[SSC] SSC curriculum stuff -- to the wider group

[Jared Pappas-Kelley]

Hello everyone,

I hope you are well and it sounds like the meeting was very productive and that some positive ideas came from it. Sorry that I didn't send these forms out to you sooner, but I have been a bit poorly (sorry if this is all a bit rambling or disjointed as a result of this!) Anyway, here is how one university does their evaluation system and it is also an effective means for tracking each individual learner's progress through a program (especially useful in something like this where not all students are on the same timeline and are producing individualised projects and exploring their own themes). For this program there were ongoing assignments called Annotations, where students wrote short 1-2 page process papers for everything they were reading or working with. These Annotations were short responses that help the student to get in the habit of writing constantly, whilst working through any writing issues or anxieties they may have (the quality of these were varied depending on the student, but they always got better and offered a record of their thoughts on a subject)--and they were a way of apply the material to their own interests and research ideas as they gradually emerge over the course of the semesters. The idea was that when you completed the courses you would have a collection of personalised Annotations that gave a brief overview of the materials you had worked with, that informally explored themes, which was useful as a resource when writing longer papers or more formalised articles. A couple of my annotations were the first things I ever cleaned up (annotations can be relatively informal and are governed more by ideas and engagement) and had published in journals when I was starting out.

One of the first exercises when starting off the very first semester was the Study Plan as a Whole. This was an exercise where all students met with their advisor/mentor as a group (usually around eight students) and the mentor walks everyone through some of the expectations/vision and then they each schedule a one-on-one meeting to discuss and negotiate what their interests are, what some basic groundwork readings might be (some groups preferred to have everyone in the group reading all the same material, whist others might have a mix of individualised student readings, or even completely individualised materials for each student with supplemental "all together articles" for seminars), and to begin mapping out what the shape of their studies overall might eventually be. The results of this were then written up on the form and this becomes their tentative roadmap (and everyone's always changed and morphs through the course of their studies), but this offers a good place to start out and formalise what it is that you hope to achieve or examine through your education (your learning contract of sorts). Also any changes that happen would be address in each new Semester Study Plan as well as the student's evaluation. This allows the curriculum to remain flexible and grow with the student, but also offers something to gauge their progress through the course of the semester and overall. For example: a student might say 'I would like to examine the complete works of Proust.' …which through the course of the semester might need to be changed to "I will read these three articles on Proust X, Y, Z, while focussing on the introduction in 'In Search of Lost Time' … or maybe they start Proust and realise they have no interest in it or it isn't related to what they want to examine (or the project they subsequently develop), in which case they have to address these concerns and changes in their evaluation and next Semester Study Plan.

At the end of each semester the students also fill out a Self Evaluation, which offers a space for reflection on their process and progress through the course. Also if there were any issues, this is their space to unpack them. This is also useful if a student feels they received too harsh of an Evaluation from their mentor, etc, the student can address this here. Each Semester Self Evaluation is filed alongside the mentor's Evaluation of their work and become married as their transcript. I could probably dig up a couple filled-in examples of a Self Eval along with a Semester Advisor Eval (lecturers evaluation of their work) if that is useful.

The Final Student Self Evaluation is fairly self explanatory and is an effort to bring all of the semesters together into a narrative of what they studied. In many cases, overall themes and connections didn't emerge until this final bit of reflection that brings all the efforts together. It is a place for the student to shine and for some introspection.

For some reason these documents are in reverse order here, but hopefully this is useful. Please let me know if you have any questions. Also, I have participated as a student through undergrad, graduate, to PhD in evaluation based programs, so I can discuss this from a student's perspective as well.

Again, sorry if this is rambling or disorganised!

All best,
Jared

Note: this is all from an MFA: Visual Art and Critical Theory degree.

From Evernote:
MFA Final Student Self Evaluation
Academic Terms > Final Student Self Evaluation
Legal Name:  
ID: 
Type:  Student
FERPA Hold:  No	Program:  Interdisciplinary Arts MFA-VT
Degree:  MFA in Interdisciplinary Arts
Status:  Graduated Student
Level:  G6
Current Advisor:  
 
Genre(s):
1.
2.
3.

Title of Final Product: 

Part One: SUMMARY REPORT OF MFA-IA STUDY AS A WHOLE

ARTISTIC PRACTICE: Describe the evolution of your artistic practice over the course of your entire MFA program, including experiments undertaken, as well as a description of the bodies of work, performances, or projects you have completed. What new mediums or forms have you explored? What new skills, concepts, etc., have you learned along the way? In this retrospect, how do you view your growth as an artist? How do you see your practice now ? Where do you see yourself heading?

INTELLECTUAL/CRITICAL DEVELOPMENT: What areas of inquiry have you engaged in along the way, and how have they contributed to your growth, both intellectually and creatively? What artists, thinkers, etc., have you found especially helpful? What papers have you produced to demonstrate your knowledge of art theory and your critical skills?
On a separate page include a comprehensive Resource List (including seminar readings).

Bibliography   

PRACTICUM: Describe the Practicum in which you engaged, and briefly summarize the insights and learning gained from this experience.

OVERALL ASSESSMENT: How has your overall work in this program contributed to your artistic development, your knowledge of and ability to engage critically and creatively with the contemporary art scene, and your understanding of the context of your own art practice?

Part Two: ASSESSMENT OF MFA-IA STUDY AS A WHOLE

Here you write a thorough evaluation of the work you did, assessing your strengths and weaknesses or areas for further development. Comment on how you worked with your faculty advisor, your second reader, and other persons who helped you learn. This assessment will be separate from your Summary Report and will not become part of your transcript.

MFA Semester Advisor Evaluation

Academic Terms > Term Advisor Eval
Legal Name:
ID:
Type:  Student
FERPA Hold:  No	Program:  Interdisciplinary Arts MFA-VT
Degree:  MFA in Interdisciplinary Arts
Status:  Graduated Student
Level:  G6
Current Advisor:  
 
 
Transcript Statement (to be read by external parties):

Area(s) of Study:
1.
2.
3.

Guidelines: Please convey your thoughts on the student's work and progress and suggest areas for further development, in relation to the questions below.

If this evaluation is for a final semester student, below are the faculty transcript statements from the student's prior successful semesters. You may incorporate these into your final report, if useful. If necessary, please modify the pre-existing text to ensure a consistent presentation of the student's work. Alternatively, you may craft your own report to represent the student's work as a whole.

Summary of past evaluations:

1. Overview/goals: For an evaluation of one semester of study, what were the student's primary goals or focus for the semester? If this is for the final semester, orient the reader to the student's overall program, and introduce the Portfolio.

2. Creative and Experimental Practice: Describe and evaluate what the student has accomplished in the development of his or her creative practice, including work produced, new skills learned, media or modalities explored, concepts applied, significant insights gained, etc.

3. Intellectual Territory: Describe the inquiry that the student has pursued, including guiding questions/concerns and areas of study; note key authors and artists studied, texts, and other significant resources the student used.

4. Online group discussion: Describe the student's participation and contribution to the group discussion, and significant learning.

5. Practicum: If applicable, describe the student's practicum experience, and note the primary insights and learning gained. Indicate if the practicum was successfully completed. If not, indicate what still needs to be done, or if it is planned to continue beyond the semester.

6. In sum: Characterize the semester as a whole (or the entire program if this is a final semester evaluation). What were the key learning outcomes? Is the student on track towards meeting degree criteria, including developing a sense of context for her or his work, an understanding of the nature of art, and ability to engage in discourse? (If this is for a final semester, has the student met degree criteria?)

Advisor's Comments (Optional - for internal advising purposes only. Not included on the student's transcript): If there are suggestions or comments you wish to make to the student and to future advisors outside the frame of the transcript, please do so here.


[x]The student DID satisfactorily complete the work of the semester.

[   ]The student DID NOT satisfactorily complete the work of the semester.
MFA Semester Self Evaluation

Academic Terms > Term Self Evaluation
Legal Name: 
ID: 
Type:  Student
FERPA Hold:  No	Program:  Interdisciplinary Arts MFA-VT
Degree:  MFA in Interdisciplinary Arts
Status:  Graduated Student
Level:  G6
Current Advisor:  
 
Area(s) of Study:
1.
2.
3.

1. What creative work have you done this semester and how have you documented it? Have you learned new skills, media, concepts, etc., in the process? Has any of this been experimental? If so, what were you attempting, and what have you learned through this work?

2. What intellectual research and study have you engaged in this semester (i.e., what authors have you read, artists studied, music listened to, dance or theatre attended, etc.)? What other areas of inquiry have you pursued? What would you say are the learning outcomes of this research? Please attach an annotated bibliography.

3. Online group discussion. If you were part of a group discussion, describe your participation and contribution, what were the main ideas, topics or readings discussed and how this contributed to your own artistic and intellectual development.

4. If you engaged in a Practicum this semester describe it briefly (where, when, what, who) and summarize the chief learning and insights from this project. If the practicum will be continuing or there is more work to complete for it, please indicate. (You will also write a full Practicum Report for your final Portfolio.)

5. What products have emerged from this semester? Will any of those contribute toward your Portfolio and degree criteria requirements?

6. What resources, including bibliography, did you use this semester? Attach a separate Resource List.

7. How has your work this semester affected your art practice and how you see yourself as an artist?

8. How do you see yourself progressing towards degree criteria, including developing a sense of context for your work, an understanding of the nature of art, and ability to engage in discourse?

9. Overall, what were your goals for this semester and how well do you think you met them? What do you see as your strengths of this semester? What areas, skills, etc., do you need to continue to work on?
MFA Semester Study Plan

Academic Terms >Term Study Plan
Legal Name:  
ID: 
Type:  Student
FERPA Hold:  No	Program:  Interdisciplinary Arts MFA-VT
Degree:  MFA in Interdisciplinary Arts
Status:  Graduated Student
Level:  
Current Advisor:  
 
This study plan has been approved by your advisor


Guidelines: The study plan for one semester describes, specifically and in detail, what you will accomplish this semester. Refer to your STUDY PLAN AS A WHOLE, and as thoroughly and concretely as possible elaborate on this semester's plan of study activity.

Briefly identify the fields or disciplines that provide the academic and artistic context of your inquiry:
1.
2.
3.

1. How do you envision your work evolving this semester? What direction(s) do you want to move toward? Are there particular themes or concerns that are central to what you want to achieve?

2. What creative and/or written products do you envision emerging from your work this semester? How will you document this?

3. In terms of your intellectual development, what artists, theorists, etc., do you plan to study? Are there other areas of research or inquiry that you plan to explore and how do you see them contributing to your work and creative development?

4. What resources do you plan to use? Please include a Resource List (Bibliography and other resources).

5. If you are planning a practicum for this semester, describe what it will be and how you plan to document it. Include a Practicum Proposal with your Study Plan.

6. How will the work you are planning for this semester contribute to your MFA-IA Portfolio?


If you and your advisor agree that your study plan should be changed during the semester, make sure the changes are recorded in an Amended Study Plan. If this change indicates a change in your STUDY PLAN AS A WHOLE, amend that plan as well. To formal changes to either study plan, your advisor must approve the changes in the Student Information System.
MFA Study Plan as a Whole

Academic Terms > Study Plan as a Whole
Legal Name: 
ID: 
Type:  Student
FERPA Hold:  No	Program:  Interdisciplinary Arts MFA-VT
Degree:  MFA in Interdisciplinary Arts
Status:  Graduated Student
Level:  G6
Current Advisor:  






 
Study plan as a whole has been approved.

This study plan as a whole has been approved by your advisor

Student's Name: 	Total # of Semester Hour Credits to Be Earned:
Advisor's Name:	Number of Planned Semesters: 5
Degree Program:	Concentration, if any:
Amended Study Plan: 
 
Guidelines: You develop this detailed plan in conferences with your faculty advisor and perhaps with other students with similar interests. The plan is a study contract that states specifically what your goals are, what you want to learn and why, and how you will go about achieving these goals. You and your advisor must agree upon the plan. THIS STUDY PLAN MAY BE USED AS PART OF AN INTERIM TRANSCRIPT. Please take care in its preparation.

Briefly identify the fields or disciplines that provide the academic and artistic context of your inquiry:

1.
2.
3.

In writing your Study Plan as a Whole, please refer to the MFA-IA Degree Criteria, and consider the following questions:

Overall Goals: Broadly, what do you hope to achieve by the time you are ready to graduate? What themes, metaphors, life interests or fields are prominent in your practice or that you wish to explore? We suggest that you start with assessing the current state of your artistic practice. Then describe the direction in which you would like your art work to evolve. What skills and knowledge will you need to gain to support that growth?




Intellectual/Critical Development: How will you develop or strengthen your knowledge base in contemporary art and its evolution? What other areas of inquiry do you plan to research to support your individual practice?





Resources: What resources will you use to enhance your artistic and intellectual development? Mention reading and writing, library, gallery or museum research, courses you may wish to take, workshops and conferences you may wish to attend, persons you hope to interview or consult, and agencies or organizations with which you might do practicum work. Include a separate Resource List (Bibliography and other resources).




Practicum: What do you envision for your community-based practicum?





This Study Plan as a Whole is a document that will accompany you for your entire course of studies. Make it an inspiring document for yourself, one which has enough energy to sustain your interest and motivation throughout future semesters. Make it personal and specific to who you are and to your art practice. An Amended Study Plan may be submitted at a later date if major changes are made in this plan.
Advisor Comment:



On 28 Jun 2012, at 20:18, Heather Hughes wrote:

> Like others, think the notes are really useful and also sorry I can't attend
> on Saturday. We've voiced lots of different ideas in preparation for fuller
> discussion on the day, and hope it is all productive and a plan begins to
> emerge.....would be very happy to help in whatever way I can with materials
> for learning.
> 
> Heather
> 
> -----Original Message-----
> From: Peter Somerville [mailto:psomerville at lincoln.ac.uk] 
> Sent: 27 June 2012 17:06
> To: Zoraida Mendiwelso-Bendek
> Cc: ssc at lists.aktivix.org; Heather Hughes; Helen Farrell (Tourism);
> pappaskelley at mac.com; sara.motta at nottingham.ac.uk;
> hopkins668 at btinternet.com; Zoraida Mendiwelso-Bendek;
> sandiestrat at phonecoop.coop; davidmcaleavey at virginmedia.com;
> miketodd143 at gmail.com
> Subject: RE: SSC curriculum stuff -- to the wider group
> 
> I think these are really useful notes. I'm only sorry that I cannot attend
> on 30 June.
> 
> I think the issues identified here (soul/spirit, praxis, autonomy, critical
> learning, language and hidden curriculum) need to be integrated into the
> 'curriculum framework'. I also think this curriculum framework actually
> looks more like a framework for the SSC project as a whole.
> 
> I have made this point before but I also think that, at least when it comes
> to the learning process, we should be distinguishing only between teaching
> and learning, not between 'teacher-scholars' and 'student-scholars'. We will
> be expecting students to be taking on teaching roles and also expecting
> academics to take on learning roles. I think this is the key thing that
> distinguishes the SSC from other educational projects.
> 
> The point about language is a good one and I still feel that some of the
> language we use is not accessible enough or perhaps not clear enough.
> For example, why say 'problematics' when we could just say 'issues'? Or what
> do we really mean by being 'critical'? Zoraida and I decided that probably
> what we mean is 'increasing awareness of our journey and of how we move
> forward in that journey'. Or again: are 'content' and 'process'
> really two dimensions? I think not. What does it mean to 'become otherwise'?
> What are 'scholarly literacies'? I do not know the answers to these two last
> questions.
> 
> I think the concepts/themes of culture, economy, power and society are too
> broad to act as suitable foci. Gender, race, class, sexuality, age, the body
> are better. But why not just start with issue-based themes, as also
> suggested - poverty, unemployment, climate change, homelessness, debt,
> solidarity, etc?
> 
> I think the correct term is 'spirit' rather than 'soul'. 'Soul' refers to
> the inner world of perceptions, feelings and will, whereas 'spirit'
> is what links this inner world with the outer world of the body. Spirit is
> about hope and a sense of purpose and direction and possibly also of
> communion or solidarity, as in the expressions 'community spirit' and 'team
> spirit'. The spirit of the SSC is what drives us forward (hence the term
> 'inspiration'), enabling us to keep body and soul together.
> 
> Hope this helps
> 
> Pete
> 
> 
> -----Original Message-----
> From: Zoraida Mendiwelso-Bendek
> Sent: 27 June 2012 15:01
> To: Peter Somerville
> Subject: FW: SSC curriculum stuff -- to the wider group
> 
> 
> 
> Fly
> 
> -----Original Message-----
> From: sarah at socialsciencecentre.org.uk
> [mailto:sarah at socialsciencecentre.org.uk]
> Sent: 27 June 2012 14:49
> To: botlenyanahughes at yahoo.co.uk; Helen Farrell (Tourism);
> pappaskelley at mac.com; sara.motta at nottingham.ac.uk;
> hopkins668 at btinternet.com; Zoraida Mendiwelso-Bendek;
> sandiestrat at phonecoop.coop; davidmcaleavey at virginmedia.com;
> miketodd143 at gmail.com; Darryl Baker; Gordon Asher
> Subject: SSC curriculum stuff -- to the wider group
> 
> Hi all!
> 
> I'm very sorry if you have already received an email like this, but it's
> been pointed out that I was using the list of only people who came to the
> meeting on Friday and not the wider group of everyone who's expressed an
> interest in being involved in curriculum development (so to speak). Let's
> use this list to keep in touch and please forward to anyone you think is not
> on it but should be. Thanks in advance for your patience; steps in learning
> how to work together.
> 
> I'm sending a copy of the notes from last Friday's meeting, which I will
> also post to the SSC website for others to see, and a suggestion for
> Saturday's workshop. The latter has been revised after some really
> thoughtful comments from Zoraida and Peter Somerville, around (1) the
> importance of recommending a starting point in learners' expectations and
> social concerns, (2) the importance of clarifying what we mean by 'themes',
> and (3) the importance of highlighting questions about evaluation (of
> learning journeys and of our own practices of working cooperatively). 
> 
> I'm planning to send this out to the whole group by Friday, unless I hear
> otherwise, and it can be revised until then!
> 
> The workshop will involve smaller group discussions - does anyone else fancy
> facilitating or co-facilitating one?
> 
> All best,
> Sarah
> 
> 
> 
> 
> 
> On Wed 13/06/12 15:45, "Heather Hughes" botlenyanahughes at yahoo.co.uk
> wrote:
>> Sorry all; got Sarah's details wrong, so please use this list as the 
>> accurate one... Heather
>> 
>> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
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