692-08Notes

Processes of Research and Engagement
=NOTES ON TEACHING/LEARNING INTERACTIONS=

including > guidelines for written assignments & presentations >> in the form of links to relevant sections of Phases of Research and Engagement > guidelines for participation and contribution to the class process > other processes used in the course Refer also to > [|Links to examples of previous students' work] (%) for each phase and supplementary items; and > [|Assessment & Timing of Assignments and Tasks], including: >> Requirements, Due Dates, and Grading >> Pacing and Preparing the Assignments and Other Tasks. > //% This semester students will be asked to help identify the most helpful examples to be linked to these notes and the phases wikipages for future classes. Supplementary items will also be incorporated into or linked to the wiki as we go through the process this time.//

> //**If you are reading a printed version of this, visit the actual wikipage, http://cct.wikispaces.com/692-08Notes, for live links.**// 

Options for the course project
> * a Literature Review of what other people have written or done in the area you intend for your Synthesis or other Research Project > * a Grant, Research or Project Proposal > * short versions of the options for the CCT Synthesis Project, namely, >> Long essay/paper >> Case Study/Practitioner's Narratives >> Curriculum Unit/ Professional Development Workshop Series >> Original Products (with documentation) >> Arts Option (Performance) (also with documentation) 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.

Stages of development of project
The project should not be seen as producing a "term paper," but as a process of development that involves: > dialogue with the instructor and other students; > ongoing self-assessment; and > 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). If you submit an initial version of the assignment on the due date, the instructor's responses will be designed to help you move towards the goal of the relevant phase and move your project along. If you get behind, don't submit a stack of work all at once—the intended learning rarely happens without time for comments and then 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.

At least 7 of the assignments should be revised and resubmitted promptly in response to instructor's comments until "OK/RNR" (=OK, Reflection-Revision-Resubmission not Required) is received. If you change your project, redo the earlier assignments as quickly as possible. Public work-in-progress presentation is also required (= revision of practice work-in-progress presentation). Revision in response to comments on a complete draft report (H) is required before submission of final report. I sometimes request revise and resubmit on complete drafts before submission of final report and sometimes even 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.

Assignments
> //**If you are reading a printed version of this, you can find the guidelines for any written assignment within the corresponding Phase, e.g., Phase A for assignment A, Governing question and initial single-paragraph overview.**// A. Governing question and initial single-paragraph overview of your project. > Build on your initial thinking in session 1 and bibliographic searching in session 2. > This overview may, several revisions later, end up setting the scene in the introduction of your project. Previous semesters’ projects are available for viewing through a [|password-protected link to the course website].

B1. Sense-making digestion of relevant article B2. Review or controversy article w/ paragraph OR Report on conversation with initial informant. B3. Annotated bibliography of reading completed or planned. C. Revised map (incl. updated governing question). D. Summarize the different sub-arguments for your topic E. Research & engagement design B4. Updated Annotated bibliography F1. Interview guide G1. Presentation on Work-in-Progress > Communicate with the instructor about your audiovisual needs (overhead projector, computer projector for powerpoint, etc.), the supplies you need (e.g., blank overhead sheets, pens, photocopying onto overhead transparencies, etc.), and your title for publicity. F2. Brief written report on i/view, part. obs., or workshop (say, 200-400 words) G2. Narrative Outline H. Report > 2250-4500 words, plus bibliography of references cited. >> If the report presents an activity for a class, organization, or your own personal development, you may have fewer words for the same number of pages, i.e., 10-20. > For the report to be counted as final, you must have revised in response to comments from instructor and peers on a **complete** draft. Allow time for the additional investigation and thinking that may be entailed. >> To count as complete, a draft must get to the end, even if some sections along the way are only sketches. J. Final self-assessment of your work in relation to goals of the different phases of research and engagement.  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 Governing 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.



Participation and contribution to the class process
a. Building learning community Prepared participation and punctual attendance at class meetings are 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 80% of participation items in other ways (b-i) and catch up with out-of-class work. Cell phone calls during class & lateness: two allowed then count as –1 participation. See also: > pointers on class preparation and participation and > good [|etiquette for email].

b. Syllabus treasure-hunt This exercise acquaints you with the different dimensions of the syllabus, requirements, and on-line materials.

c. Conferences in-office or phone, for discussion of comments on assignments (see Dialogue around written work), the overall direction of your project, your workbook and research organization, and the course as a whole. They are important to ensure 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, taking stock, and getting a recharge. Minimum of two conferences--one before "session 5", the other before session 11.

d. Research workbook and organization 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. This will be perused during conference before session 5 and again during session 12 or 13, checking for changes made in response to comments. Changes should be made in response to early- and 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 freewriting and thoughts that arise away from the computer. I encourage those of you who find it hard to make space for reflection to stay 10 minutes after class and write while your thoughts are fresh.  e. Mid-semester self-assessment of the gap between where you are and where you'd like to be, with respect to your > Project >> Print out, fill in, and keep a copy for yourself. > [|Research competencies] >> Print out and use the left margin to take stock of what you already do well and what your priorities are for next steps. > Research organization >> Extract and complete worksheet from the wikipage and append the following information: >>> Organization of your computer files (be as specific as possible in listing the directory/folder structure you're using). >>> Organization of your paper files (be as specific as possible in listing the sections you're dividing your material into & how you're using any other notebook etc.).

f. Peer commentaries on other students' assignments. Five times during the semester, at the end of class, pick up a submission from another student (from the "Comment on This!" folder) and give them comments at or before the next session. Include your comments in your workbook. 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, Writing with Power, chapters 3 & 13 and [|Varieties of responses] in mind when you decide what approaches to commenting you ask for as a writer and what to 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.

g. Assignment check-list ([|Downloadable]) Please keep track yourself of your assignments and revisions submitted and when they are returned marked OK/RNR (=revision & resubmission not requested). If you miss the due date for initial submission ask for an extension or skip the assignment/item—the intended learning rarely happens if you submit a stack of late work all at once. Show me the checklist in time to resolve discrepancies (in session 12 or 13, no later). 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 revised and resubmitted 1/2 of the assignments and fulfilled 2/3 of the participation items to date.

h. Extra, optional item: Briefing on topics about the process or mechanics of research and engagement For this item select a topic on which to prepare a summary (2-4 pages) in written form that gives other students in this and future classes 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 linked to course website (http://www.faculty.umb.edu/pjt/briefings-TOC.html) or meet with me to get initial suggested resources. It's OK to revise/refresh/update a previous briefing. 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. (Draft due by session 7)

i. Extra, optional item: Volunteering to have your work discussed in front of session for certain assignments, session 4, 6, 9, 11. See sign-up sheet.



Other Processes in the Course
Submission of Writing in a Professional and Instructor-friendly manner

Triplicate copies Students should submit **three** copies of all typed assignments: one to be commented on by a peer; one that I give you one back with my comments so you have it when you read them; and one that I keep (with a carbon copy of my comments) in a portfolio that I can refer back to.)

Dialogue around written work

Rationale for the Assessment system The different assignments are commented on then "graded" either OK or revise & resubmit. An automatic B+ is awarded for 80% (approx.) of written assignments OK/RNR and participation items fulfilled. The rationale for this system is to keep the focus of our teaching/learning interactions on your developing through the semester. It allows more space for students and instructor to appreciate and learn from what each other is saying and thinking. My goal is to work with everyone to achieve the 80% satisfactory completion level. Students who progress steadily towards that goal during the semester usually end up producing work that meets the criteria in the syllabus for a higher grade than a B+. Use the [|Assignment Check-list] to keep track of your own progress. To gauge whether you are on track for at least a B+, simply note whether you have revised and resubmitted 1/2 of the assignments and fulfilled 2/3 of the participation items to date. If you are behind do NOT hide and do NOT end the semester without a completion contract. You are free to do revise and resubmit more than 50% 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 needed to get clear and comfortable with this system.

Learning Community, including activities for self-affirming learning, email group/list and discussion about the group as a support & coaching structure Individually and as a group, you already know a lot about research and engagement. If this knowledge is elicited and affirmed, you are more able to learn from others. Activities such as guided freewriting bring to the surface insights that you were not able, at first, to acknowledge. Over the course of the semester, you are encouraged to recognize that there is insight in every response and share the not-yet-stable aspects of your thinking. The trust required takes time to establish. The email group or list (i.e., emails sent to cct692@googlegroups.com) can be used to help the community develop (although it often ends up used mostly for logistics, e.g., such and such a link is broken on a webpage or wiki). An open question, that is, one always worth discussing is: 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?  Previous classes have contributed to a [|survey] and practical vision cardstorming process on this question. (See compilation of responses [|2003], [|2002], [|2001] and results of cardstorming on the peer support surveys [|2003], [|2005].)

Taking stock with the aim of: > a) feeding into your future learning (and other work), you take stock of your process(es) over the semester; > b) feeding into my future teaching (and future learning about how students learn), I take stock of how you, the students, have been learning. Some of session 8 involves discussion of the Mid-semester self-assessment, and the whole of the last class is devoted to multiple ways of "taking stock."

Through the mid-semester self-assessment and the support survey, I also encourage students to approach this course as a work-in-progress. Instead of harboring criticisms to submit after the fact, we can find opportunities to affirm what is working well and suggest directions for further development. Throughout the semester please make suggestions about changes and additions to the course activities and materials. Also email me addresses of valuable websites with a brief explanation (1-2 sentences) of their value. Support me as I experiment in developing this course (see [|"Teacher-research on CCT698 in Fall 1999"]). Open question: What is the means of best presenting the group's work to the wider public, and of supporting each other in doing so?