Practicum: Processes of Research and Engagement CCT698 Fall 1999
Instructor: Peter Taylor, Critical & Creative Thinking Program
Email: peter.taylor@umb.edu; Phone: 617-287-7636
Office: Wheatley 2nd flr 143.09 (near Counseling & School Psychology)
Class Time: M 6.45-9.15; Office/phone call hours: M 2-3.30, Tu 3.30-5 or by arrangement.
Course Website: http://www.faculty.umb.edu/peter_taylor/698-99.html
General email: Emails sent to PT with "for CCT698" in the subject line will be forwarded to all students in the course.

Course description
In this course each of you identifies a current social or educational issue that concerns you, i.e., you want to know more about it, advocate a change, design a curriculum unit, workshop, or other engagement. You work through the different phases of research and engagement--from envisioning a manageable project to communicating your findings and plans for further work. The classes run as workshops, in which you are introduced to and then practice using tools for research, writing, communicating, and supporting the work of others.

The course as a whole provides a model for guiding your own students or supervisees through the phases of systematically addressing issues that concern them. You will add to your box of tools for self-reflection and development, teaching, and involvement in group processes. 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.

Sections to follow

• Assessment and Requirements
  
• Texts and Materials
  
• Schedule of classes
  Additional Notes on Teaching/Learning Interactions:
  
  • Phases of Research & Engagement
    
  • Notes on different tasks and assignments
    
  • Accommodating different kinds of students
    
  • Learning through dialogue around written work
    
  • Rationale for the Assessment system
    
  • Communication before, during, and after class
    
  • Basic course protocols/expectations
    
  • The instructor as teacher-researcher
    
  • Briefings
    
  • Additional notes on writing, revising, freewriting, group process, etc.
  
  

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  Assessment and Requirements
  Your grade will be based on the components to follow, which are described in more detail in the course packet and handouts. For each of the two parts of the grade, satisfactory completion of 80% of assignments or items gives you an automatic B+. For those who meet the B+ requirements, a higher grade may be assigned following the rubric below. (See course packet for rationale and some additional details.)
  
  Written assignments and presentations, 2/3.
  A. Final project report (see options below), plus a selection of 10 assignments, preferably chosen to cover each of the different phases of research and engagement (see schedule of classes).
  B. 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 assignments) (See course packet for more details and for examples from previous years.)
  Participation and contribution to the class process, 1/3.
  C. Prepared participation and Attendance at class meetings
  D. Minimum of two in-office or phone conferences on your projects
  E. Work with another student commenting on each other's drafts
  F. Journal/workbook and organized system to store handouts and loose research materials, collected for perusal mid-semester & end
  G. End-of-semester Process Review on the development of your work
  
  Rubric
  B+
  80% of assignments submitted and revised until OK/RNR (10 of 13)
  80% of participation items fulfilled (15 of 19)
  A-
  Assignments usually on time, sometimes revised thoroughly and with new thinking in response to comments
  Well planned project, carried out with some independence, and well documented final report
  Briefing summarizes well important themes/tools/resources related to the chosen topic
  Active participation in class sometimes
  Process Review cover note & annotations brief
  Rubric continued
  A
  Assignments always on time, often revised thoroughly and with new thinking in response to comments
  Project well planned and innovative, carried out with considerable independence. Final report detailed and professionally presented, reflecting on what you have learned and indicating future directions to develop
  Briefing suggests that you are ready to teach others about processes of research & engagement
  Active participation in class persistently
  Process Review cover note & annotations show deep reflection on your process of development
  
  If you do not reach the 80% level, the grade for Written assignments & presentations is pro-rated from B+ down to C =50% of assignments OK/RNR. Similarly the Participation & process grade goes down to C = 50% of participation items.
  
  Project Options
  
  Options for the Practicum 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 Practicum 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 the CCT Practicum 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.
  

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  Texts and Materials
  Required: Elbow, P. (1981). Writing with Power. New York: Oxford University Press.
  Course packet, available at cost from PT. Xeroxes of some readings, plus additional information about assignments and other tasks are provided in the course packet.
  You need i) a workbook/journal to carry with you at all times and 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).
  Compilations of final reports from previous years are o.
  Recommended as a 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).
  

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  Schedule Of Classes
  The classes are structured around ten phases of research and engagement described below and in the course packet. The actual order of the phases for any student's project may vary according to the opportunities that arise. 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, &
  b) what you learn in other phases.
  Moreover, you may need to move ahead of this schedule, especially if your project involves an actual engagement.
  
  The recommended tasks and assignments listed for each phase are intended to keep you moving through the phases or to demonstrate that you've done so. You should select ten assignments, in addition to the final report, that best fulfill this purpose. You are welcome to propose alternative assignments for the various phases. I will remind you in class and by email of tasks to prepare for class and assignments due in the week ahead. Handouts documenting the different tools/processes introduced during class will be provided to help you in transfering them to your own context.
  
  Class 1 (9/13)
  Workshop process and 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)."
  Topics & Activities:
  Intro remarks on Sharing & Phases of research and engagement
  Interview alum from previous course
  Free writing (Who do you want to convince? Of what? What obstacles do you see ahead?)
  Introductions and Verbal reports on proposed investigations
  In class exercise: Thesis question and paragraph description of proposed project
  Tasks and assignments ahead
  Sign-up for conferences, class presentations, refreshments, and briefings on research process
  Recommended tasks and assignments for phase A:
  In class exercise: see above
  Task before class 2: Review previous reports (on reserve in Healey)
  Task before class 2: Read Elbow, chaps. 1-3 on writing, freewriting, and sharing
  Asmt. due class 3: Submit revised project title and revised description
  Task after class 1: Review syllabus and course packet and bring questions to future classes.
  
  Class 2 (9/20)
  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."
  Topics & Activities:
  Meet in Healey Library instructional computer room (Healey 4th floor) for a session on Reference material in the libraries.
  Recommended tasks and assignments for phase B:
  Before class 2: Establish connection to UMass gateway to reference databases (see Email in Communication before, during, and after class in course packet)
  In class exercise: 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 something that reviews what others have said and done, or discusses the state of some active controversy
  Tasks after class 2 or 3: Establish your bibliographic and note-taking systems.
  Asmt. due class 3: Submit a xerox of the article with a paragraph describing the different sides and use "sense-making" protocol to indicate how the article or section in a book connects with your proposed research
  Asmt. due class 4: Identify an initial informant, make contact, make appointment for a time before class 4, verbal report in class 4 on conversation with initial informant
  Asmt. due class 5: Annotated bibliography of reading completed or planned
  Asmt. due class 7: Revised and updated annotated bibliography with Research design
  
  Class 3 (9/27)
  Topics & Activities:
  a. Models of engagement (see phases F and I)
  Workshop run by alum, Terese Byrne, showing how one might apply one's Practicum research
  b. Organizing and processing research materials (see phases B and C)
  Note-taking and summarizing (Bring your workbook with any material and notes derived from research to date)
  Moving towards Thesis Question
  
  Class 4 (10/4)
  Initial formulations -> Thesis 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 Thesis Question."
  Topics & Activities:
  Discovering/inventing/defining subject-purpose-audience
  Creative and critical aspects of any phase of research and writing
  Mapping (student presentation, with PT probing; then everyone else in base groups)
  In class exercise: Initial map-making, then probed by others in base group
  First base support group meeting--establish procedures
  Sharing one's work with others
  Recommended tasks and assignments for phase C:
  Pre-class or in class exercise: Initial map
  Asmt. due class 5: Revised map with Thesis Question
  
  No class 10/11, but work recommended 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."
  Recommended tasks and assignments for phase D:
  Between class exercise: Summarize the different sub-arguments for your topic and positions regarding each, email to PT for comments by 10/15
  Asmt. due class 6: Complete in class exercise of component arguments
  
  Class 5 (10/18)
  Design of Research 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."
  Topics & Activities:
  Discussion of one person's draft research design
  Strategic personal planning
  Recommended tasks and assignments for phase E:
  In class exercise: Draft research design
  Asmt. due class 7: Revised research design with revised and updated annotated bibliography
  In class exercise during class 7: Mid-term self-assessment & Contract
  
  Class 6 (10/25)
  Interviewing
  See Phase F. Direct information, models & experience; Goal: "I have gained direct information, models, and experience not readily available from other sources."
  Topics & Activities:
  Getting people to speak about/explain what they usually don't; dealing with experts; effective questions.
  Prepare interview guide and practice interviewing
  Recommended tasks and assignments for phase F:
  Task in prep for class 6: Write down your top 5 questions for which you can't easily get answers from published literature, so you would like someone to answer them for you
  Asmt. due class 10: Brief written report on interview conducted, participant observation, or workshop attended
  Submit draft Briefing on or before this class
  
  Class 7 (11/1)
  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."
  Topics & Activities:
  Visual aids, and their use in aiding your on-going clarification of the overall structure of your argument.
  In class exercise: Draft sequence of overhead projector transparencies and argument structure.
  Analyze arguments implicated in previous student's research
  In class exercise: Revise argument after activity above.
  Recommended tasks and assignments for phase G:
  In class exercises above
  In class exercise, class 8: Practice presentations to class or base groups
  Assignment for class 9: Public Presentations on Work-in-Progress
  Asmt due class 10: Nested and connected table of contents, or due class 11: Narrative Outline
  Task by class 10: Read "Exploring your writing preferences" and identify strengths and issues to work on.
  Task by class 10: Read Elbow, chap. 13; re-read chap. 3
  
  Submit journal/workbook and system to store handouts and loose research materials, e.g., workbinder (reviewed in class and returned)
  In class exercise: Mid-term self-assessment/ discussion (gap between where you are and would like to be) -> Contract (based on revised research design) for remaining time.
  
  Class 8 (11/8)
  Practice Presentations on Work-in-Progress
  (Phase G continued)
  Practice presentations to class or base groups (10 minutes each student), Peer evaluations.
  Submit revised Briefing on or before this class
  
  Class 9 (11/15)
  Public Presentations on Work-in-Progress (place TBA)
  (Phase G continued)
  
  Class 10 (11/22)
  Getting and Using Feedback on Writing
  (Phase G continued)
  Topics & Activities:
  More on sharing and responding
  Student presentations of report outlines followed by class and base group evaluation
  
  Class 11 (11/29)
  Direct Writing & Quick Revising
  See 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."
  Topics & Activities:
  Direct Writing & Quick Revising (to produce narrative draft)
  Recommended tasks and assignments for phase H:
  Task before class 11: Read Elbow, chaps. 4 -6; reread chapters 1-3.
  Task after class 11: Read, or at least dip into, Elbow, sections III-VI.
  Asmt. due class 12: Draft of research report (two copies; returned with comments by PT and a student by 12/9)
  Asmt. due class 13: Final version Research Report, with SAE for returning comments. Note: For the final report to be accepted as final, you must have revised in response to comments on the draft.
  
  Class 12: Synthesis and Practicum Workshop (Saturday 12/4, 10-5, place TBA)
  See Phase I. Engagement with others; Goal: "I have facilitated new avenues of classroom, workplace, and public participation."
  Topics & Activities:
  Run-through of activities and other group processes, commented on by participants
  Recommended tasks and assignments for phase I:
  Asmt. due: Run-through of activities or other group processes
  
  Submit journal/workbook, with Process Review, and system to store handouts and loose research materials (reviewed during the day and returned)
  
  No Class on Monday 12/6
  
  Class 13 (12/13)
  Taking Stock of the Course: Where to go from here?
  See 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 and assignments for phase J:
  PT's evaluation process, including Sense of Place Maps
  GCOE course evaluation
  
  Created 13 Sep. 99. Last revised 13 Sept. 99>br>