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 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
Prototyping activities on some
Thursdays of our
class introduce you to multimodal
learning, what some call “flipping the class” or how to include “making” as a
kind of learning. We will be making both posters
and websites. If you are new to
making the kind of posters that enhance critical thinking and cognitive skills,
or want some ideas about how to craft them well, see the wonderful slideshow by
Leeann Hunter here: http://multimodal.wsu.edu/blog/?p=97 If you have never made a website, you might
start off with a Blogger version: https://www.blogger.com/tour_start.g Blogger
is what I use for the class website. I use Weebly for my professional website:
http://education.weebly.com/ Both of these are very simple. Or you might like
to build a site on Word Press:
http://en.support.wordpress.com/using-wordpress-to-create-a-website/ If you have already begun crafting websites,
pick your favorite platform for something new, or enhance what you already have
going with projects from our course. A fun site with easy tools for all kinds of web prototyping activities you will find here:
For each workshop
you will do either a paper or a poster. Which one you will do when will be
determined by lot. You cannot get full credit for either assignment until after
you also present them in the workshop sessions, and participate in follow-ups.
In other words, just the written paper or the poster does not in itself
complete the assignment. If an emergency or illness kept you from participation
either or both days that week, to get full credit you will have to meet with
three other students to share your work and their work outside class, and write
up the experience and what you learned from it to complete the participation
portion of that grade. SO DO NOT MAKE
OTHER PLANS FOR THOSE DAYS: BUILD THEM CAREFULLY INTO YOUR SCHEDULE FROM THE
BEGINNING OF THE TERM! Put them into your logbook from the beginning so that
attending them will always be at the forefront of your term plans. This is also
true of the final day of class, when you discuss your learning analysis with
everyone else. Full credit for the learning analysis also requires attendance
and participation on that last day.
Summary of assignments:
·
Logbooks:
4, last one must be turned in to get any credit for the course
·
Prototypes:
3 class posters, 2 website versions
·
Event
1: research poster & pics or paper & handout; 2 days attendance: 1/3
grade
·
Event
2: research poster & pics or paper & handout; 2 days attendance: 1/3
grade
·
Final
Learning Analysis & attendance: with logbooks & prototypes all
together: 1/3 grade
===
workshop themes for analysis: • power, movements, worlds
& • dynamics in our field
· Workshop 1: Power, Movements, Worlds
· Workshop 2: Dynamics in Our Field of Women’s Studies
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.
===
Wondering how grades
are determined? What they mean on your paper?
• A
work is excellent, unusually creative and/or analytically striking
• B
is fine work of high quality, though not as skilled, ambitious, or carefully
edited as A
• C
is average work fulfilling the assignment; may be hasty, drafted once, showing
difficulties with grammar, spelling, word choice
• D
work is below average or incomplete; shows many difficulties or cannot follow
instructions
• F
work is not sufficient to pass; unwillingness to do the work, or so many
difficulties unable to complete
For more
discussion of each grade, with an eye to written work especially, see this
Google Doc, which is linked on our class website:
Remember, you can always talk to Katie about grades and your evaluation concerns during office hours anytime. But also note that you are expected to be learning how to evaluate your own work and to put it into perspective with the work of others, learning from seeing what others do. This means learning how to motivate and understand your own work, not depending solely on what others tell you to do, or how they judge it. Remember: don’t eat the menu (grades) instead of the meal (learning)!
===
what to do when you must
unavoidably miss class, for emergency or perhaps for illness:
· TALK TO AT LEAST TWO CLASS BUDDIES IMMEDIATELY. Before you even come back to class, call them up or email them and find out if any special assignments are due the day you return, and make sure that you know about any changes in the syllabus. Try to have done the reading and be as prepared as possible to participate in class when you return.
· MAKE A DATE TO MEET
WITH CLASS BUDDY TO GET NOTES AND DISCUSS WHAT WENT ON IN CLASS WHILE YOU WERE
GONE. You are responsible for what
happened in class while you were gone. As soon as possible, get caught up
with notes, with discussions with buddies and finally with all the readings and
assignments. Always talk with class buddies first. This is the most important way to know what went on when you were gone
and what you should do.
· AFTER YOU HAVE GOTTEN
CLASS NOTES AND TALKED ABOUT WHAT WENT ON IN CLASS WITH BUDDIES, THEN MAKE
APPOINTMENT TO SEE KATIE. If you just miss one class, getting the notes and
such should be enough. But if you've been absent for more than a week, be sure
you make an appointment with Katie, and come in and discuss what is going on.
She wants to know how you are doing and how she can help. Or, while you are
out, if it's as long as a week, send Katie email at katking@umd.edu and let her
know what is happening with you, so she can figure out what sort of help is
needed.
· IF YOU ARE OUT FOR ANY
EXTENDED TIME be sure you contact Katie. Keep her up to date on what is
happening, so that any arrangements necessary can be made. If you miss too much
class you will have to retake the course at another time. But if you keep in
contact, depending on the situation, perhaps accommodations can be made. Since
attendance is crucial for all assignments and thus for your final grade, don't
leave this until the end. LET KATIE KNOW WHAT IS HAPPENING so that she can help
as much and as soon as possible.
· THE DIFFERENCE BETWEEN
AN EXCUSED ABSENCE AND ANYTHING ELSE: generally speaking you are only allowed
to make up work you missed if you have an excused absence. That the absence is
excused does not mean you are excused from doing the work you missed, but that
you allowed to make it up. I usually permit people to make up any work they
miss, and do not generally require documentation for absences. Be sure to give
explanations in your logbook and do make
up all work you have missed.
===
Notice that if an emergency or illness kept you from participation in any prototyping activities, to get full credit you will have to meet with two other students to share your work and their work outside class, and write up the experience and what you learned from it to get credit. SO DO NOT MAKE OTHER PLANS FOR THOSE DAYS: BUILD THEM CAREFULLY INTO YOUR SCHEDULE FROM THE BEGINNING OF THE TERM! Put prototyping activities and workshops or cons into your logbook from the beginning so that attending them will always be at the forefront of your term plans. This is also true of the final day of class, when you discuss your learning analysis with everyone else. Full credit for the learning analysis also requires attendance and participation on that last day.
Missing class and missing assignments makes things harder for you, for everyone in the class, and for the teacher too. So note that it is always easier to come than not, and that you will have to do (modestly) more if you miss than if you were able to do the assignment in a regular way. And please be a generous class buddy to those who did have to miss: for emergencies and illness we might each need help: this is one reason why we are a community. And if you help someone else, not only does that make life nicer all round, but you actually learn more, sharing and helping someone else out! Really!
===
file name: <yourlastname> 300 proto1
send it to: katiekin@gmail.com (NOT KING!)
subject header: <yourlastname> 300 proto1
===
No comments:
Post a Comment