Day One: Jan 23
Look for your workshop number and head over to that poster. Mingle and talk to people who are in your same workshop section. Say hello. Please don’t sit yet. Chat with other humans.
(Note: Your workshop number is 41, 42, 43, 44, 45, 46, 47, 48, or 49).
After we’ve mingled for awhile, we’ll give you a nod to please sit with your workshop team.
Day Two: Jan 25
Spend a few minutes with a couple of Vincent’s posts: what would we learn about features of a blog post from reading these? What’s the purpose of blogging? What is included? What’s the tone? What kinds of comments are there on his posts?
Making our own decision rules about blogging: public, representative, narrative, images, links, making the blog work for you.
What about income factors? Why might that matter? What could a university do?
What supports a feeling of belonging? Can we point to specifics? How would we study this?
Find a passage or idea in the article that is interesting for us to discuss.
QW: From page 133:
“The way I see it, higher education, ten, twenty years from now is going to look very different. It won’t be the brick and mortar and the semester and a course in this and a course in that. It’s going to be more outcomes based and skill based, project based. You don’t have to take these sixty courses or whatever it is to be a journalist. Someone will identify your gaps and then you address the gaps, in whatever way is possible. And that may mean taking an online course from New Zealand, being in a discussion forum with people in Canada, an internship in Mexico with Habitat for Humanity. You just need to get the knowledge and skills whatever way you can and then test out or present a portfolio. And when you add it all up, a few years later, you actually are ready to be a good journalist.”
How do you think this would work in your chosen field or with your interests. If you could design your next 3 1/2 years of college (with unlimited resources), what would it look like? What classes would you take, what internships, what experiences do you want to have, what technologies…? Sketch out a plan or some notes. We’ll share these in small teams.
In small groups, use your individual design to design your ideal college experience. What structures overlap in your designs? How do your needs and design paths differ? Prepare to share out.
Map out all your ties to the university: clubs, spaces you frequent, friends, professors, events you attend. What does a map of your day look like? Where do you cluster? How would you frame your friendships via the article we read (compartments, samples, tight knit)? What would make you feel even more connected to the university?
Brainstorming for our blogs
Every group share out 2 ideas for a blog prompt:
How college life is not like the movies.
Everything your highschool teacher told you about college is right (or wrong).
What is college for…
My ideal college education…
Long distance relationships
what to do in Chico
finding your spot! comfort level of the classroom
lying to your parents (lying)
what does it mean to go to a party school when you don’t party
the struggle of getting to class
food! review options
college pet peeves
Feedback Loops: Phase 1:
STUDENTS: On a piece of paper, write down your research topic and/or research question(s).
MENTORS: Collect your group’s papers and hand them to the next group’s mentor for distribution.
STUDENTS: Rotate each page of research topics and/or questions and write (helpful/kind) feedback — can be anonymous.
MENTORS: Return papers to original group’s mentor.
Feedback Loops: Phase 2:
STUDENTS: Begin a rough draft of the memo assignment. After 10 minutes or so, begin to rotate memo drafts throughout your group for feedback/research ideas.
Research Question Gallery Walk:
MENTORS: Give each student several sticky notes.
STUDENTS: Write down your research question(s) on a piece of paper. Once you have your question(s) and are ready to move on, put away your belongings (under your seat maybe), stand up, and push in your seat. Everyone is going to take their sticky notes and a pen/pencil and go around the room reading everyone else’s research question(s). Use the sticky notes to leave feedback for your peers (no need to sign your name or anything). If you run out of sticky notes, find a mentor/instructor for more.
After reviewing the feedback left on your sticky notes, draw a mind map (see white board for an example). After about 10 minutes, each table will participate in a feedback loop — look over a classmate’s mind map and fill in any blanks you may see.
Research Hubs: Now that we’re getting in to the research phase of this project, we are going to demonstrate several different ways you can conduct research. We’ll ask that you choose three hubs to sit in on throughout the period.
Hub #1: Chico State Resources (how to use the CSUC website effectively)
Hub #2: Surveys (how to create a survey using Google Forms)
Hub #3: Interviews (how to reach out to faculty or other community members for an email interview)
Hub #4: Fake News & Statistics (how to know if a source is credible and where to find statistics)
Hub #5: Tuition (how to find the breakdown of your tuition on your Student Portal)
Hub #6: Library Resources (how to check out books from the library & use the library database)
Review Board Highlights
Research Hub Highlights: If you need a refresher on what was covered in the Research Hubs last week, here’s a Google Doc with some highlights from each hub.
First Annotation – due Wednesday, March 8th
Full Annotated Bibliography – due Friday, March 10th
STUDENTS: After reading the student sample, what specific components can you pin point that belong in an annotation (for example, does the author include the title of the work and the name of the author)? On the large sticky note, make a list of things that definitely belong in an annotation (MENTORS – support your groups while they make this list).
DANI & TIM: Compile a master list of what goes in an annotation and link to the calendar.
Let’s start working on that annotation!? #scaredwoos
Annotation Due Today!
STUDENTS: Highlight each element of the checklist in your own work in the comments of the Google Doc. Be sure to be specific about how you are attempting to fulfill each element of the checklist. Change from “Editing” to “Suggesting.” SAMPLE.
MENTORS: Help students in your group find their HUB, then choose a hub to work with.
PEER REVIEW HUBS:
#3 First Year Experience
#4 Representation (minority groups/faculty/college in films)
#5 Text Books
#6 Everything Else
RULES OF THE GAME:
- Groups of 3-ish (get close)
- Read Annotation
- Address the Author’s Note Checklist (in the comments)
- Then SWITCH! x2
BACK to GROUPS: Once back in your group accept/reject the Suggestions made by your Peer Reviewers.
Change in policy – Annotated Bib.
- Given the volume of incomplete Annotated Bibliographies, we will give 75% to all Bibliographies completed before workshop begins at the end of the week.
- Any Bibliographies completed after this weeks workshop will receive the standard 50% for late work.
Class trajectory – introducing Case Study and Project Proposals.
- Case Study – due Friday, 24th
- Project Proposal – due later…
- Blog #5 – due Friday, 24th
Survey building one end of the room. Interviews (building/refining questions) prep other end. MENTORS: split between, helping as needed.
STUDENTS: The real work is building these surveys so they are ready to go on Wednesday. And for the interviewers, building solid questions and possibly creating querying emails to potential interviewees and/or making a solid interview time/date. Remind interviewers that these interviews need to be connected to their research questions and that they might want to have their interview questions answered in writing. (Record video interview? In case of wanting to do documentary?)
Nursing — nursing majors only, please
Parking — only if you drive to campus and use local parking, please