NOTES ON TEACHING/LEARNING INTERACTIONS

including rationale of course requirements

CCT692, Processes of Research and Engagement

Peter Taylor, Critical & Creative Thinking Program

 

RATIONALE OF COURSE REQUIREMENTS

(see PHASES OF RESEARCH & ENGAGEMENT for more details on assignments and other tasks)

 

a & b.  Stages of development for course project

The course project should not be seen as a "term paper," but as a process of development that involves i) dialogue with the instructor (see below) and other students; ii) ongoing self-assessment (see below); and iii) revision (re-seeing) in light of that dialogue.  To facilitate that process, a sequence of assignments is required.  You are welcome to propose alternative assignments for the various phases (see additional note on Accommodating different kinds of students, below).  The goals of each stage are described in Phases of Research and Engagement.  See also Annotated examples of previous students' assignments.  If you get behind, don't submit a stack of work all at once—the intended learning rarely happens without time for my comments and your responses.  In any case, if you want to make progress that you'll be proud of, don't get far behind and then try to fast forward to the final report.  See also additional notes on Written submissions (below).

 

Dialogue around written work

I try to create a dialogue with each student around written work, that is, around your writing, my responses, and your responses in turn.  Central to this teaching/learning interaction are requests to "Revise and Resubmit." The idea is not that you make changes to please me the teacher or to meet some unstated standard, but that as a writer you use the eye of others to develop your own thinking and make it work better on readers.  I may continue to request revision when I judge that the interaction can still yield significant learning.  Such a request does not mean your (re)submission was "bad"—even when the first submissions of written assignments are excellent, angles for learning through dialogue are always opened up.

 

In my comments I try to capture where the writer was taking me and make suggestions for how to clarify and extend the impact on readers of what was written.  After letting my comments sink in, you may conclude that I have missed the point.  In this case, my misreading should stimulate you to revise so as to help readers avoid mistaking the intended point.  If you do not understand the directions I saw in your work or those I suggest for the revision, a face-to-face or phone conversation is the obvious next step—written comments have definite limitations when writers and readers want to appreciate and learn from what each other is saying and thinking.  Please talk to me immediately if you do not see how you are benefiting from the "Revise and resubmit" process.  I am still learning how to engage students in this in ways that take into account your various backgrounds and dispositions and my own.

 

Students should submit two copies of each assignment because I keep one copy plus a carbon copy of my comments to refer back to.  I return the other copy so you have it when you read my comments.

 

Self-assessment with respect to Goals of Research and Engagement (download onto your computer from http:// www.faculty.umb.edu/peter_taylor/698goals.doc)

There are two sets of goals:

a) One set related to the phases you move through to produce a product (see Phases of Research and Engagement); and

b) A second set related to the your developing as a reflective practitioner, including taking initiative in or through relationships.  This last phrase emerged from a survey and discussion during the fall 1999 course.  It refers to the challenge students face in taking themselves seriously as lifelong learners: "[you need to] take initiative in building horizontal relationships, in negotiating power/standards, in acknowledging that affect is involved in what you're doing and not doing (and in how others respond to that), in clearing away distractions from other sources (present & past) so you can be here now" (a report on this survey and discussion can be viewed at http:// www.faculty.umb.edu/peter_taylor/citreport.html).

 

The Self-assessment is required with your final project.  It is also useful to submit the latest version of this with each assignment.  If there are discrepancies between my assessment and what you record, I will note this in my comments on the assignment or self-assessment.  We can discuss the discrepancies and try to come to a shared understanding about them.

 

c.  Prepared participation and attendance at class meetings is expected, but allowance is made for other priorities in your life.  I do not require you to give excuses for absence, lateness, or lack of preparation.  Simply make up the 15 participation items in other ways (see c-j below) and catch up with out-of-class work.  Cell phone calls during class & lateness: two allowed then count as –1 participation

(More pointers about Preparation and Participation are included at the end.)

 

d.  Conferences are required for discussion on projects and comments on assignments (see Dialogue around written work, above), timely resolution of misunderstandings, and a chance to open up significant issues about one's relationship to audience and influencing others.  If you are falling behind, conferences are especially important for checking in and taking stock.

 

e. Research organization perused by mid-semester & end (e.g., Journal/workbook, organized system to store handouts and loose research materials, copy of system of folders/files from your computer, system for backup).  Changes should be made in response to mid-semester comments.  Nobody has time not to be organized!  If you do much of your work on a computer, I still recommend carrying a notebook for free-writing and thoughts that arise away from the computer.  I encourage those of you who find it hard to make space for journaling/reflection to stay 10 minutes after class and write while your thoughts are fresh.

 

f.  Work with another student commenting on each other's draft reports.  One component of taking initiative in or through relationships is sharing one's work at the same time as defining the kinds of response you need at that point.  Keep Elbow's "Summary of kinds of responses" (handout) and Elbow, Writing with Power, chapters 3 & 13 in mind when you decide what approaches to commenting you ask for as a writer and use as a commentator.  In the past I made lots of specific suggestions for clarification and change in the margins, but in my experience, such suggestions led only a minority of students beyond touching up into re-thinking and revising their ideas and writing.  On the other hand, I believe that all writers value comments that reassure them that they have been listened to and their voice, however uncertain, has been heard.

Send me a copy by email of comments you make out of class on a draft and/or include these in your workbook. 

 

g.  Assignment Check-list (downloadable) to keep track of your assignments and revisions submitted and when they are returned marked OK/RNR.  Submit week 11 or 12 so I can alert you to discrepancies.  Two aspects of taking initiative in or through relationships are i) not to rely on the instructor to remind you of what you have not completed; and ii) making your choices strategically in light of your other commitments.  Using the Assignment Check-list to keep track of your own progress helps keep interactions with the instructor focused on your project, not on grades.  To gauge whether you are on track for at least a B+, note whether you have submitted 2/3 of the assignments by the target dates marked and fulfilled 3/4 of the participation items.

 

Extra participation items

h.  Briefing on research and engagement issues (=2 items).  For this item select a topic on which to prepare a summary (2-4 pages) in written form that gives other students a quick start when they face that topic.  These briefings are intended to provide or point to key resources= key concepts, issues and debates, lesson plans, web sites and bibliographic references, annotations on and quotes or paraphrases from those references, informants/contacts on and off campus, relevant workshops, etc.  Imagine as your audience peers who you can interest in your topic, but who do not want to start from scratch in finding key resources on this topic and learning how to think about it.  To begin preparing their briefings, students view previous versions included throughout course packet and linked to course website or meet with me to get initial suggested resources.  It's OK to revise/refresh/update a previous briefing (linked to course website).

The briefing assignment addresses the goal of students becoming better able to fulfill the needs of your school, community or organization, address the information explosion, adapt to social changes, and collaborate with others to these ends.

 

i. Volunteer to have your work discussed in front of class for certain assignments – see sign-up sheet.

 

j.  Journal/workbook collected within one week of submission (with final report) OR submit postal box/envelope, stamps and address label.  You devalue the process if you do not treat your work materials as something you want to have to refer to after the course, so if you donÕt do this I subtract one participation item.

 

 

ADDITIONAL NOTES

Rationale for the Assessment system

The rationale for grading the different assignments simply OK or R&R (revise & resubmit) and granting an automatic B+ for 9 assignments satisfactorily completed* is to keep the focus on your developing through the semester.  It allows more space for the student and instructor to appreciate and learn from what each other is saying and thinking (see "Dialogue..." above).  My goal is to work with everyone to achieve the satisfactory completion level.  Students who progress steadily towards that goal during the semester usually end up producing work that meets the criteria for a higher grade than a B+ (see rubric in syllabus).  You are free to do more than 9 of the assignments and fulfill more than 80% of the participation items, but it does not hurt your grade to choose strategically to miss some in light of your other work and life happenings.  Ask for clarification if you need this to get clear and comfortable with this system.

 

* Satisfactory completion for written assignments means you must submit the assignment, revise in response to comments, and resubmit it promptly until marked OK/RNR, which stands for "OK, Reflection-revision-resubmission Not Requested."  If you change your project, redo the earlier assignments as quickly as possible.  For the final report to be OK/RNR, you must have revised in response to comments on the draft.  I sometimes request revise and resubmit on final reports.  If not enough time is left for revisions, I submit an incomplete grade.  Only if you specifically ask me, do I calculate and submit a final grade without an OK/RNR for the report.

 

Accommodating different kinds of students

This course aims to accommodate students of various skills and experience, so you need to assess what kind of student you are and let me know how you plan to approach class activities and assignments.  Be prepared to revise your assessment as the semester unfolds.

 

If you are experienced in extended research projects, adjust the sequence and make-up of assignments to suit your project and your style of research and writing.  Use the course as an opportunity to make sense of what you have done (or regret not having done) and practice teaching others during class.  Provisos: Keep me informed about what you're doing; take note of the goals of the phases (e.g., many people are able to compile a bibliography, but an annotated bibliography is different—it disciplines your to check that the readings relate to your Researchable Question), experiment with new tools, and be open to surprises.

 

If you are experienced in term paper research projects and confident about extending that to semester-long project without cramming in work at the end of the semester, the explicit phases/goals should help you meet the challenge of not cramming work in at the end of the semester.  Consult with me about adjusting the sequence and make-up of assignments to suit your project and style of research and writing.

 

If you are experienced in term paper research projects, but liable in a semester-long project to cram work in at the end of the semester, I recommend for this semester taking the role of someone looking for more experience, structure and tools re: research, writing, and forms of engagement.

 

Open question: By what means can the group function as a support & coaching structure to get most students to finish their reports by the end of the semester?  This is the topic of my ongoing teacher-research in this course.

Written submissions

 

The following General Expectations apply:

Two copies of all assignments must be turned in during class typed on standard 8.5" x 11" paper, using at least 1" margins, a standard 10- or 12-point font such as Times New Roman or Helvetica, and (preferably) one and half line spacing.  Do not submit work by email unless requested in the syllabus or specifically arranged with the instructor.  Before attaching work to send by email, you MUST rename your file so it begins with 698 or 692 then your initials.

Your name, course number, assignment number, and date of writing or revising must appear on the first page at the top right. Subsequent pages must contain your name and the page number.  Do not use a cover page.

Proofread your work for spelling, grammar, punctuation, and coherence of paragraphs.  (Each paragraph should have one clear topic that is supported and/or developed by what is in it.)  If writing

is difficult for you, arrange assistance from a fellow student, the Graduate writing center (S-1-03, 287-5708), or a professional editor -- do not expect the instructor to be your writing teacher.

Recommended:

- as guides to writing and revising: Elbow, Writing with Power; Daniel, et al. Take Charge of Your Writing; Kanar, "Improving your paragraph skills"; Conlin, "The basics of writing" (all on electronic reserve).

- as a guide on technical matters of writing scholarly papers: Turabian, A Manual For Writers (in library's reference section).

 

Preparation and Participation—Pointers

¥ Proceed through the phases, redirecting your remaining research efforts according to what emerges, and pursue the goals corresponding to the phases.

¥ If you get behind, ask for an extension or skip the assignment/item—it defeats the learning goals to submit a stack of late work.

¥ Stay in touch with me about what's going on—or not going on.

¥ Work on your project outside class steadily, i.e., every week, throughout semester, for 5-7 hours.  Preferably, set aside clear block(s) of time to do this.

¥ Bring workbooks to every class to do in class assignments.  Bring a ballpoint pen to make a clear carbon copy when requested.

¥ Aim to take your investigations beyond a library research paper.  When you find yourselves out of your technical depth, you will need to ask for assistance and guidance.

¥ Read guidelines and rationales for assignments given above and in Phases of Research and Engagement.  The class meeting times are too short to explain everything.

¥ Keep an eye on assignment target dates and other tasks ahead so you give yourself time to prepare.

¥ Do assignments on a wordprocessor so you can revise them readily.  Resubmit assignments when requested, responding to comments from me and sometimes from other students.  Submit assignments  close to target dates and revisions by requested date.  Submit a note whenever you don't re/submit an assignment on the due date, answering these questions: Are you still interested in your project?  When you plan to do the assignment/revision, or what are you doing instead?

¥ Begin outlining and drafting your report by early November, which leaves time for the revision process to clarify what research still is needed.

¥ Engage with other students to clarify your own projects, ideas and arguments; to learn about each other's projects; and to help each other by acting as constructively critical reviewers of those projects.

¥ Don't think about doing assignments as something to please the instructor—to jump through my hoops.  Everything has to work for your projects.  When you submit to me it's mostly to get comments to keep you thinking and moving along; secondarily to pace you; only thirdly for the grade.

¥ Use email attachments only if we've pre-arranged this, because I prefer to comment on printed copies of assignments.

¥ Submit two copies of all typed assignments because I usually supply comments on a separate sheet and retrun one copy which yu then have on hand as you read the comments.

¥ If I make notes in the margins, include the previous version when you submit revisions.  (I keep carbon copies of my comments, so you do not need to include your copy of these.)

¥ Revise and resubmit promptly—the yield for your learning is lower if you are no longer thinking about what you were at the time you wrote.

 ¥ Read chapters 3 and 13 of Peter Elbow's Writing With Power for a wealth of insight about the processes of sharing written work and revising with feedback.  See also Elbow's SUMMARY OF KINDS OF RESPONSES (handout).  The course web portal has links to some Notes on writing and revising, including Freewriting suggestions.

 ¥ I encourage you to arrange pair peer sharing and commenting according to whatever terms you suit you both.  This will enable you to expand the kinds of readers to whom you are responding and to avoid a common trap, that is, writing as if the reader is the professor who knows enough about your thinking to fill in what isn't clear.

 ¥ In addition to dialogue around comments, making notes on readings and the annotated bibliography assignment ask for an active dialogue with others who are not physically present.  Such dialogue helps you to think deeply about ways that the information you are reading, listening to, or writing about connects with and perhaps alters your course project and your work more generally.

 

The limited class meeting time means that we have to a) use the time efficiently, and b) keep lines of communication open out of class.  The following practices should help:

¥ Check-ins and check-outs at start and end of class, in which you hear yourself and hear others say what's been going on for them.

¥ Email or call me during the week if the instructions need clarification , etc., especially when others might share your concern.  I check voicemail and email daily.  If you have a problem that other students may share or a general comment send the message to cct692@googlegroups.com.

¥ Arrange to have time on campus when you can do library research for your projects and consult with me during office hours.  For people who have arranged a back-to-back class schedule, this will probably mean visiting campus on another day as well as the day of classes.

¥ We'll start class on time.  Latecomers should quietly but firmly join us—don't take a seat at the back or off to the side.

¥ Build relations with your classmates—a lot of learning and opportunities for clarification can happen when you talk and share work with peers.  This will also allow you to find out what happened if you miss a class, and so you'll be able to prepare and participate actively in subsequent classes.  The break mid-class, for which we take turns providing light refreshments (see sign-up place on the wiki), is a good opportunity for connecting with others.

¥ Drop off and collect written work on your own from my in/out trays before you leave class.  This gives me more time to set up the class and talk with students before and after class.

¥ If you are not ready to submit an assignment or revision on the due date, submit a note about when you plan to do so.  I am flexible about extensions, but I need to know that you are keeping track of your work, not simply falling and feeling behind.  Be responsible about course involvement—don't wait for me to check in with you.

¥ Give yourself a chance to digest comments on your assignments, and don't try to squeeze in a discussion on them when we're in a rush or otherwise distracted.  Instead, use office hours, phone calls, and email (see details below).

¥ Later in the semester, when you're concentrating on your own projects, you might establish a daily check-in with a live or phone buddy to ensure that you're doing what is essential and not simply doing what has accumulated on your list of things to do.  And to help you balance the divergent and convergent aspects of the research and writing process.

¥ Observe good etiquette for email (see http://www.faculty.umb.edu/peter_taylor/eetiquette.html).