In Class Prompts

May 10

The Things!

Project Presentations

  • Group A (Brittany, Jenn, Johnny, Jesse, & Genevieve’s workshops)
    • Set Up in 5
    • Present
  • Group B (Keaton, Geoff, Dalton, & Kelsey’s workshops)
    • Set Up in 5
    • Present


May 8


Whole Class Update

  • Deadline reminders:
    • ePortfolio: due at the end of workshop
    • Project: due at the beginning of class on Wednesday


  • Project Presentations: Nuts & Bolts nutsbolts2
    • 5 Minute Set-Up before each Group on Wednesday
    • Group A
      • (Brittany, Jenn, Johnny, Jesse, & Genevieve’s workshops) will present for 20 minutes
    • Group B
      • (Keaton, Geoff, Dalton, & Kelsey’s workshops) will present for 20 minutes
    • Each Project will present for 20 minutes and each student will be a participant for the other 20 minutes
    • If you are presenting in a group: decide amongst yourselves which group you will be in and report back to your mentors before the end of the period


MENTORS: last chance to look over students’ projects before we present on Wednesday

STUDENTS: finishing touches on projects: troubleshoot games, check links, last call edits for video

Google Form

STUDENTS: please submit a response to the Google Form letting us know what kind of materials/tech you will need in order to present your project on Wednesday

May 3


Check-In with mentor groups

  • Due dates to remember:
    • Projects – Wednesday, May 10th (start of class)
    • ePortfolio – May 11/12, your last workshop (by the end)


Work time

MENTORS: do your thing

STUDENTS: do your thing


May 1

Calvin & Hobbes

Whole class update/introduction:

  • Projects – the final version is due Wednesday, May 10th (a week and a half away!)
  • Introduction to the ePortfolio
  • ePortfolio – due at the end of your final workshop (May 11th or 12th)
    • The ePortfolio checklist is linked on the calendar and is in our shared folder
    • There’s only two more workshops?!

WORK!!! on whatever needs working on.


Apr 26

lifeworse   quitting

Check in (whole class):

  • Extra credit opportunity – Talk by Vietnamese-American author, Andrew Lam on Thursday @7:30pm-9pm (free in Colusa 100A).
  • UPDATE: draft of project will be due in workshop tomorrow/Friday instead of on Monday for feedback loops. Bring a copy of your project for feedback from your workshop team. If you are working in a group and don’t have access to your project, be prepared to verbally explain your project to your team.

Independent Work:

  • Students who need class time to work on projects – work on projects
  • Students who are ready to move on to the ePortfolio – work on portfolio


Apr 24

Quick Mentor Groups Check-In:

  • MENTORS: extra credit announcement
  • STUDENTS: if you haven’t already, look over the grade update Dani sent for accuracy please!

ePortfolio Overview:

  • STUDENTS: check out the sample ePortfolios from previous years under “Example Student Work”

Work on Projects:

  • REMINDER: a draft of the project is due on Monday, May 1st for feedback loops!

Apr 19

Quick Mentor Groups Check-In:

  • Calendar review


Project Work:


  • If you are working on your own:
    • Work!
  • If you are working with a group:
    • Work!


  • Check individual and group project progress
  • Create a plan for Workshop (Thurs/Fri)


Apr 17

Quick Mentor Groups Check-In:

  • List of projects
  • Review calendar (last blog post due at the end of the week)
  • Heads up: we’d like to see the progress you’re making on your projects by Wednesday. AKA if you haven’t done a lot of work, now would be the time to get it in gear. This is our last week of working only on the projects before we switch gears to focus on the portfolio.

Student Evaluations:

  • REMINDER: this evaluation is based on Dani & Tim’s teaching (NOT Kim’s teaching).

Project Work:


  • If you are working on your own:
    • Work!
  • If you are working with a group:
    • Work!


  • Roam and help, please!

Apr 12

Quick Mentor Groups Check-In:

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  • Questions/Concerns?

Peek at the Calendar

  • Where we’re going?

Project Work


  • If you are working on your own:
    • Work!
  • If you are working with a group:
    • Work!

Image may contain: meme and text


Apr 10


Check in with mentors:

MENTORS: please make sure you have access to Proposals

Review Board!

Begin work on projects: “A journey of a thousand miles begins with a single step” – Lao Tzu


  • To think about:
    • Look at your Part V: Plan of Attack
    • What is the first step to attacking your project?
    • If you need more research – start looking for it
    • What questions do you have? – start asking


  • If you are working on your own:
    • Start working on your project
  • If you are working with a group:
    • Revisit roles and start working

Field trip to ESL Resource Center with Dalton:

MENTORS: if you have students who are heritage speakers and may need a little extra help with their proposal, encourage them to go to the ESL Resource Center before class (closes at 4pm)

Apr 5


(Whole) Class Check-In

  • Focus on Proposal now – Project later
  • What will the Proposal look like when it’s done?

Independent/Design Team Work


  • If working independently, students will stay with workshop group:
    • Does any particular area of your proposal need extra attention? — good time to ask for help from a mentor if you need it
  • If working with a design team, teams will meet in the middle of the room:
    • Check in with design team members — does everyone have a “role” for Part II: Individual or Group?
    • Look over Part V: Plan of Attack — does the plan look thorough? Does everyone on the design team’s plans match?


  • Do you and help your group
  • Maybe, occasionally, check in on the middle

Apr 3

MENTORS: Mentor Group Mini-Meetings

Reminder: Full Draft of Project Proposal due Wednesday

Confirm access, field questions about the Full Draft, and talk about project

Four Corners: Phase III

STUDENTS: Project Proposal Drafting (In your Project Corners)

Part I: Focus of Research

  • Fine tune from last week (with your group, if applicable).

Part II: Individual or Group?

  • If working alone, indicate this.
  • If working with a group, give the names of every team member and explain the role each team member will play in order to complete the project – things may change as the project progresses, but give us your best guess and each member’s responsibilities (don’t forget to include your own responsibilities).

Part III: Project Option

  • Fine tune from last week (with your group, if applicable)

Part IV: Research/Data

  • Fine tune from last week (with your group, if applicable).  

Part V: Plan of Attack

  • In a couple of paragraphs (or outlined as specific steps), explain what steps you’ll be taking to complete your project.

Mar 29


Mentor Group Mini-Meetings

MENTORS: Redistribute Quick Writes, check-in, and Work Shop Reminder (also due date for Proposal changed to April 5th!)

STUDENTS: Begin the second bullet point on Part III:

  • Outline 1-2 goals you’d like this project to achieve (i.e., raising awareness about an issue, giving pro-tips on how to navigate some aspect of college, calling on other students to demand change, etc).

Project Examples!

Four Corners: Phase II

Mar 27

Project Proposal Breakdown

STUDENTS: Looking at the Project Proposal Assignment

Part I: Focus of Research

  • Pull ideas from your previous writings (recent blog posts and/or Memo) to craft a summary (a couple of paragraphs) that explains what your topic is, why you’re interested in this topic, why others should be interested in this topic, etc.

Part IV: Research/Data

  • In a couple of paragraphs, explain the research/data that you’ve done so far – if it fits in with your topic and project plan. If it does not fit (i.e., if you’ve changed topics very recently), explain your plan for collecting research/data that will fit.
  • Pull research straight from your Annotated Bibliography. What facts/statistics/ideas have you learned from your research that may be important to this project? What information is missing and what is your plan to find out?
  • Pull data straight from your Case Study – if applicable.
  • If no longer applicable or if you’d like more data, outline a plan to get new data that fits with your project.

Quick Write:

In a perfect world – where you have all necessary resources and plenty of free time and extensive knowledge on how to do a thing – what are some of your ideas for this project? What might your ultimate goal(s) be for completing this project (i.e., to raise awareness about an issue, to give pro-tips on how to navigate some aspect of college, to call on other students to demand change, etc)?

MENTORS: Collect the quick writes, please!

Three (then) Four Corners:

3. Broad understanding corners

  • Hub #1 – Some kind of film: Jesse
  • Hub #2 – Some kind of game: Tim
  • Hub #3 – Some kind of online resource: Dani

then go to the least scary corner

4. Chat up ideas and start thinking about teaming up

  • Hub #1 – Some kind of film: Jesse
  • Hub #2 – Some kind of game: Tim
  • Hub #3 – Some kind of online resource: Geoff
  • Hub #4 – No freaking clue: Dani


Work with your groups to fulfill Parts I & IV then jump in with whichever corner is least scary to you.

Mar 22

Brittany – 

Mental Health

Study Abroad

Jennifer – 

Nursing — nursing majors only, please

Common Struggles: Housing

Johnny – 

Tuition & Debt

Will a Game Help Freshman?

Jesse – 

Travel Ban

Teacher Tenure

Genevieve – 

Parking —  only if you drive to campus and use local parking, please

Student Involvement

Keaton – 

Low-Income and Minority Students

Food Services

Geoff – 

Trump’s Executive Order on Education

Are College’s Turning in to Business

Dalton – 

Private vs. Public College


Kelsey – 

Gap Years

Mental Illness During your First Year

Mar 20

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?)

Mar 8

Annotation Due Today!

Author’s Note Checklist

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.


#1 Parking

#2 Tuition/Housing

#3 First Year Experience

#4 Representation (minority groups/faculty/college in films)

#5 Text Books

#6 Everything Else


  • 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.

Mar 6

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.

Annotation Assignment Guidelines

First Annotation – due Wednesday, March 8th

Full Annotated Bibliography – due Friday, March 10th

Student Sample

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

Mar 1

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)

Feb 27

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.

Mind Maps:

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.

Feb 22

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.

Feb 20

Ideas for research

Our survey findings

Feb 8

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

NY Times 650 prompts

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

changing relationships

housing–for real.


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

Feb 6

College Portrait

Average Loan Debt

About Chico

Sac Bee Salary Look up


Feb 1

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.

Jan 30

Who Gets to Graduate?

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.

Day Two: Jan 25

Using Remind101

21 firsts

Intro to the Institute: Part I

Kim Jaxon’s site

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.

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.