We began class with an in-class exercise conducting studio sessions on the assigned reading. I meant to allow some time for each "student" to present the overall focus of his/her assigned section as a way to ensure that you got the necessary theory out of the reading - but as you noticed we were a little pressed for time. We used google.docs to provide the directions, to develop the criteria for evaluating the activity, and for you to complete your reports and reflective assessments (check the BLUE directions inserted in the document just before you began your group reports; you should complete this exercise for homework).
After your break, Dr. Sutton gave a presentation on the composition courses for the EEO Summer Program. The handouts will be useful references for planning the overall studio program (Project 1) and for developing the training program for the facilitators (Project 2).
During the last section of class we summed up some of the concepts the course has emphasized so far (note that the terms Discourse, reflection, awareness, ethics, and interactional inquiry all appeared prominently in our list), touched on the list of studio spaces list, reviewed the mentors' responsibilities list, and went over the Project 1 Assignment Sheet & the Blog assignments for Wednesday.
Also - just in case you haven't already noticed - we are using the course blog & google.docs in ways that you might want to consider integrating into the training for the facilitators, and into the actual studio work (protocols for facilitators and EEO students). Think about what works in these practices - and what doesn't; & think about what the facilitators & the students will need support for as they get started.
For Class Wednesday:
Complete the evaluation + reflections associated with the In-Class Studio Exercise on Reading.
Continue to discuss + add to the list of spaces. Vanessa is in the process of transferring our discussion of spaces to a spreadsheet where we can actually rank and choose the spaces where groups will meet.
Read: Grego & Thompson Chapter 3
Blogs: We talked over expectations for these posts in class; if you have questions send me an email.
- Program Design Document 3: Conceptual timeline
- Planning Document 3: Brainstorm list of activities/practices to support different kinds of work in the conceptual timeline.
What we will do in class Wednesday.
We are going to begin with another studio session for reading. I will post a protocol for students who want to work on reading. You should each choose a section of the reading that you want to work on, and prepare to "present" at your studio group by using the protocol.
After evaluating and reflecting the studio sessions, we will talk through the timelines and come to some overall consensus for the general content and sequence for what will take place in studio sessions. Then we will turn our attention to Project 1 and do some whole group brainstorming for what needs to go in each section for the Program Design.
As we discussed in class, you are going to work in groups of 3 on this project. I am still agonizing over how to divide you into groups - but promise to have made a decision by class Wednesday. During the last hour, you will work in your groups both to brainstorm various sections for the Project 1 Document, and to develop a Studio protocol for working on brainstorming.
So far so good! And I'm looking forward to Wednesday's class.
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