In case you didn't see this in the comments to the last post:
Elena’s Black Bean Brownies
1 15oz. can black beans (drained and rinsed)
2 eggs
½ c unsweetened cocoa (preferably Hershey’s Dark Special)
1 teaspoon vanilla
1 teaspoon baking powder
Pinch salt
1 cup ricotta cheese
1 cup sugar (1/2 cup more or less to taste)
½ package (12oz) milk or white chocolate chips (or both!)
Other items: (use your imagination)
Chopped nuts/walnuts
Toasted coconut
Butterscotch chips
Crushed peppermint sticks
Toffee bits
Mexican chocolate version: (pretty amazing)
½ teaspoon cinnamon
½ to 1 teaspoon cayenne pepper
Milk chocolate chips
1. Mix / mash the beans with the eggs (I use a stick/immersion blender for this – works well to pulverize)
2. Blend in rest of ingredients, adding choc chips last and stirring those in.
3. For microwave: bake in greased pie pan 9 - 10 minutes power level 80% to 90%
4. Regular oven: 350 degrees 25 – 35 minutes depending on pan (usually greased 13 x 9)
5. Have also made these in mini muffin tins – grease them well or they fight back when you try to take them out
Notes:
• These are better baked in a regular oven, but my kids have had brownie ‘emergencies’ and had to have them right away so I have the microwave directions
• Can also make ‘Blondie’ versions - with white northern beans and use butterscotch chips with almond flavoring in addition to the vanilla
• I have been getting away from canned beans – soaking and cooking the dry ones. I think that tastes better – nuttier and less ‘metallic’. If you do this then use 1 3/4 cups cooked beans for each batch.
Tuesday, December 14, 2010
Thursday, November 18, 2010
Reminders for Class #9 (Wednesday 12/8)
Other Reminders: Iris brought something to my attention about the recommendations given in the "creating a proposal" document that might explain some of the confusion I saw last night. It says the methodology explains "how you came to choose this project," or something like that. That's not right. What it should say is, given that you have already explained project choice in the introduction, your methodology explains how you plan to conduct the project and why you chose this method or plan instead of some other method or plan.
As indicated in the last session, the time I will be sitting down to review your draft proposals in detail is the weekend following Thanksgiving (Nov. 27-28). So most of you should think of that as a formal deadline for the complete proposal. Whatever suggestions I give you at that point could then be implemented by the end of the semester. (You should still shoot for Dec. 8 so you can enjoy yourself at the bar! But I am going to a wedding in Alabama soon after and can't actually review anything until Dec. 12). For those of you struggling to meet the Nov. 27-28 deadline for whatever reason, the absolute minimum would be a revised project description and literature review, and then we'll try to race you through the remaining steps.
Wednesday, November 3, 2010
Reminders for Class #8 (Wednesday 11/17)
Reminders for the upcoming week (no class 11/10):
-Obviously if I don't have your annotated bibliography and background literature review, those are absolute priorities at this point.
-Research Log #7... this relates to tonight's unfinished class exercise. Take the sample proposals and evaluate them according to 1 of the 7 criteria given on pages 11-12 of the course syllabus (as assigned), and explain why you rated them as you did. Then discuss how your evolving proposal does or does not currently meet those criteria.
-Send/share me a draft of your methodology section and your hypotheses/preliminary arguments section.
Reminders for 11/17:
-Class will meet in SciTech II 242, since this was everyone's preference
-Read Booth: Chapters 14-16
-Read Tufte book on using visual information.
-Send/share complete proposal draft, which includes some elements you've already worked on (Project Description, Background Literature Review, Methodology, Hypotheses/Arguments) and some new ones (Summary/Conclusion, Non-Annotated Bibliography, Timetable for completion)
-Think about when you'd like to have your final personal conference for the semester... I am targeting 11/29, 11/30, 12/1, 12/2 as possible dates, but 11/18 and 11/19 could work too.
-Obviously if I don't have your annotated bibliography and background literature review, those are absolute priorities at this point.
-Research Log #7... this relates to tonight's unfinished class exercise. Take the sample proposals and evaluate them according to 1 of the 7 criteria given on pages 11-12 of the course syllabus (as assigned), and explain why you rated them as you did. Then discuss how your evolving proposal does or does not currently meet those criteria.
-Send/share me a draft of your methodology section and your hypotheses/preliminary arguments section.
Reminders for 11/17:
-Class will meet in SciTech II 242, since this was everyone's preference
-Read Booth: Chapters 14-16
-Read Tufte book on using visual information.
-Send/share complete proposal draft, which includes some elements you've already worked on (Project Description, Background Literature Review, Methodology, Hypotheses/Arguments) and some new ones (Summary/Conclusion, Non-Annotated Bibliography, Timetable for completion)
-Think about when you'd like to have your final personal conference for the semester... I am targeting 11/29, 11/30, 12/1, 12/2 as possible dates, but 11/18 and 11/19 could work too.
Wednesday, October 27, 2010
Reminders for Class #7 (Wednesday 11/3)
Alert! Class will be in SciTech II 242 tonight. I was given a construction-related cancellation for our other room yesterday... sorry for the delay is passing that on.
Aaron's note to himself... I have a mid-term evaluation survey I want to give you guys next week. Thanks to Beckyanne for reminding me about this.
Reminders for 11/3
-Obviously if I don't have your annotated bibliography and background literature review, those are absolute priorities at this point.
-Some of you have already posted Research Log #6 (any topic). If not, write that whenever the mood strikes you this week.
-Read Booth: Chapters 7-10, 12-13
-I'd also like you to read this brief handout about distinguishing scholarly sources from other types of sources.
-We will cut the Eby article on “Data Collection Strategies” from the syllabus. Unless your project involves interviews (e.g. Julie, Jeremiah), surveys, or behavioral observation (e.g. Jenifer). In that case you'll find it really helpful - click here to read the article. Something else you may find useful is this great handout about concept mapping... I'm sorry this got swallowed by my inbox mess last month.
-The whole deal about meeting with the writing fellow that you see mentioned in the syllabus has been cut. I think what happened is they were only able to pay the person for a limited number of hours, so they are trying it on an experimental basis in Jeannie's section of 390 only.
-Next week's major writing deadlines (11/3 before class) are an expansion that takes the annotated bibliography to 25 sources (15 for Nina). Use the same format and just add to what you already have; our main purpose in class today is to suggest additional areas to explore. And then of course a corresponding revision to the background literature review; I will be emailing you some suggestions over the next few days. Note for fair warning: according to the syllabus this is the point at which I will grade the annotated bibliography.
Reminders/Notes for Later
-We will push the next phase to 11/10 (which you will note is another no-class day). That means the first draft of the methodology section and of the evidence/analysis section. One thing I will note about the methodology section is, this might also be a good place to discuss what the limits of the scope of your project are. As to the other part, the more I consider it, the less it makes sense to me that you are able to have "evidence" or "analysis" at this pre-proposal stage. So let's re-name this something more like "hypothesis and outline of major ideas/arguments." That would also include anticipated objections, which is a major emphasis in both Craft of Research and They Say / I Say. As well as any preliminary reasons or evidence you do have at this point.
-Apparently you're supposed to write a conclusion as well, but that seems even more bizarre to me. How would you be able to render conclusions about something you haven't even done yet? The instruction handout for the proposal mentions that you might discuss "possible outcomes," but that would be pretty well covered by "hypothesis." If it was meant to be some statement of the importance of the project, you would probably have already covered that in the introduction. So I need to think about this some more, but at the very earliest it would be due on 11/17.
Aaron's note to himself... I have a mid-term evaluation survey I want to give you guys next week. Thanks to Beckyanne for reminding me about this.
Reminders for 11/3
-Obviously if I don't have your annotated bibliography and background literature review, those are absolute priorities at this point.
-Some of you have already posted Research Log #6 (any topic). If not, write that whenever the mood strikes you this week.
-Read Booth: Chapters 7-10, 12-13
-I'd also like you to read this brief handout about distinguishing scholarly sources from other types of sources.
-We will cut the Eby article on “Data Collection Strategies” from the syllabus. Unless your project involves interviews (e.g. Julie, Jeremiah), surveys, or behavioral observation (e.g. Jenifer). In that case you'll find it really helpful - click here to read the article. Something else you may find useful is this great handout about concept mapping... I'm sorry this got swallowed by my inbox mess last month.
-The whole deal about meeting with the writing fellow that you see mentioned in the syllabus has been cut. I think what happened is they were only able to pay the person for a limited number of hours, so they are trying it on an experimental basis in Jeannie's section of 390 only.
-Next week's major writing deadlines (11/3 before class) are an expansion that takes the annotated bibliography to 25 sources (15 for Nina). Use the same format and just add to what you already have; our main purpose in class today is to suggest additional areas to explore. And then of course a corresponding revision to the background literature review; I will be emailing you some suggestions over the next few days. Note for fair warning: according to the syllabus this is the point at which I will grade the annotated bibliography.
Reminders/Notes for Later
-We will push the next phase to 11/10 (which you will note is another no-class day). That means the first draft of the methodology section and of the evidence/analysis section. One thing I will note about the methodology section is, this might also be a good place to discuss what the limits of the scope of your project are. As to the other part, the more I consider it, the less it makes sense to me that you are able to have "evidence" or "analysis" at this pre-proposal stage. So let's re-name this something more like "hypothesis and outline of major ideas/arguments." That would also include anticipated objections, which is a major emphasis in both Craft of Research and They Say / I Say. As well as any preliminary reasons or evidence you do have at this point.
-Apparently you're supposed to write a conclusion as well, but that seems even more bizarre to me. How would you be able to render conclusions about something you haven't even done yet? The instruction handout for the proposal mentions that you might discuss "possible outcomes," but that would be pretty well covered by "hypothesis." If it was meant to be some statement of the importance of the project, you would probably have already covered that in the introduction. So I need to think about this some more, but at the very earliest it would be due on 11/17.
Wednesday, October 6, 2010
Reminders for Class #6 (Wednesday 10/27)
As Soon As Possible: Sign up for a conference time to meet with me sometime on 10/12-10/15 or 10/18-10/19. I am sharing all of you a Google Document for this, but you could also email me a request.
Friday 10/8: Post results from tonight's class exercise to this blog entry. (Types of sources in one of your disciplines, standards of evidence/proof in one of your disciplines, what critical thinking means in one of your disciplines... or answer for your partner as you arranged.) Remember, we're calling this Research log #4 1/2 and replacing one of the ones you would have done later.
Monday 10/11-ish: Revise Project Description according to my suggestions,and send to your faculty advisor. (I asked some of you to revise and resubmit to me first.)
Wednesday 10/20-ish: Post Research Log #5 to this blog entry. The topic should be the current status of your relationship with your faculty advisor. So definitely wait to do this until after you've corresponded with the advisor about your project description.
Wednesday 10/20: I highly recommend that you attend the following lecture on the Mason campus if you are able to! If you want to attend and write a short review for the blog, that could replace one of your required research logs.
Friday 10/22: Email or Docshare me an Annotated Bibliography with at least 10 entries. As given tonight, the format is as follows: 1) Bibliographic Citation for source according to the discipline-specific style standard you've selected. Then the annotation: 2) Thesis or main idea of source... WHAT is being argued. 3) Evidence or method of source... HOW is it being argued. 3) Audience of source... WHO are the readers it addresses. 4) Purpose of source... WHY is it written? What is the author trying to accomplish? These last four could be accomplished in 2-4 sentences. You can write more if it's helpful, but don't write a novel. 5) Is the source your "family," "friend," "enemy," or a "one-night-stand"? ("Strangers" and "help wanted" are important to classify but shouldn't be included in your annotated bibliography. Remember you will always reassess your sources, so even friends may become strangers. 6) What makes this source useful to you? 7) What are the limitations of the source, or reasons it might not be useful? 8) This source relates to one (or more) of your others sources how? Those last four could also be done in 2-4 sentences.
Wednesday 10/27 (before class): Email or Docshare me your first draft of the Background Literature Review. Remember, the Drafting an Investigative/Creative Proposal handout gives fairly specific instructions. The class will meet again in Student Union II (SUB II), room 7. We'll try it one more time and make sure there isn't a rock concert or something going on.
Friday 10/8: Post results from tonight's class exercise to this blog entry. (Types of sources in one of your disciplines, standards of evidence/proof in one of your disciplines, what critical thinking means in one of your disciplines... or answer for your partner as you arranged.) Remember, we're calling this Research log #4 1/2 and replacing one of the ones you would have done later.
Monday 10/11-ish: Revise Project Description according to my suggestions,and send to your faculty advisor. (I asked some of you to revise and resubmit to me first.)
Wednesday 10/20-ish: Post Research Log #5 to this blog entry. The topic should be the current status of your relationship with your faculty advisor. So definitely wait to do this until after you've corresponded with the advisor about your project description.
Wednesday 10/20: I highly recommend that you attend the following lecture on the Mason campus if you are able to! If you want to attend and write a short review for the blog, that could replace one of your required research logs.
Lecture: Annie Leonard
October 20, 2010 from 3:00 pm to 4:30 pm
Johnson Center, Cinema
"The Story of Stuff," presented by environmental activist and author Annie Leonard. Reception and book signing will follow.
Friday 10/22: Email or Docshare me an Annotated Bibliography with at least 10 entries. As given tonight, the format is as follows: 1) Bibliographic Citation for source according to the discipline-specific style standard you've selected. Then the annotation: 2) Thesis or main idea of source... WHAT is being argued. 3) Evidence or method of source... HOW is it being argued. 3) Audience of source... WHO are the readers it addresses. 4) Purpose of source... WHY is it written? What is the author trying to accomplish? These last four could be accomplished in 2-4 sentences. You can write more if it's helpful, but don't write a novel. 5) Is the source your "family," "friend," "enemy," or a "one-night-stand"? ("Strangers" and "help wanted" are important to classify but shouldn't be included in your annotated bibliography. Remember you will always reassess your sources, so even friends may become strangers. 6) What makes this source useful to you? 7) What are the limitations of the source, or reasons it might not be useful? 8) This source relates to one (or more) of your others sources how? Those last four could also be done in 2-4 sentences.
Wednesday 10/27 (before class): Email or Docshare me your first draft of the Background Literature Review. Remember, the Drafting an Investigative/Creative Proposal handout gives fairly specific instructions. The class will meet again in Student Union II (SUB II), room 7. We'll try it one more time and make sure there isn't a rock concert or something going on.
Wednesday, September 29, 2010
Reminders for Class #5 (Wednesday 10/6)
Remember that our 10/6 meeting will be in the little schoolhouse that we met in the first two times (SciTech II 242). Sorry if I announced this wrong today.
Other reminders for next week:
-Read Booth: “Quick Tip” on page 83, and Chapter 6, and pages 271-276. (And Chapter 5 if you missed that last week.)
-Read Heffernan and Lincoln: “Guidelines for Critical Reading” from Writing: A College
Handbook (Course Reader).
-Read Facione: 2006 update preface from Critical Thinking: What It Is & Why it Counts (Course Reader).
-Read Katzer and Cook: “A Step-by-Step Guide for Evaluation” and “Questions to Ask” from Evaluating Information: A Guide for Users of Social Science Research (Course Reader).
-Share (or email) me a draft of your Project Description if you haven't already done so. In a reversal of my previous request, don't send your Project Description to your faculty mentor just yet.
-Post Research Log #4 on course blog by Tuesday at 22:00. This should be a revised list of your 25 research questions.
Other reminders for next week:
-Read Booth: “Quick Tip” on page 83, and Chapter 6, and pages 271-276. (And Chapter 5 if you missed that last week.)
-Read Heffernan and Lincoln: “Guidelines for Critical Reading” from Writing: A College
Handbook (Course Reader).
-Read Facione: 2006 update preface from Critical Thinking: What It Is & Why it Counts (Course Reader).
-Read Katzer and Cook: “A Step-by-Step Guide for Evaluation” and “Questions to Ask” from Evaluating Information: A Guide for Users of Social Science Research (Course Reader).
-Share (or email) me a draft of your Project Description if you haven't already done so. In a reversal of my previous request, don't send your Project Description to your faculty mentor just yet.
-Post Research Log #4 on course blog by Tuesday at 22:00. This should be a revised list of your 25 research questions.
Wednesday, September 22, 2010
Reminders for Class #4 (Wednesday 9/29)
Remember that our 9/29 meeting will be in the Johnson Center Library ("library instruction room" #228).
Other reminders:
-Read Booth chapter 5.
-Share (or email) draft of Project Description. There are some guidelines in the handout I gave you a couple of weeks ago with the title "Drafting a Research Proposal." Also get this to your faculty mentor somehow, and then get me the comments when he/she finishes them. Again this would all be easier in Google Docs, but email is fine if necessary.
-Create a concept map of your topic, for use in the library session. So make sure to bring a physical copy of that. As I explained tonight, a concept map could be many different things, so don't take "map" too literally. Just any way you can organize the various concepts or questions of your paper without writing in sequential complete sentences.
-As a separate exercise, or perhaps as sort of the "legend" scribbled in the corner of your concept map, I highly recommend that you try your best to complete the following template: I am investigating ___________ because ___________ , in order to ___________. ___________has/have generally approached the topic by ___________, while ___________ believe/s that ___________; I will be arguing instead that ___________.
-You may also find this helpful in light of our discussion.
Other reminders:
-Read Booth chapter 5.
-Share (or email) draft of Project Description. There are some guidelines in the handout I gave you a couple of weeks ago with the title "Drafting a Research Proposal." Also get this to your faculty mentor somehow, and then get me the comments when he/she finishes them. Again this would all be easier in Google Docs, but email is fine if necessary.
-Create a concept map of your topic, for use in the library session. So make sure to bring a physical copy of that. As I explained tonight, a concept map could be many different things, so don't take "map" too literally. Just any way you can organize the various concepts or questions of your paper without writing in sequential complete sentences.
-As a separate exercise, or perhaps as sort of the "legend" scribbled in the corner of your concept map, I highly recommend that you try your best to complete the following template: I am investigating ___________ because ___________ , in order to ___________. ___________has/have generally approached the topic by ___________, while ___________ believe/s that ___________; I will be arguing instead that ___________.
-You may also find this helpful in light of our discussion.
Sunday, September 12, 2010
Reminders for Class #3 (Wednesday 9/22)
I have received most of your "statement of interest" 1st drafts as well as research logs. I'd hoped to be able to comment earlier, but will be doing so Sunday afternoon/evening. (As stated in class, I will duplicate my response to both your email inbox and Google Docs share so you can start testing out Docs.)
The most important reminders are that there will be no class meeting on 9/15 and that the 9/22 meeting will be in the Student Union II building as specified in the schedule on the column on the right side of the blog.
Other reminders:
- Share revised Statement of Interest to me on Google Docs by Wednesday 9/15 at 22:00. Revised in light of my comments in the aforementioned Sunday email, in light of the way your thinking has developed after reading our various course texts and after interbeing so dynamically in class, and in light of any preliminary source research you're able to squeeze in this week. Technically, neither the first draft nor the second draft of the SOI are graded, so just think of it as a way to sketch out some of your ideas and to make sure that I know everything I need to know at this point about them.
-Post Research Log #2 on course blog by Thursday 9/16 at 22:00. (Any topic, but try to differentiate somehow from your statement of interest.)
-Read Leedy & Ormrod: “What is Research?” from Practical Research: Planning & Design (Course Reader)
-Read Booth: Chapters 3, 4.
-Read Graff and Birkenstein: Chapters 5-10.
- Post Research Log #3 on course blog by Tuesday 9/21 at 22:00. This one should be a list of 25 questions relating to your topic. See Chapter 3 of Booth for guidance in framing questions about history and context, structure and composition, categories, speculations, agreement and disagreement, etc. Another way to frame questions is to think about multiple perspectives or contrasting viewpoints. that may not necessarily be well documented or extensively discussed in your sources.
The most important reminders are that there will be no class meeting on 9/15 and that the 9/22 meeting will be in the Student Union II building as specified in the schedule on the column on the right side of the blog.
Other reminders:
- Share revised Statement of Interest to me on Google Docs by Wednesday 9/15 at 22:00. Revised in light of my comments in the aforementioned Sunday email, in light of the way your thinking has developed after reading our various course texts and after interbeing so dynamically in class, and in light of any preliminary source research you're able to squeeze in this week. Technically, neither the first draft nor the second draft of the SOI are graded, so just think of it as a way to sketch out some of your ideas and to make sure that I know everything I need to know at this point about them.
-Post Research Log #2 on course blog by Thursday 9/16 at 22:00. (Any topic, but try to differentiate somehow from your statement of interest.)
-Read Leedy & Ormrod: “What is Research?” from Practical Research: Planning & Design (Course Reader)
-Read Booth: Chapters 3, 4.
-Read Graff and Birkenstein: Chapters 5-10.
- Post Research Log #3 on course blog by Tuesday 9/21 at 22:00. This one should be a list of 25 questions relating to your topic. See Chapter 3 of Booth for guidance in framing questions about history and context, structure and composition, categories, speculations, agreement and disagreement, etc. Another way to frame questions is to think about multiple perspectives or contrasting viewpoints. that may not necessarily be well documented or extensively discussed in your sources.
Monday, September 6, 2010
Reminders for Class #2 (Wednesday 9/8)
-Read Booth: Prologue and Chapters 1-2.
-Read Leedy & Ormrod: “What is Research?” from Practical Research: Planning & Design (Course Reader)
-Read Boix Mansilla: “Assessing Student Work at Disciplinary Crossroads." <---That's a way illegal link with the file in it.
-Read Graff and Birkenstein: Introduction and Chapters 1-4.
-Turn in Background Survey if you didn’t finish it in last week’s class.
-Complete Research Log #1 on course blog by Tuesday at 22:00. Research logs are meant to suit your project’s development, so there are many possibilities: post a comment about a potential idea, a potential source, an assigned text, your feelings about your progress or lack thereof, or post a question, tip, or response to another student. Aim for about 100 words but feel free to post more, or to post additional entries. Cross conversation is encouraged, though please be respectful of other students.
-Complete an initial one page Statement of Interest about a potential research topic and post it here on this blog entry by Wednesday at 18:00. (Or email it to me.) Be as specific as possible. What topic interests you and why? Which disciplines inform this topic? What do you already know about it? What are you curious to learn or analyze about the topic? Why is it something worth thinking about?The “Finding Topics” and “Checklist for Understanding Your Readers” sections of Booth’s Craft of Research will probably be helpful for developing your statement.
In case I forget, here is a little research narrative of my own about the Boix Mansilla essay. I believe the course director intended this to be a scavenger hunt so that you would be forced to find it yourself and thus get exposure to some of the library resources you'll need later in the course. I decided you had enough to do and promised to find it, but then I forgot (many excuses but the main one being that I had already hunted down another Boix Mansilla essay for 490 and got them bollixed up... or I guess boixed up). Putting myself in the lazy student's position, because I am one, I went straight to Google for the article citation. I knew I probably wouldn't be able to get the article itself, which would likely be a paid library resource. So the third hit on the article title appears to be the one, and I get this citation: Change, v37 n1 p14 Jan-Feb 2005 . The first two seem to be earlier versions of the article that might have been given as conference speeches. I'm guessing Change magazine refers to its purpose rather than its cost, but that could work either way, ha ha. OK so now I know which magazine/journal I need, so now I'll go to the main library page (library.gmu.edu). I clicked on e-journals because I'm optimistic and then typed in the journal's title and hit search. It appears to be that first one, published in New York. So then I click on the JSTOR link, which is a database service university libraries pay for, then I get a password prompt (which is way easier than this process used to be at my old university). Then I've apparently been granted access by GMU's electronic library elves. Now I'm stumped, because this access stops at volume 36, or year 2004. But wait, why did I look for it on JSTOR when it was available in several other places? Now I'll go back and try Education Full Text, which sounds like what I'm looking for and purports to cover until "present," which should include 2005 unless there is some kind of hot tub time machine involved. Eureka. Now I'm into Volume 37, Number 1. I click full text PDF for the article I was seeking. I save it under a silly filename to my desktop, and then blah blah blah I put it on the blog. Lather, rinse, repeat that process about 10,000 times with more frustration, dead ends, work, and pressure, and that's your research project.
-Read Boix Mansilla: “Assessing Student Work at Disciplinary Crossroads." <---That's a way illegal link with the file in it.
-Read Graff and Birkenstein: Introduction and Chapters 1-4.
-Turn in Background Survey if you didn’t finish it in last week’s class.
-Complete Research Log #1 on course blog by Tuesday at 22:00. Research logs are meant to suit your project’s development, so there are many possibilities: post a comment about a potential idea, a potential source, an assigned text, your feelings about your progress or lack thereof, or post a question, tip, or response to another student. Aim for about 100 words but feel free to post more, or to post additional entries. Cross conversation is encouraged, though please be respectful of other students.
-Complete an initial one page Statement of Interest about a potential research topic and post it here on this blog entry by Wednesday at 18:00. (Or email it to me.) Be as specific as possible. What topic interests you and why? Which disciplines inform this topic? What do you already know about it? What are you curious to learn or analyze about the topic? Why is it something worth thinking about?The “Finding Topics” and “Checklist for Understanding Your Readers” sections of Booth’s Craft of Research will probably be helpful for developing your statement.
In case I forget, here is a little research narrative of my own about the Boix Mansilla essay. I believe the course director intended this to be a scavenger hunt so that you would be forced to find it yourself and thus get exposure to some of the library resources you'll need later in the course. I decided you had enough to do and promised to find it, but then I forgot (many excuses but the main one being that I had already hunted down another Boix Mansilla essay for 490 and got them bollixed up... or I guess boixed up). Putting myself in the lazy student's position, because I am one, I went straight to Google for the article citation. I knew I probably wouldn't be able to get the article itself, which would likely be a paid library resource. So the third hit on the article title appears to be the one, and I get this citation: Change, v37 n1 p14 Jan-Feb 2005 . The first two seem to be earlier versions of the article that might have been given as conference speeches. I'm guessing Change magazine refers to its purpose rather than its cost, but that could work either way, ha ha. OK so now I know which magazine/journal I need, so now I'll go to the main library page (library.gmu.edu). I clicked on e-journals because I'm optimistic and then typed in the journal's title and hit search. It appears to be that first one, published in New York. So then I click on the JSTOR link, which is a database service university libraries pay for, then I get a password prompt (which is way easier than this process used to be at my old university). Then I've apparently been granted access by GMU's electronic library elves. Now I'm stumped, because this access stops at volume 36, or year 2004. But wait, why did I look for it on JSTOR when it was available in several other places? Now I'll go back and try Education Full Text, which sounds like what I'm looking for and purports to cover until "present," which should include 2005 unless there is some kind of hot tub time machine involved. Eureka. Now I'm into Volume 37, Number 1. I click full text PDF for the article I was seeking. I save it under a silly filename to my desktop, and then blah blah blah I put it on the blog. Lather, rinse, repeat that process about 10,000 times with more frustration, dead ends, work, and pressure, and that's your research project.
Wednesday, September 1, 2010
Class #1 Post-Game
It was great meeting you all today. I felt that our interbeing had very good dynamics.
I'll expand this post tomorrow, but for now I want to give you some further documents I should have given you today. This is a fuller explanation of the various stages/parts of the 390 proposal you are developing. This is the same document, but written for creative projects (which only applies to one of you I believe). And this is the really important one, which is a grid of all the class assignments. I hope to print all of these for you next week, but in the meantime take a look. Julie has requested samples of completed 390 proposals, but I need to make sure that I have the permission to show them... what I do have for now are samples of completed 490 projects, a very good one and a less good one.
Oh and if you do figure out how to get on Google Docs and you want to share something to me, my Gmail/Docs name is aaron.mclean.winter _at_ gmail.com <--- I can't type the @ there or I'll get spam emails.
I'll expand this post tomorrow, but for now I want to give you some further documents I should have given you today. This is a fuller explanation of the various stages/parts of the 390 proposal you are developing. This is the same document, but written for creative projects (which only applies to one of you I believe). And this is the really important one, which is a grid of all the class assignments. I hope to print all of these for you next week, but in the meantime take a look. Julie has requested samples of completed 390 proposals, but I need to make sure that I have the permission to show them... what I do have for now are samples of completed 490 projects, a very good one and a less good one.
Oh and if you do figure out how to get on Google Docs and you want to share something to me, my Gmail/Docs name is aaron.mclean.winter _at_ gmail.com <--- I can't type the @ there or I'll get spam emails.
Saturday, August 21, 2010
Welcome!
This is the course blog for our section of BIS 390. I will mainly use it to make announcements and adjustments to our schedule. You will mainly use it to post your research log entries and to extend the classroom discussion.
Click here to preview the course syllabus.
Please write a test post in the reply below so I can make sure the blog is working for everyone. I believe you can either use an existing Google/Gmail I.D. or make a Blogger I.D. Let me know if you have any difficulty and I can help. It would be best if your test post was some kind of question or comment about the syllabus. Read it carefully!
I look forward to meeting all of you soon.
Click here to preview the course syllabus.
Please write a test post in the reply below so I can make sure the blog is working for everyone. I believe you can either use an existing Google/Gmail I.D. or make a Blogger I.D. Let me know if you have any difficulty and I can help. It would be best if your test post was some kind of question or comment about the syllabus. Read it carefully!
I look forward to meeting all of you soon.
Subscribe to:
Comments (Atom)