University of Massachusetts at Boston
Graduate College of Education
Critical and Creative Thinking Program
Research and Writing for Reflective Practice
CrCrTh 603
Syllabus
draft 21 May '03
submitted to Graduate Studies for approval to be offered as a special topics course, CrCrTh 697, in Fall 2003
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 meetings: Tu 7-9.30pm
Contact hours: M 1.30-3.30, Tu 5.30-6.30 (in office or by phone, by signup), M & Th 6.30am-9am (by email), or by arrangement
Course Website: http://www.faculty.umb.edu/peter_taylor/603-03.html
Class email list: Emails sent to cct603@yahoogroups.com will go to everyone in the course
Course description
In this course students develop competency using many tools for improving research, writing, and reflection on experience in changing their practices. By preparing and revising an individual prospectus for their work on a social, educational, or scientific issue, they learn how common tensions-between writing and revision, research and practice, exploration and planning, autonomy and collaboration-can be made productive.
SECTIONS TO FOLLOW IN SYLLABUS:
Additional Materials downloadable from course website
TEXTS AND MATERIALS
Required: Elbow, P. (1981). Writing with Power. New York: Oxford University Press.
You need i) a workbook/journal to carry with you at all times; 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); and iii) an organized system to file and backup material on your computer.
Recommended: ZIP disk & drive with synchronization & bibliographic software. (For more info see http://www.cct.umb.edu/~cct/competencies.html)
A guide on technical matters of writing scholarly papers, such as. 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).
Guides to writing: Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). Take Charge of Your Writing: Dicovering Writing Through Self-Assessment. Boston: Houghton Mifflin.Excerpts on electronic reserve (path: Electronic reserves and Course Materials, then select crcrthtaylor, then enter password provided by instructor). See also excerpts from
Kanar & Conlin (2002). The Confident Writer. Boston: Houghton Mifflin
ASSESSMENT & REQUIREMENTS
More detail about the assignments and expectations is provided in Phases of Research and Engagement and will be supplemented when needed by handouts and emails.
Written assignments and presentations (5 points per assignment up to 55 points max.)
Participation and contribution to the class process (1.5 points each item up to 25 points max.)
e. Prepared participation in class meetings (=13 items)
f. Minimum of two in-office or phone conferences on your projects (= 2 items)
g. Research organization and reflection perused mid-semester & end (=2 items) (e.g., Journal/workbook, organized system to store handouts and loose research materials, copy of system of folders/files from your computer)
h. Work with another student commenting on each other's draft prospectus
i. Assignment Check-list maintained by student and submitted in time to resolve discrepancies (by week 11 or 12, no later)
Bonus participation extras
j. Volunteering to have your work discussed in front of class for certain assignments
k. Stamps and address label submitted for return of your research materials OR collected them by 12/22.
Overall course grade.
If the points above add up to 80, the rubric below is used at the end of the course to add further points.
For each quality "fulfilled very well" you get 2 additional points. If you "did an OK job, but there was room for more development/attention," you get 1 point.
(See optional student assessment according to this rubric)
1. A sequence of assignments paced more or less as in syllabus (and revisions timely),
2. often revised thoroughly and with new thinking in response to comments.
3. Prospectus -- clear, well structured, and feasible proposal,
4. with supporting references and detail, and professionally presented.
5-7. Consistent work outside class on developing competencies (as evidenced in journal/workbook, self-assessments, and assignments) in
5. Research organization
6. Writing and revision
7. Reflection on experience
8&9. Self-assessment with respect to phases of research & engagement that 8. shows deep reflection on your development through the semester and
9. maps out the future directions in which you plan to develop
10. Active, prepared participation and building class as learning community.
Overall course points are converted to letter grades as follows: A > 95 points, for A- 87.5-94.5, for B+ is 80-87.4, for B is 72.5-79.5; for B- is 65-72.4; for C+ is 57.5-64.5; and C 50-57.4.
ACCOMMODATIONS: Sections 504 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center (287-7430). The student must present these recommendations to each professor within a reasonable period, preferably by the end of the Drop/Add period.
Students are advised to retain a copy of this syllabus in their personal files.
This syllabus is subject to change, but workload expectations will not be increased after the semester starts.
OVERVIEW of COURSE
The classes have two components: a) introduction to competencies of organized and reflective research; and b) introduction to phases of research and engagement with supporting in-class exercises.
Recommended tasks and assignments (summarized after the schedule of classes) for each phase and competency are intended to keep you moving through and revisiting the phases and developing the competencies during and after this course.
Competencies of organized and reflective research
Computer use
- Open a UMB email account (to keep school work separate from personal and junk emails)
- Establish a filing system for email and attachments downloaded to your own computer (recommended free software, Eudora)
- Establish a system on your computer of folders/directories and folders/directories inside folders/directories, so that all files are inside folders/directories and can be easily backed up or synchronized
(Suggestion: Courses; Email; Bibliographic records; Work/Organizations; Correspondence;...)
- Establish a system using zip disks to synchronize files from one computer to the next (doubling as a backup so you are not crushed when your harddrive crashes)
- Use of listservs
- Become familiar with the facilities and professional development opportunities provided by Computer Services
- Set preferences on your internet browser
- Download Acrobat Reader to read PDF files
- Combine the above into a sustainable set of computer-use practices
Library use and Research
- Get your student ID card and then a library bar code
- Access to electronic course reserves via Electronic reserves
(path: Electronic reserves and Course Materials, then select instructor or course, then enter password provided by instructor)
- Access to on-line reference material and internet searching
- Establish a bibliography database for references (recommended software, Endnote)
Writing and Editing
- Spelling and grammar check using wordprocessor
- Arrange peer and/or professional editorial assistance
(which frees professors to work with you on your ideas)
- Identify writing preferences and take them into account in writing and revision
- Explore writing assistance if needed
- Establish a bibliography database for references (recommended software, Endnote)
- Establish preferred citation style and prepare a guide for yourself to use it consistently
- Phases of developing a research and engagement project (see below)
Reflective Practice
- Notebooks/journaling
- Exploring hidden diversity
- Monitor your development according tothe Rs of the CCT experience
(personal, professional, and intellectual development through the CCT Program)
- Take note of Process Review option for capstone Synthesis
If interested start compiling material all through your CCT studies
- Review yourself with respect toDeveloping as a Reflective Practitioner
(a rubric designed for reviewing the synthesis project, but adaptable to any project)
Phases of research and engagement (with corresponding goals)
The order and timing of the phases for any 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, and
b) what you learn in other phases.
A. Overall visionGoal:I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
B. Background informationGoal: 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. Possible directions and prioritiesGoal: 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. 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.
E. Design of (further) research and engagementI 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. Direct information, models & experienceGoal: I have gained direct information, models, and experience not readily available from other sources.
G. Clarification through communicationGoal: I have clarified the overall progression or argument underlying my research and the written reports.
H. Compelling communicationGoal: 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. Engagement with othersGoal: I have facilitated new avenues of classroom, workplace, and public participation.
J. Taking stockGoal: To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
SCHEDULE of CLASSES
Class 1 (9/2)
Getting oriented, orienting oneself
a. The course as a process
Intro remarks on Developing as a Reflective Practitioner and on Phases of Research and Engagement
Free writing on what your prior experiences (good and bad) in these areas
Interview CCT alum about development of writing, research, and reflective practice through and after the CCT program of study
(After class reading: Presentation by alum, Suzanne Clark; Entin, "Review")
b. 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)."
In class exercises on investigation you might propose in your prospectus--Who do you want to reach? What do you want to convey to them? Why do you want to address them about that? What obstacles do you see ahead? (Individual brainstorming, pair-share, first stab at researchable question (a.k.a. Thesis question) and reports to the group)
(After class reading: Reading: Elbow, chapters 1 & 2.)
Class 2 (9/9)
Setting up an electronic office
Preparation: Complete homework exercises on initial competencies.(handout)
Demonstration of a day in an electronic office (handout)
Peer coaching around computer use competencies.
Meet in computer lab (place TBA)
Class 3 (9/16)
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."
Meet in Library Instructional Room, 4th floor, Healey library for a session led by TBA on Reference material available through the library.
(See also on-line tutorial)
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 background research for your prospectus. Look especially for something that reviews what others have said and done, or discusses the state of some active controversy
Class 4 (9/23)
Organizing and processing research materials and making space for reflection(see phases B and C)
Note-taking and summarizing
Share ideas about and practice organizing and processing research materials (bring your workbook with any material and notes derived from research to date, and your laptop, zip disk or printout of the system of directories/folders on your computer)
Annotating a bibliography and refining your Guiding (researchable) Question
Journalling
Class 5 (9/30)
Initial formulations -> Guiding (researchable) 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 researchable Question."
Creative and critical aspects of any phase of research and writing ("opening-wide, focusing & formulating")
Initial map-making, then probed by two peers
Discovering/inventing/defining subject-purpose-audience
Class 6 (10/7)
Sharing, feedback, and support
Reading: Elbow, chapter 3; Elbow, "Varieties of response" (handout); Weissglass, "Constructivist Listening"
For phases E & J: Mid-term self-assessment/ discussion (gap between where you are and would
like to be). Check with PT on any uncertainties in your assignment check-list.
For all phases: Review journal/workbook, system to store course and research materials on paper and on computer (e.g., zip disk) -- bring worksheet summarizing organization of research material and computer files
No class 10/14. Work on competencies. (Workshop session, time & place TBA)
Class 7 (10/21)
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."
Reading: "Disposable vs. washable diapers" (handout)
Analyze component arguments and additional research needed for a) reading; and b) student's own projects
Class 8 (10/28)
Design of Research and Engagement 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."
Strategic personal planning (handout)
Translating strategic personal planning into revised overview of project
Class 9 (11/4)
Interviewing and Participant Observation
See Phase F. Direct information, models & experience; Goal: "I have gained direct information, models, and experience not readily available from other sources."
Getting people to speak about/explain what they usually don't; dealing with experts; effective questions.
Prepare interview guide and practice interviewing
No class 11/11.
Class 10 (11/18)
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."
Analyze overall argument/sequence of thinking implicated in previous student's research
Visual aids, and their use in aiding your on-going clarification of the overall structure of your argument.
Draft sequence of overhead projector transparencies and argument structure.
Revise your own argument after analysis activity above.
Class 11 (11/25)
Presentations on Work-in-Progress (10 minutes each student) with Peer feedback. (Phase G cont.)
Titles
Class 12 (12/2)
a. Getting and Using Feedback on Writing (Phase G continued)
Writing Preferences
More on sharing and responding
Peer review of prospectus outlines or overall arguments, in the class as a whole and in pairs
b. 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."
Direct Writing & Quick Revising (to produce narrative draft)
Class 13 (12/9)
Taking Stock of the Course: Where to go from here?
See Phase I. Engagement with others; Goal: "I have facilitated new avenues of classroom, workplace, and public participation."
Review briefings on the grant-seeking, participatory action research, facilitation of group process, writing a business plan, video resources, volunteering, and others.
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."
PT's evaluation process, including Sense of Place Maps or the Rs of the CCT Process and narrative evaluation (evaluation form)
GCOE course evaluation
12/15 Submit Prospectus, Process review/self-assessment, and journal/workbook/research system
Assignments, Tasks & Target Dates
(under development)
BIBLIOGRAPHY
Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). Take Charge of Your
Writing: Discovering Writing Through Self-Assessment. Boston: Houghton
Mifflin.
Elbow, P. (1981). Writing with Power. New York: Oxford Univ. Press
Entin, D. (2001). "Review of The Reflective Practitioner: How Professionals
Think in Action." The Academic Workplace 12(2): 13, 18.
Turabian, K. L. (1996). A Manual For Writers of Term papers, Theses, and
Disertations. Chicago: Univ. of Chicago Press (in Healey reference
section)
Weissglass, J. (1990). "Constructivist listening for empowerment and change."
The Educational Forum 54(4): 351-370.