. Volunteering to have your work discussed in front of class for certain assignments
k. Supply address label, stamps, and box to post research materials back to you (= 1 item subtracted if not completed)
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)
- A sequence of assignments paced more or less as in syllabus (and revisions timely),
- often revised thoroughly and with new thinking in response to comments.
- Project innovative, and
- 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 and building class as learning community.
- Consistent work outside class as evidenced in journal/workbook
- Process Review and 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 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 30 Sept. '06
SCHEDULE of CLASSES and PREPARATION
Schedule in overview
Class 1 (9/11) Getting oriented, orienting oneself: a. The course as a process; b. Initial ideas about individual projects
Class 2 (9/18) Initial sources of information and informants
Class 3 (9/25) a. Models of engagement; b. Organizing and processing research materials
Class 4 (10/2) Initial formulations -> Governing Question
No class 10/9
Class 5 (10/16) Design of Research and Engagement Process
Class 6 (10/23) Interviewing
Class 7 (10/30) Preparation for Public Presentations on Work-in-Progress
Class 8 (11/6) Practice Presentations on Work-in-Progress
Class 9 (11/13) Presentations on Work-in-Progress, open to Public
Class 10 (11/20) Getting and Using Feedback on Writing
Class 11 (11/27) Direct Writing & Quick Revising
Class 12 (12/4) Peer commenting on drafts
Class 13 (12/11) Taking Stock of the Course: Where to go from here?
Week starting 12/18: First meeting for Spring Synthesis students (Time TBA)
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 (9/11)
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, Barbara DiTullio, 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 Governing question (a.k.a. Thesis or Controlling or Researchable question) and paragraph description of proposed project, and reports to the group)
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."
Meet in 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 scholarly articles (i.e., ones having extended bibliographies) that review the range of things that others have said and done, or discuss the state of some active controversy
Class 3 (9/25)
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)
Share ideas about and practice organizing and processing research materials (recoding ideas on research organization worksheet)
Organizing one's Computer
Note-taking and summarizing
Annotating a bibliography and refining your researchable Question
Class 4 (10/2)
Initial formulations -> Governing 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 Governing 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 10/9, 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."
Class 5 (10/16)
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 (10/23)
Interviewing
See Phase F. Direct information, models & experience; Goal: "I have gained direct information, models, and experience not readily available from other sources."
Tips on interviewing
Getting people to speak about/explain what they usually don't; dealing with experts; effective questions. (5 question activity)
Prepare interview guide and practice interviewing
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."
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 (11/6)
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 (11/13)
Presentations on Work-in-Progress, open to Public(Phase G cont.)
Scott Goddess, Adolescents with ADD in transition
Jane Lachance, Once upon a time: Using stories in my health practice
Elizabeth Naylor, Ordinary inspiration
David Frias, Urban redevelopment: Is there another way?
Gretchen Heath, Cultural change in nursing homes
Sheryl Savage, Developing a program to add humor to an organization's culture to enhance creativity and change
Elliot Frank, Parallel biology curriculum on metacognition
Marie McIlwrath, Teaching critical thinking and sociocultural perspectives
Julie Barrett, Using visual tools to improve student advising at an arts college
Kit Irwin, Writers' dreams and point of view
Marnie Jain Creating art that entices people into interaction