LAST DAY! Learning, sharing, making, doing, thinking, acting

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Thursday 12 December, LAST DAY! Learning, sharing, making, doing, thinking, acting

·       LEARNING ANALYSIS DUE & PRESENTED; LOGBOOK 4 DUE  

On our last day we will share with each other our thoughts on how what we know has changed during our time together. 

·       DUE THURSDAY THE LAST DAY IN CLASS: LOGBOOK 4, LEARNING ANALYSIS IN HARD COPY & ALSO SENT ELECTRONICALLY; website splash page and data. (And anything not yet turned in.)

·       Send to katiekin@gmail.com , use filename <yrlastname> 300 LEARNING ANALYSIS or LOGBOOK4 or whatever. Subject header SHOULD BE THE SAME.

You will get a written evaluation from me as I look through all your work for the semester. It will come on email, at the email address I have from Testudo's roster. Be sure to check that email to see it and your grade for the semester. I will do my best in the evaluation to share my interest in your work and to offer suggestions for the future. And I would be delighted to see you next term to discuss this class or anything else! I have enjoyed our class so much, and appreciate all of you! 

Passing some sweetness around....

Today we begin for everyone with some exercises, to help us focus and make it a bit easier to share what we have done in the learning analysis. Today each person will speak and offer their own unique sense of traveling through the argument or story of the course. Our personal feelings are, of course, a special part of this. But do think of this primarily as an intellectual sharing of analysis as well as of any careful personal details. Celebrating each others' work and our own, and especially thinking together today about the knowledge we each bring into being is the collective project here, our feminist reconceptualization. So listen as carefully as you speak, because active listening is as necessary to collective thought. If someone else says something you intended to say, then -- thinking on your feet -- find another something to say that is a unique bit of your own work instead. 

Focusing exercises for presenting: 

EVERYONE:

1) find your favorite paragraph in the learning analysis. Put a star next to it.

2) write down what you are most proud of in this paper.

3) put an arrow next to the place you think best describes the argument of the course.

4) write down your favorite reading and be prepared to say what element of its ANALYSIS made it special for you.

PICK ONE OF THESE TOO:

=write about a moment in the course where everything seemed to come together for you.

=write about a moment outside the course where you realized you were using something you had learned in the class.

=write about a moment when you discovered something new about how you were included in the argument of the class. 

WHEN IT IS YOUR TURN TO SPEAK:

pick out four of these to share. Focus on analysis -- of the course, readings, experiences, realizations -- especially, although feelings and politics have important places too. Be mindful of the time -- we want to allow time for everyone in the class to speak today -- give some real details: don't be too general. Do show off the hard thinking you are capable of. Make sure what you say is special and unique.

And may we keep running into each other, over and over, in friendship and connection and intellectual community and joyful living!

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UMD is closed today, Tuesday 12/10/2013

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The University of Maryland College Park is closed today, Tuesday 12/10/2013.

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WE WILL MEET ON THURSDAY AS SCHEDULED FOR LAST DAY OF CLASS! 
NO GRADE WITHOUT LOGBOOK 4! TURN EVERYTHING IN THEN DUE ON THE LAST DAY, AND ANYTHING YOU'VE MISSED CAN BE TURNED IN THEN TOO!

BRING HARD COPIES TO CLASS!

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Home Stretch! Almost done!

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Tuesday 10 December, How to use the notion of an epistemological project

·       Berger and Radeloff as a lens on the rest of the books

So how does the idea of an epistemological project help us consider being a women’s studies student and what we want that to mean in each of our lives? How do we put all the class texts into that context?

Thursday 12 December, LAST DAY! Learning, sharing, making, doing, thinking, acting

·       LEARNING ANALYSIS DUE & PRESENTED; LOGBOOK 4 DUE  

On our last day we will share with each other our thoughts on how what we know has changed during our time together. 

·       DUE THURSDAY THE LAST DAY IN CLASS: LOGBOOK 4, LEARNING ANALYSIS IN HARD COPY & ALSO SENT ELECTRONICALLY; website splash page and data. (And anything not yet turned in.)

·       Send to katiekin@gmail.com , use filename <yrlastname> 300 LEARNING ANALYSIS or LOGBOOK4 or whatever. Subject header SHOULD BE THE SAME.

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a seasonal greeting and wish for you!

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Loving our media ecologies and lives of hope and planetary possibility. 
How to Make a Seed Bomb: http://www.greendiary.com/seed-bomb1.html

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REFLEXIVITY IN WOMEN’S STUDIES

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Final Prototyping day! website design and curation and invention....

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The fourth section of our course:

>>REFLEXIVITY IN WOMEN’S STUDIES: SOLIDARITY IN RESISTANCE, FLEXIBILITY IN BUILDING

Put the sections together.... how?

>>AN INTRODUCTION TO READING, MAKING AND ACTION IN WOMEN’S STUDIES
>>POWER, MOVEMENTS, WORLDS: FEMINISMS IN THE PLURAL, FEMINISTS IN MOVEMENT
>>DYNAMICS IN OUR FIELD OF WOMEN’S STUDIES: NOTHING STAYS STILL

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Tuesday 3 December, Share Feminism/s, how? with whom? with what fiero?

·       McGonigal or Zandt as a lens on the rest of the books

·       PREPARATION FOR THE LEARNINGANALYSIS: do you have questions? Have you started?

What do McGonigal or Zandt have to teach us about the issues raised in the other books that we might have missed if we hadn’t read their work?

Thursday 5 December, Prototyping: website creation and curation

·       YOU HAVE A WEBSITE!

Our fifth “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS! What are you curating on your website? How does it include what you have learned in this class?

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Practicing meta-cognition: what is it and why should we care? 
From Annenberg Learner: http://www.learner.org/faq/  

09_metacogb

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a week without class: of work ahead, and of meditations and celebrations....

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Tuesday 26 November, NO CLASS: WORK AHEAD DAY for Website & Learning Analysis

• Look at and download Instructions for the Learning Analysis: LOOK AT END OF SCHEDULE FOR INSTRUCTIONS TO SUBMIT!
• What are you curating on your website? How does it include what you have learned in this class? Could it be an on-going portfolio of your experiences?

• On the last day of class for the website you will turn in a screenshot or digital pic of your website main or Splash page, a drawing or screenshot of the structure of your site. You will give the url or web address, a few sentences about why you chose your platform and its best features for your purposes, and a bit about why you structured it as you did. 

Thursday 28 November, NO CLASS: THANKSGIVING BREAK 

Many meanings to Thanksgiving, this time and all times. In the midst of celebrations consider the histories of all entangled through these days....

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Workshop 2: Dynamics

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Tuesday 19 Nov & Thursday 21 Nov

Tuesday we will share our work poster session style: divide in two groups, and all move around talking to each other about work during the class time. Thursday we will have a conversation about what we learned, noticed, thought about, and draw from the last class presentations. Make notes after Tuesday so you can run the discussion yourselves on Thursday.

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graded assignments: paper, poster, learning analysis, logbook, prototyping

Five kinds of assignments are required in this class:

• a research paper with visual handout for workshop display (enough handout print-outs for all in class), • a research poster for workshop display, documented with digital pictures (hardcopy in class, electronic to be emailed), • a final learning analysis, • a logbook, • some techno-crafty prototyping activities, some done during class

The first three: paper, poster, learning analysis, allow you to position the work for the class in various frameworks, or knowledge worlds. In each of these you will work on research, analysis, and critical thinking. Some of this will be in traditional academic forms, some in emerging scholarly practices, but it is possible to combine these also with the techno-crafty delights cons have always shown off as well. And papers and poster projects may be be done with partners or individually, as you choose.

The logbook will help you organize your projects: when you started them, how many drafts you completed, who you worked with, where you are in what you have done, and what still needs to be done. It will be turned in four times during the semester (the first in time for early warning grades), and you won’t get credit for any assignments until the final version is turned in on the last day of class with the final version of the learning analysis. You can download a template for the logbook at: https://docs.google.com/file/d/0BzmKs1Fz7m9uWWVJQ25DSHZsYlU/edit

·       Workshop 2: Dynamics in Our Field of Women’s Studies 

For our second workshop you will create either a paper & handout or poster & pics (whichever you did not do previously) in order to explore how feminists remember, participate in, and analyze the dynamics in our field of women’s studies. What is its history? What ways of analyzing power are best? How do particular disciplines locate the central concerns of women’s studies? How do feminist scholars share the work they do? You will explore two class texts carefully, and chose EITHER • to analyze Hewitt’s book through the analysis (eyes, lens) of Berger’s The Intersectional Approach OR • to analyze Berger’s book through the analysis (eyes, lens) of Hewitt’s No Permanent Waves • Berger’s collection demonstrates paradigm shifts in our field. NOTICE that it explores how to think THROUGH feminisms ABOUT feminisms. Hewitt’s book demonstrates that history doesn’t stand still. NOTICE and ask, why do we keep remaking our feminist pasts? No matter which of these approaches you take, also NOTICE that you will need to do some additional research. ALSO NOTICE how useful the Transforming Scholarship book is for thinking about these issues from a personal perspective. You may want to include analysis from it in your project as well. You will also need to use the web to follow-up or look in greater detail at the kinds of feminisms displayed here, other ways of thinking about histories of feminism, and ways all of these are promoted in popular and scholarly media. Always make a point of connecting projects to class readings and lectures.

Presenting and discussing in workshop mode means that by attending and listening we will all benefit from the hard work of everyone. Notice that both sorts of projects in both workshops should be begun several weeks ahead of their due dates. Not only do you need this time to do the additional research required, but to get good grades you need to • write papers in at least three drafts, and • plan out posters carefully to demonstrate both the results of your research and also how you got to those results.

How to practice reframing as a kind of analysis will emerge out of mini-lectures and their resources, so attending class faithfully and taking good notes will make this work a lot easier. Lecture materials are displayed on the class website, to be reviewed at any time. In college courses ALWAYS use your projects to demonstrate how you uniquely put together, or synthesize, class readings, mini-lectures and discussion. Make a point of displaying that you are doing all the reading and attending all the classes. Doing this clearly and carefully will demonstrate that this is your own work, and ensure your credit for honesty and for real engagement with the course.

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