University of Massachusetts at Boston

Graduate College of Education

Critical and Creative Thinking Program


Synthesis of Theory & Practice

CCT 694

Spring 2002 Syllabus


"I don't know what I think until I see what I said" E. M. Forster

Instructors:
Peter Taylor, Critical & Creative Thinking Program
peter.taylor@umb.edu; Phone: 617-287-7636
Wheatley 2nd flr 143.09 (near Counseling & School Psychology)
Office/phone call hours: M & Th 2-3.30, during class, or by arrangement (e.g., directly after class)
Email office hours: M & Th 7.30-9am

Nina Greenwald, Critical & Creative Thinking Program
ngreenwald@mediaone.net; Phone: 617-287-6523
Wheatley 2nd flr 142-03
Office/phone call hours: Tu & Th 1.30-3.30
Class Time: Th 4-6.30
Classroom: M-2-628S
General email: Emails sent to cct694@umbmap.cc.umb.edu will go to all students in the course.
Course website: http://www.cct.umb.edu/synthforms.html (forms and handouts)

Course Overview

This "Capstone experience" is an opportunity for you to synthesize your practical and theoretical learning in Critical & Creative Thinking through a project in an area of your special interest. There are many specific options for the Synthesis project, from the development of a traditional theoretical paper to a curriculum or professional development series, to the creation of a web site. One component of each option is a 20-40 page (5000-10000 word) paper or "Synthesis." Through the meetings, activities, and tasks of the Synthesis seminar the instructor coaches you along towards completing the "Synthesis" and you get input and support from other students.

You should spend the summer or winter before the synthesis semester doing reading and research on your project in consultation with your advisor and other readers. Once the semester starts, each CCT694 class meeting will include a check-in on your progress, your buddy check-ins, and your concrete goals for the coming week. **You should be aiming for 6 pages or 1200-1500 words of new or revised material each week.** We will spend time on the theme for the week, which will include reviewing your work in light of the "phases of research and engagement" introduced in the Practicum course (CCT698). This review may lead you to revise what you thought was "finished," but openness to revision is one of the goals of reflective practitioners. In any case, the review of the different tools and practices of research and engagement will help prepare you to coach/teach/support students and/or colleagues. We will also spend time in student-instructor conferences and working with other students in "buddy" pairs or small groups. Students should bring a laptop and printouts of their latest work to class to facilitate writing and revising.

Outside class you will be submitting drafts to your advisor and other reader(s) and meeting with them according to schedules/sub-deadlines that you arrange. Your advisor should be the primary person with whom you work on conceptualizing the topic, identifying appropriate scope and approach, and revising drafts. If the seminar instructor is not your advisor or first reader, they will serve as a second reader. Allow two weeks for comments on what you submit to the the seminar instructors.
Given the teaching and advising load of faculty, you should not rely on your advisor or reader(s) to do detailed copy-editing of your writing. Moreover, a copy-editing relationship between student and teacher usually gets in the way of dialogue around the content and overall organization of your synthesis. Assistance from some outside party, skilled in manuscript-editing, should be arranged by each student. This is well worth the cost.

SECTIONS TO FOLLOW IN SYLLABUS

Requirements

1. The final Synthesis should be 20-40 pages (5000-10000 word), depending on the option selected, and ready for submission to the CCT Program following Graduate School Guidelines as distilled and illustrated in M. Liblanc's Guidelines for Preparation of a Synthesis, and handouts distributed from time to time (and linked to http://www.cct.umb.edu/synthforms.html).

Options for the Synthesis Project include:
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).
See the Graduate Bulletin and CCT Handbook for further description of these options. Theses and syntheses from previous years can be viewed in the Peter Taylor's Office (W-2-143-09). Abstracts can be viewed on CCT website (http://www.cct.umb.edu/abstracts-TOC.html).

As part of your Synthesis Project, the following are required:
1A. An Abstract of your synthesis, submitted in electronic form for inclusion on the CCT website and publication by the University. (Optionally, you can submit your complete synthesis in electronic form to be linked to the abstract on the website);
1Bi. A 30 minute Public Presentation based on your synthesis project; or
1Bii. A Run-through at the CCT in Practice Open House in the spring of activities and other group processes developed in your synthesis (up to 90 mins).

In addition, the Program requires:
2. A Self-Assessment, which centers on your Synthesis experience, but allows some room for you to review your CCT experience as a whole. A copy will be kept in your CCT file to help document the Program's effect on students.
This self-assessment asks you to reflect on the twenty goals listed at the end of the syllabus. After completing the self-assessment you will be able, with modest input from readers and course instructors, to determine your own grade.

Texts and Materials

Required:
Liblanc, M. and P. J. Taylor (2001). Guidelines for Preparation of a Synthesis: Critical and Creative Thinking Program. (xerox)
Recommended as guides to writing and revising:
Elbow, P. (1981). Writing with Power. New York: Oxford University Press.
Turabian, K. L. (1996). A Manual For Writers of Term papers, Theses, and Disertations. Chicago: University of Chicago Press.
American Psychological Association (2000). Publication Manual.

SCHEDULE OF CLASSES **


Class 0 (12/17/01)
Vision for your projects
Phase A. Overall vision; Goal: "I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose)."
Topics & Activities:
Free writing (Who do you want to convince? Of what? Why do you want to convince them of that? What obstacles do you see ahead?)
In class exercise: Controlling/Thesis question for project
Verbal report on scope of intended project
Establish initial buddy for winter break
Recommended tasks for phase A:
After class 0: Review Elbow, chaps. 1-3 & 13 on writing, freewriting, and sharing
For class 1: Submit revised project title and description (2 copies)
Other tasks:

Mid-December-> end of January
Set up tasks
Arrange advisor and other reader by 12/20 if you have not already done so.
Read and digest syllabus and requirements, etc.
Submit proposal (before you can be registered for the course)
Establish buddy and check-in schedule during break re: progress or lack thereof.
Read Part I of Synthesis Guidelines
Format template file for your synthesis chapters and practice other aspects of production (single spacing to double; link separate files; insert page breaks; page nos in right place; references in consistent style; eliminate most tabs and use ruler; lesson plans & workshop text as "figures") -- get peer assistance if need be
Supplement your sources of information and informants
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."
Phase F. Direct information, models & experience; Goal: "I have gained direct information, models, and experience not readily available from other sources."
Recommended tasks for phase B:
Establish/practice connection to www.lib.umb.edu and use of reference databases
Establish your system of recording references/citations
For class 2: Bibliography of reading completed or planned, formatted as for final synthesis.
Recommended tasks for phase F:
Write down your top 5 questions for which you haven't got answers from published literature and so would like someone to answer directly
Arrange interview or other observation; prepare your interview/observation guide; conduct interview/observation

Class 1 (1/31)
Checking your vision for the project
(Phase A continued)
Topics & Activities:
Verbal reports on progress during winter break
Peer exchange on project title, Thesis question and Paragraph overview of project (Checking that it's clear: Who do you want to convince (convey something to)? Of what? Why? Steps needed to do so. How will you set the stage for readers to understand why you have chosen this topic?)
Other tasks:
Arrange sub-deadlines with advisor and reader(s) & submit schedule in class 4. (See target dates later in syllabus.) Preferably meet with all parties at the one time.
Arrange essential reading list with reader and include in bibliography submitted in class 2.
Class 2 (2/7)
Supplement your sources of information and informants
(Phases B & F continued)
Topics & Activities:
Peer review on bibliography (Checking formatting and that it addresses and covers thesis Q.)
Peer assistance with library databases
Other tasks:
Read handouts on writing literature review. Plan your own strategies and the form in which you will demonstrate your knowledge of the literature.

Class 3 (2/14)
Clarifying your synthesis formulation, Thesis Question, and Component Arguments
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 Thesis Question."
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."
Topics & Activities:
Map-making and/or Summarizing the different sub-arguments for your topic and positions regarding each. Map or summary then probed by peers. Refine thesis Q. and separate key arguments from subordinate or dispensable ones.

Class 4 (2/21)
Design of Remaining Research and Writing
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."
Tasks:
Draft/update research & writing timetable in light of weeks 1-3, and/or
Strategic personal planning

**Target date for submission of draft introduction and review of literature: Feb. 28

Class 5 (2/28)
Preparation for Presentations on Work-in-Progress
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."
Topics & Activities:
Using preparation of visual aids to aid your on-going clarification of the structure of your overall argument
Tasks:
Before class 6: Practice presentation in front of classmates or other friends.
Inform instructors of A/V needs.

Class 6 (3/7)
Presentations on Work-in-Progress
(Phase G continued)
Topics & Activities (start at 4 -- no conferences this week):
Presentations to peers (15 minutes each student + 10 minutes discussion + 5 minutes stock-taking)
Class 7 (3/14)
Getting and Using Feedback on Writing
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."
Reread Elbow, p. 141 to end of chapter 13.
Topics & Activities:
Reverse outlining of drafted chapters--working on the development of each chapter, section, and paragraph, including their connection one to the next and to the whole of which they are a part

No class 3/21; but keep writing & revising

Class 8 (3/28)
Getting and Using Feedback on Writing
(Phase H continued)
Topics & Activities:
Conferences and peer sharing/editing sessions

**Target date for submission to readers of complete draft, April 4.

Class 9 (4/4)
"Concluding" synthesis by looking ahead to outreach and further directions
Phase I. Engagement with others; Goal: "I have facilitated new avenues of classroom, workplace, and public participation."
Topics & Activities:
Prepare and practice before classmates the opening 5-10 minutes of a workshop presentation, e.g., for Apr. 25 Open House
Sketch a final chapter on outreach and further directions to pursue

Class 10 (4/11)
Revision: "Now that I'm finished, I can see what I want to say"
(Phase H continued)
Topics & Activities:
Assessing whether the writing "GOSPs" (see Goal H)
Tools to problem-solve overall flow/sequencing within and among chapters, sections, paragraphs, e.g., SCAMPER
Peer sharing/editing

**Deadline for application to graduate with $100 commencement fee check, Apr 15.

Class 11 (4/18)
Finalization of Synthesis I
(Phase H continued)
Topics & Activities:
Writing Abstracts
Formatting review

Class 12 (4/25)
Public Presentations ("exit performance") as a mini-workshop for CCT in Practice Open House (4.30-9pm), place TBA.
(Phases H & I)
Topics & Activities:
Mini-workshop Presentations (45-90 minutes)
Class 13 (5/2)
a. Public Presentations to CCT and advisors
(Phase H continued)
Topics & Activities (start at 4pm this week):
Presentations
b. Finalization of Synthesis II
(Phase H continued)
Topics & Activities:
Proof-reading, including checking title page and other formal material

**Target date for submission of one copy of Synthesis on normal paper for checking and go-ahead by PT or NG to make archival copy: Monday May 6, 6.30pm

Class 14 (5/9)
a. Public Presentations to CCT and advisors
(Phase H continued)
Topics & Activities (start at 4pm this week):
Presentations
b. Taking Stock of the Course & Program: Where to go from here?
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."
Recommended tasks for phase J:
CCT evaluation process and GCOE course evaluation
Sharing ideas about Self-assessment

**Absolute deadline for submission of one copy of Synthesis on normal paper for checking and go-ahead by PT or NG to get signatures from advisors and readers and make archival copy: 5/20. If a student misses this deadline, graduation is deferred until August or December.
5/24 Deadline for: Self-assessment
Electronic version of abstract (on disk or by email attachment)
Submission of copies for binding this semester (one on archival paper, others as desired; with check & completed distribution/pickup arrangements form)

SUMMARY OF TASKS, TARGET DATES and DEADLINES**

Before 12/20 Arrange advisor and other reader if you have not already done so
Soon after 12/20 Submit proposal and get it approved.
Soon after 12/20 Establish buddy and check-in schedule during break re: progress.
For class 1 (1/31) Submit revised project title and revised description (2 copies)
For class 2 (2/7) Bibliography of reading completed or planned, formatted as for Synthesis
Before class 4 (2/21) Arrange sub-deadlines with advisor and reader & submit schedule in class 4.
2/28 Target date for completion of draft introduction and review of literature
Before class 6 (3/7) Practice presentation to classmates or other friends.
Class 6 (3/7) Work-in-progress Presentations to peers (15 minutes each student + 10 minutes discussion + 5 minutes stock-taking)
4/4 Target date for submission to readers of complete draft
4/15 Deadline for application to graduate with $100 check for commencement fee.
4/25 Mini-workshop Presentations as part of CCT in Practice Open House, 4.30-9
5/2, 5/9 Other Presentations on Synthesis Projects to CCT Forum
5/6 Target date for submission of one copy of Synthesis on normal paper for checking and go-ahead by PT or NG to make archival copy (by 6.30pm)
5/20 Absolute deadline for submission of one copy of Synthesis on normal paper for checking and go-ahead by PT or NG to make archival copy
5/24 Deadline for Electronic version of abstract (on disk or by email); CCT Self-assessment;
Submission of copies for binding this semester (one on archival paper, others as desired; with check & distribution-pickup arrangements)

Goals for Synthesis of Theory and Practice

The goals are divided into two sets:
I. "My Synthesis Product Shows That..." (adapted from the "Phases of research and engagement" in the Practicum course); and
II. Developing as a reflective practitioner, including taking initiative in or through relationships

I. "MY SYNTHESIS PRODUCT SHOWS THAT..."
(adapted from the "Phases of research and engagement" in the Practicum course in the expectation that these are also relevant goals for students' work in moving towards the synthesis product)

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).



B. 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.



C. 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, and decide the most important direction.



D. 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.



E. 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 (with realistic deadlines) to realize these objectives.



F. I have gained direct information, models, and experience not readily available from other sources.



G. I have clarified the overall progression or argument underlying my research and the written reports.



H. 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.



I. I have facilitated new avenues of classroom, workplace, and public participation.


J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND THROUGH RELATIONSHIPS

1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.



2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.



3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.



4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.



5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.



6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.


7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.



8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).



9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work--criteria other than jumping through hoops set by the professor so I get a good grade.


10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.