Capstone Course
The Synthesis Seminar, CCT694, provides a framework for completion of your capstone experience, a synthesis or thesis project, in which you synthesize previous theory and practice and extend your learning in your chosen area of interest. All Capstone Projects must demonstrate knowledge and integration of critical and creative thinking skills, processes and strategies. There are many specific options for these projects, listed below, from the development of a traditional theoretical paper to a curriculum or professional development series, to the creation of a Web Page.
There are two required pre-capstone courses, CCT693 and CCT698. CCT698 must be completed before you undertake the Thesis or Synthesis project. With permission of the Faculty Advisor, CCT693 may be taken at the same time as CCT694.
New Portfolio option (approved by CCT Faculty, 3/25/02): Students may combine a practitioner's narrative related to your development during your CCT's studies (option 2b) with a reduced length version of any of the other options. The practitioner's narrative "is an occasion for the writer to think deeply about his/her own practiceÑits origin, dynamic nature, influences, commitments, and future directionsÑto yield useful insights and discoveries." The recommended way to undertake this kind of practitioner's narrative is to prepare a "process review portfolio" consisting of exhibits with one-page annotations and an overall introduction, afterword, and a paragraph overview (to be included with your synthesis abstract). These exhibits should be selected to convey your process of development during your studies, not only your best work or your final products. For this option ot be meaningful, you should save material for exhibits all through your studies. More details
Notes in Preparation for Synthesis Project
(Handouts and forms related to Synthesis projects)
* The Synthesis project should begin well before the synthesis seminar
semester. During the semester before the synthesis seminar semester, either a
semester of thesis research/independent study or the
Practicum should be taken. The deadlines for writing the
synthesis product make it next to impossible to do any new research during the
synthesis seminar semester, beyond what is needed to complete the literature
review and subsequent write-up. The time between semesters should also be
used to complete research prior to the synthesis seminar.
* The main advisor for the synthesis project will be the instructor for the syntheis seminar. If the instructor is not a specialist in your area of interest, the other reader(s) should be so they
can assist you in identifying and addressing the relevant literature.
* A proposal for the synthesis project should be presented to the adviser and
reader(s) by the latest at the start of the synthesis semester, but ideally by
the end of the previous semester.
* Given the tight deadlines for writing during the synthesis semester and
the teaching and advising load of faculty members, you should not rely on readers to do
detailed copy-editing on your writing. That relationship between student and
reader usually gets in the way of dialogue around the content and overall
organization of your synthesis. Assistance from some outside party, skilled in
copy-editing, should be arranged, even if it costs some money.
Capstone Options
The CCT Program offers two kinds of capstone projects for synthesizing and extending
Program learning: the Synthesis Project and the Thesis.
The Synthesis Project
Synthesis students take CRCRTH 694 (Synthesis of Theory and Practice), a seminar through which participants review and reflect on the integration into their professional lives of critical and creative thinking skills and strategies. It offers each participant the opportunity to demonstrate mastery of competencies and skills appropriate and relevant to their disciplines. This demonstration has two parts: a written essay and an oral presentation.
The synthesis project essay is expected to be 4500-9000 words (20-40 pages) and incorporate an appropriate theoretical framework and references to relevant scholarly work in its field. The 30- to 60-minute oral presentation is given before fellow students, members of the CCT faculty, and the wider public in the final weeks of the Synthesis Seminar. Both the essay and the oral presentation are evaluated by at least two members of the CCT or affiliated faculty.
Guidelines for Syntheses (word file)
Synthesis Project Options:
1. A Position Paper addressing a question or set of questions through review and critique of the appropriate literatures, and concluding with a set of recommendations or reframed/reinterpreted questions. (E.g., How is transfer of learning currently understood? How can
transfer of learning be facilitated in middle school math classes?) Students are encouraged to write the essay as a publishable article for a specific professional journal.
2a. A Practitioner's Narrative in which teachers or other practitioners describe and reflect on the implementation of a change process in their setting. Including an account of initiatives, consequences, obstacles, problem solving, and project redesign, as well as reflections on the change process itself.
2b. A Practitioner's Narrative in which the reflective narrative is not focused on a particular event or change but is an occasion for the writers to think deeply about their own practiceÑits origin, dynamic nature, influences, commitments, and future directionsÑto yield useful insights and discoveries.
3. An 18-20 lesson Curriculum unit or Professional Development Workshop Series reflecting the integration of recommendations from the CCT Program, including a rationale of its design and structure, detailed plans, and assessment procedures.
4. A set of Original Curriculum Materials; the accompanying paper explains how and why the materials were developed, what need they meet, and specifically how they are to be used for instruction and assessment.
5. A set of Curriculum materials in another form (e.g. software) supported by an essay as in (4).
6. A Video case study in 5 to 8 scenes designed to promote reflective dialogue and analysis of how the teacher/ leader functions; focusing on some aspects of teaching for thinking, and presenting reflections by the subject themselves and two others (for example, a student, colleague, parent).
(The video might be used in CCT classes to provoke more subtle discussions of practice.)
The video case study is to be accompanied by a supporting essay.
7. An Arts option, comprising a work of literature or a video piece; the accompanying essay describes the work's evolution, and locates it in an appropriate theoretical framework.
7a. Literature or visual product -- a piece of
fiction, poetry or drama of appropriate scope (e.g. a one act play, a poetry
chapbook, a short story or 2-3 short, shorts) polished and publication ready.
7b. A Video Enactment -- a vignette, extended
dramatic monologue, poetry reading, dance, musical performance, recorded
(edited) with reasonable professionalism.
Thesis
Thesis students take CRCRTH 699 (Thesis Research) (or CRCRTH694 if CRCRTH699 is not offered). The thesis provides an opportunity for the student to integrate and synthesize the knowledge and skills gained in the program into a significant work.
The Thesis can be undertaken by those students who prepare
an acceptable--clear, thoroughly researched and well-written--Thesis Proposal
(10 - 15 pages). The Thesis Proposal should demonstrate the student's ability
to work independently, to research a topic of interest and write a clear,
coherent, well-supported literature review using the conventions of academic
writing.
The recommended procedures for writing a successful Thesis Proposal are as
follows:
A. Consult briefly with the CCT faculty member who is most expert in the topic
you wish to pursue and identify the appropriate thesis option.
B. Working independently and steadily, research your topic until you have a
sufficient understanding of the relevant issues and "expert opinions" to allow
you to write a conceptual paper on the topic.
C. Write the thesis proposal identifying your proposed work, the manner in
which you will undertake it, and its relationship to current thinking in the
field, being guided by the appropriate Thesis Proposal Form.
D. Let the proposal "sit" while you research any area that your writing
identified as needing more work.
E. Revise your proposal being guided by the appropriate Thesis Proposal Form.
F. Share it with a peer to get editorial help.
G. Polish your proposal and submit it to the CCT Faculty Advisor with whom you will
identify appropriate Thesis Committee members to oversee subsequent work upon
the thesis proposal's evaluation and acceptance.
Thesis Options
1. The Traditional thesis is intended for the MA candidate who plans to proceed to a doctoral program or who chooses to work within the standard thesis format. The three traditional thesis choices are
a. An empirical study of a critical and creative thinking intervention.
b. A thorough analysis and critique of an existing curriculum program or critical and creative thinking program.
c. A theoretical thesis on some major issue.
2. The Curriculum Development Thesis is intended for the MA candidate primarily concerned with the application of knowledge and skills to specific contexts and/or content areas. The curriculum focuses on the development of thinking skills for the selected population.
3. The Arts and Technology Thesis is intended for the MA candidate who seeks to make an original contribution to a specific field and to offer insightful reflection on the nature of the creative process. The original creative work may be undertaken in literature, music, the visual arts, or technological design. It is to be accompanied by a reflective essay on the evolution of the product which relates it to an appropriate theoretical framework.
updated: 5-27-02