Difference between revisions of "CIRAL Implementation"

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−
'''[[CIRAL Group Project| Back to CIRAL page]]'''
+
'''[[CIRAL Group Project|Back to CIRAL page]]''' __TOC__
−
__TOC__
+
  
−
''This section will need some introductory discussion. It would be very useful to include a table of options.''  
+
''This section will need some introductory discussion. It would be very useful to include a table of options.''
  
 
''We also should include (probably at the end of this section) how this could be carried forward via contracts only or, even, as a non-Evergreen entity.''
 
''We also should include (probably at the end of this section) how this could be carried forward via contracts only or, even, as a non-Evergreen entity.''
  
 
  What do we need to find out to flesh these models out?
 
  What do we need to find out to flesh these models out?
−
  ([[Tasks For Questioners]]) ([[Tasks For Researchers]])
+
  ([[Tasks For Questioners|Tasks For Questioners]]) ([[Tasks For Researchers|Tasks For Researchers]])
  
−
===Barriers and Constraints===
+
=== Barriers and Constraints ===
−
([[Tasks For Questioners]]) ([[Tasks For Researchers]])
+
 
 +
([[Tasks For Questioners|Tasks For Questioners]]) ([[Tasks For Researchers|Tasks For Researchers]])
  
 
We can find out more through the [http://www.evergreen.edu/policies/category/faculty faculty handbook].
 
We can find out more through the [http://www.evergreen.edu/policies/category/faculty faculty handbook].
Line 16: Line 16:
 
We can ask an academic dean. (Task For Brandon)
 
We can ask an academic dean. (Task For Brandon)
  
−
====Requirements for CIRAL Program to be Offered ====
+
==== Requirements for CIRAL Program to be Offered ====
−
=====Faculty=====
+
−
*Does the faculty's status with the school play a part?
+
−
=====Students=====
+
−
*Does there have to be enough student demand/enrollment to be considered? (e.g. Is a Competitive Product Analysis performed to see if it should be offered?)
+
−
**[http://www.evergreen.edu/policies/docs/UFE%20Agreement%202008.pdf Articles 7.2 and 7.3 of the CBA are relevent] 7.2 basically says that if enrollment is below what is expected the faculty can make up for it in other ways. 7.3 says that enrollment levels can be reduced for experimental program initiaves.
+
−
*Can students specify a demand for class content prior to the course being offered?
+
−
*Do various course models change the number of students that can be involved?
+
−
**Independent Learning Contract (ILC)
+
−
***What can we do to get faculty approval for contracts before students sign on for it?
+
−
**Group Contracts
+
−
***Is it okay if students sign on to a group contract without having involvement in writing it?
+
−
**Inter-class cooperation
+
  
−
=====Content=====
+
===== Faculty =====
−
*Does the content have to follow any guidelines (e.g. a need to cover certain academic skills?)
+
−
**The content of a program is required to be interdisciplinary, the content of a course is not.
+
  
−
=====Products=====
+
*Does the faculty's status with the school play a part?
−
*What are the requirements for the class as a whole, and for individual students?
+
 
 +
===== Students =====
 +
 
 +
*Does there have to be enough student demand/enrollment to be considered? (e.g. Is a Competitive Product Analysis performed to see if it should be offered?)
 +
**[http://www.evergreen.edu/policies/docs/UFE%20Agreement%202008.pdf Articles 7.2 and 7.3 of the CBA are relevent] 7.2 basically says that if enrollment is below what is expected the faculty can make up for it in other ways. 7.3 says that enrollment levels can be reduced for experimental program initiaves. 
 +
*Can students specify a demand for class content prior to the course being offered?
 +
*Do various course models change the number of students that can be involved?
 +
**Independent Learning Contract (ILC)
 +
***What can we do to get faculty approval for contracts before students sign on for it? 
 +
**Group Contracts
 +
***Is it okay if students sign on to a group contract without having involvement in writing it? 
 +
**Inter-class cooperation 
 +
 
 +
===== Content =====
 +
 
 +
*Does the content have to follow any guidelines (e.g. a need to cover certain academic skills?)
 +
**The content of a program is required to be interdisciplinary, the content of a course is not. 
 +
 
 +
===== Products =====
 +
 
 +
*What are the requirements for the class as a whole, and for individual students?  
 +
 
 +
==== Measures of Success and Continuation ====
 +
 
 +
===== Program Products =====
  
−
====Measures of Success and Continuation====
 
−
=====Program Products=====
 
 
*Are time and work measured when calculating the amount of credit earned?  
 
*Are time and work measured when calculating the amount of credit earned?  
−
*Does student performance impact the program's ability to be re-offered?
+
*Does student performance impact the program's ability to be re-offered?  
−
**Does handing out a high level of incompletes jeopardize the program's or the students' viability to continue? (N.B. Imagining a scenario where project work was not able to finish on time.)
+
**Does handing out a high level of incompletes jeopardize the program's or the students' viability to continue? (N.B. Imagining a scenario where project work was not able to finish on time.)  
  
−
====Program Offering Formulations====
+
==== Program Offering Formulations ====
−
*What are the different type of program offerings? (See [http://www.evergreen.edu/policies/category/faculty faculty handbook]).
+
−
**[http://www.evergreen.edu/policies/policy/teachingmodes "Teaching Modes"]
+
−
#Coordinated Studies
+
−
#Group Contract
+
−
#Individual Contract
+
−
*Requirements for students to be able to take the program (Day vs Evening Weekend Studies)
+
−
*Ability to work across programs (i.e. between them)
+
−
*Ability to have a core class with a credit extension (+4 for community involvement)
+
−
**Variable credit programs/courses
+
−
**Programs with individual and group projects are common
+
−
**According to Ellen, 35% of contracts were In-program Internships
+
  
−
====Transformative Space Issues====
+
*What are the different type of program offerings? (See [http://www.evergreen.edu/policies/category/faculty faculty handbook]).
−
*Helping struggling students to succeed in class, through supportive and transformative means.
+
**[http://www.evergreen.edu/policies/policy/teachingmodes "Teaching Modes"] 
−
*How to tackle potential complaints of plagiarism when supporting your classmates?
+
 
−
*Group agreement as a constraining factor for how credit is earned (Holding each other interpersonally accountable to the class/space).
+
#Coordinated Studies
−
*Ability to set up a physical place on or off campus.
+
#Group Contract
−
*Is funding by public grants or private interests allowed?
+
#Individual Contract
−
**If allowed, then how does the money have to be used?
+
 
 +
*Requirements for students to be able to take the program (Day vs Evening Weekend Studies)
 +
*Ability to work across programs (i.e. between them)
 +
*Ability to have a core class with a credit extension (+4 for community involvement)
 +
**Variable credit programs/courses
 +
**Programs with individual and group projects are common
 +
**According to Ellen, 35% of contracts were In-program Internships 
 +
 
 +
==== Transformative Space Issues ====
 +
 
 +
*Helping struggling students to succeed in class, through supportive and transformative means.  
 +
*How to tackle potential complaints of plagiarism when supporting your classmates?  
 +
*Group agreement as a constraining factor for how credit is earned (Holding each other interpersonally accountable to the class/space).  
 +
*Ability to set up a physical place on or off campus.  
 +
*Is funding by public grants or private interests allowed?  
 +
**If allowed, then how does the money have to be used?  
  
 
  Q: Do we need to talk with an academic dean?
 
  Q: Do we need to talk with an academic dean?
−
  A: Yes, and Doug. Brandon is on-board for follow-through.
+
  A: Yes, and Doug. Brandon is on-board for follow-through. Allen will attend our  November 9th class.
  
 
=== Credit Models ===
 
=== Credit Models ===
 +
 
==== 4 Credit Core Model ====
 
==== 4 Credit Core Model ====
  
 
===== 4 Credit Main Class =====
 
===== 4 Credit Main Class =====
  
−
*Bi-weekly meetings.
+
*Bi-weekly meetings.  
−
*Collaborate and learn the skills for starting or enhancing civic intelligence programs.
+
*Collaborate and learn the skills for starting or enhancing civic intelligence programs.  
  
 
  N.B. 4 credit classes are expected to be 10 hours of work each week,
 
  N.B. 4 credit classes are expected to be 10 hours of work each week,
Line 81: Line 94:
  
 
===== Student Contracts =====
 
===== Student Contracts =====
−
4-8 credit individual and/or group contracts added onto the class.
 
  
−
*These contracts will either work with local organizations already in place, or help create new ones.
+
4-8 credit individual and/or group contracts added onto the class.
−
*Contracts will be predetermined for first quarter, with intent of letting students decide in later quarters.
+
−
*Contracts should cover a variety of interests.
+
  
−
====8 Credit EWS====
+
*These contracts will either work with local organizations already in place, or help create new ones.
 +
*Contracts will be predetermined for first quarter, with intent of letting students decide in later quarters.
 +
*Contracts should cover a variety of interests.
  
−
=====Activities=====
+
==== 8 Credit EWS ====
  
−
*Two? meetings per week with time devoted to:
+
John Baldridge and Doug Schuler will be teaching "[http://www.evergreen.edu/catalog/2011-12/programs/civicintelligenceandcollectiveaction-8130 Civic Intelligence and Collective Action]" winter and spring 2012 quarters. This will be an eight credit program with a four credit option. Both faculty members are very interested in folding in CIRAL related material. The four credit option may be one place to look for integrating specific work recommended is this report. This could also be the beginning of one type of "pilot" program with Ellen Shortt-Sanchez and the CCBLA.
−
**Lectures? on Core Curriculum.
+
−
**Skills Workshops.
+
−
**Proliferation of knowledge gained through work on Projects.Week
+
−
*Weekly readings and other supplemental course material
+
−
*Independent research on Civic Intelligence and contribution to work on defining, providing examples of and ultimately, increasing Civic Intelligence. Presentation of research in the form of seminar papers, wiki posts, or entry into a CIRAL database, as well as during weekly discussions.
+
−
*Development and initiation of individual and group projects.
+
  
 +
<br>
  
−
====Alternative Credit Models====
+
===== Activities =====
  
−
=====16 Credit Full Year Model=====
+
*Two? meetings per week with time devoted to:
−
*Includes core curriculum as defined above.
+
**Lectures? on Core Curriculum.
 +
**Skills Workshops.
 +
**Proliferation of knowledge gained through work on Projects.Week 
 +
*Weekly readings and other supplemental course material
 +
*Independent research on Civic Intelligence and contribution to work on defining, providing examples of and ultimately, increasing Civic Intelligence. Presentation of research in the form of seminar papers, wiki posts, or entry into a CIRAL database, as well as during weekly discussions.
 +
*Development and initiation of individual and group projects.
 +
 
 +
==== Alternative Credit Models ====
 +
 
 +
===== 16 Credit Full Year Model =====
 +
 
 +
*Includes core curriculum as defined above.  
 
*Community work defined during the first quarter and carried on throughout the year.  
 
*Community work defined during the first quarter and carried on throughout the year.  
 +
*In-Program Internships or Individual projects
  
−
=====16 Credit Quarterly Model=====
+
===== 16 Credit Quarterly Model =====
−
*Includes core curriculum as defined above.
+
−
*Community work either predefined or loosely defined at the beginning of each quarter.
+
  
−
=====SOS Model=====
+
*Includes core curriculum as defined above.
−
From evergreen.edu:
+
*Community work either predefined or loosely defined at the beginning of each quarter.
−
"Student Originated Studies (SOS) offers an opportunity for self-motivated students to create their own advanced course of study and to interact with a community of other students researching related topics. Students enrolled in an SOS design their work with input and support from the faculty member, and participate in class sessions with activities that may include seminars, workshops, lectures, and peer review."
+
 
 +
===== SOS Model =====
 +
 
 +
From evergreen.edu: "Student Originated Studies (SOS) offers an opportunity for self-motivated students to create their own advanced course of study and to interact with a community of other students researching related topics. Students enrolled in an SOS design their work with input and support from the faculty member, and participate in class sessions with activities that may include seminars, workshops, lectures, and peer review."
  
 
  Need to find out more about student originated studies. Who can we talk to?
 
  Need to find out more about student originated studies. Who can we talk to?
−
  ([[Tasks For Researchers]])
+
  ([[Tasks For Researchers|Tasks For Researchers]])
  
 
==== Non-Program/Course Models ====
 
==== Non-Program/Course Models ====
  
−
# Models of CIRAL (or aspects of it) as a supplement to current programs and groups within Evergreen that deal with Civic Intelligence. One possibly relevant example is the "Sustainability and Justice" (pseudo?) faculty planning unit at Evergreen.  
+
#Models of CIRAL (or aspects of it) as a supplement to current programs and groups within Evergreen that deal with Civic Intelligence. One possibly relevant example is the "Sustainability and Justice" (pseudo?) faculty planning unit at Evergreen.  
−
# Any model of CIRAL as something other than a program or course. (E.g. a student club, social enterprise, or business)
+
#Any model of CIRAL as something other than a program or course. (E.g. a student club, social enterprise, or business)  
 +
 
 +
==== Non-Program/Course Models...Student Club ====
 +
 
 +
 
 +
 
 +
'''Names?'''<br>
 +
 
 +
Student Think Tank for (pick one)<br> Social Change<br> Civic Responsibility<br> Community Activism<br>
 +
 
 +
<br>
 +
 
 +
any combination of the above
 +
 
 +
Something completely different<br>
 +
 
 +
'''Mission Statement ideas.'''<br>
 +
 
 +
Civic Inteliigence discussion and skill building group<br>
 +
 
 +
A think tank<br>
 +
 
 +
A "coffee house"&nbsp;for many organizations<br>
 +
 
 +
<br> any combination of the above
 +
 
 +
Something completely different
 +
 
 +
<br>
 +
 
 +
'''Questions?'''<br>
 +
 
 +
Do we want to hold our interest meeting asap, or wait until next<br> quarter starts?<br> If we wait we might be able to get better attendance as people won't<br> be swamped with end of the quarter work.<br> We could also just start right away and hold an event to recruit more<br> students at the start of next quarter.<br> A disadvantage to waiting would be loosing momentum and some of the<br> collective focus we've built together over the quarter.<br>
 +
 
 +
<br>
 +
 
 +
'''Info'''<br>
 +
 
 +
http://www.evergreen.edu/activities/videos.htm
 +
 
 +
&gt; What is the application process? (or is there a web link to that info)
 +
 
 +
At this point in the year, you would approach either Kandi or Courtney<br> to start the workshops. The registration packet is received in the<br> first workshop. Though for a new group they would have you host an<br> interest meeting first.
 +
 
 +
&gt; Can our teacher (Doug) be our adviser?
 +
 
 +
He can certainly play a role, and advise. Though you'll also be<br> assigned one in Student Activities too.
 +
 
 +
&gt; How soon can we become an official group?
 +
 
 +
You can start right away, you'll be officially registered after the<br> first two workshops are complete and the packet is turned in. Though<br> many groups take the third workshop for Finance, so they can request a<br> budget.
 +
 
 +
&gt; Can we participate in the Academic or club fairs without being official yet?
 +
 
 +
The next fair is in May, so you'll hopefully be registered by then.
 +
 
 +
&gt; Do we need a mission statement or any other formal policy?
 +
 
 +
Yes, you'll need a mission statement.
  
−
----
+
&gt;Where does a line have to be drawn between a class and a student club?<br>
−
----
+
  
−
'''[[CIRAL Group Project| Back to CIRAL page]]'''
+
Money or supplies from the student club cannot be used for or in the program.<br> If a student is receiving pay (a learning allotment) to run the club then the student should not receive credits in their class just because of that.<br> There is of course some grey area.<br>

Latest revision as of 13:19, 16 November 2011

Back to CIRAL page

This section will need some introductory discussion. It would be very useful to include a table of options.

We also should include (probably at the end of this section) how this could be carried forward via contracts only or, even, as a non-Evergreen entity. 

What do we need to find out to flesh these models out?
(Tasks For Questioners) (Tasks For Researchers)

Barriers and Constraints

(Tasks For Questioners) (Tasks For Researchers)

We can find out more through the faculty handbook.

We can ask an academic dean. (Task For Brandon)

Requirements for CIRAL Program to be Offered

Faculty
  • Does the faculty's status with the school play a part?
Students
  • Does there have to be enough student demand/enrollment to be considered? (e.g. Is a Competitive Product Analysis performed to see if it should be offered?)
    • Articles 7.2 and 7.3 of the CBA are relevent 7.2 basically says that if enrollment is below what is expected the faculty can make up for it in other ways. 7.3 says that enrollment levels can be reduced for experimental program initiaves.
  • Can students specify a demand for class content prior to the course being offered?
  • Do various course models change the number of students that can be involved?
    • Independent Learning Contract (ILC)
      • What can we do to get faculty approval for contracts before students sign on for it?
    • Group Contracts
      • Is it okay if students sign on to a group contract without having involvement in writing it?
    • Inter-class cooperation
Content
  • Does the content have to follow any guidelines (e.g. a need to cover certain academic skills?)
    • The content of a program is required to be interdisciplinary, the content of a course is not.
Products
  • What are the requirements for the class as a whole, and for individual students?

Measures of Success and Continuation

Program Products
  • Are time and work measured when calculating the amount of credit earned?
  • Does student performance impact the program's ability to be re-offered?
    • Does handing out a high level of incompletes jeopardize the program's or the students' viability to continue? (N.B. Imagining a scenario where project work was not able to finish on time.)

Program Offering Formulations

  1. Coordinated Studies
  2. Group Contract
  3. Individual Contract
  • Requirements for students to be able to take the program (Day vs Evening Weekend Studies)
  • Ability to work across programs (i.e. between them)
  • Ability to have a core class with a credit extension (+4 for community involvement)
    • Variable credit programs/courses
    • Programs with individual and group projects are common
    • According to Ellen, 35% of contracts were In-program Internships

Transformative Space Issues

  • Helping struggling students to succeed in class, through supportive and transformative means.
  • How to tackle potential complaints of plagiarism when supporting your classmates?
  • Group agreement as a constraining factor for how credit is earned (Holding each other interpersonally accountable to the class/space).
  • Ability to set up a physical place on or off campus.
  • Is funding by public grants or private interests allowed?
    • If allowed, then how does the money have to be used? 
Q: Do we need to talk with an academic dean?
A: Yes, and Doug. Brandon is on-board for follow-through. Allen will attend our  November 9th class.

Credit Models

4 Credit Core Model

4 Credit Main Class
  • Bi-weekly meetings.
  • Collaborate and learn the skills for starting or enhancing civic intelligence programs. 
N.B. 4 credit classes are expected to be 10 hours of work each week,
including the time spent in class, which is about 5 hours in itself, making
5 hours of out-of-class work.
Check Quarter Hour Credit Award
Student Contracts

4-8 credit individual and/or group contracts added onto the class.

  • These contracts will either work with local organizations already in place, or help create new ones.
  • Contracts will be predetermined for first quarter, with intent of letting students decide in later quarters.
  • Contracts should cover a variety of interests.

8 Credit EWS

John Baldridge and Doug Schuler will be teaching "Civic Intelligence and Collective Action" winter and spring 2012 quarters. This will be an eight credit program with a four credit option. Both faculty members are very interested in folding in CIRAL related material. The four credit option may be one place to look for integrating specific work recommended is this report. This could also be the beginning of one type of "pilot" program with Ellen Shortt-Sanchez and the CCBLA.


Activities
  • Two? meetings per week with time devoted to:
    • Lectures? on Core Curriculum.
    • Skills Workshops.
    • Proliferation of knowledge gained through work on Projects.Week
  • Weekly readings and other supplemental course material
  • Independent research on Civic Intelligence and contribution to work on defining, providing examples of and ultimately, increasing Civic Intelligence. Presentation of research in the form of seminar papers, wiki posts, or entry into a CIRAL database, as well as during weekly discussions.
  • Development and initiation of individual and group projects.

Alternative Credit Models

16 Credit Full Year Model
  • Includes core curriculum as defined above.
  • Community work defined during the first quarter and carried on throughout the year.
  • In-Program Internships or Individual projects
16 Credit Quarterly Model
  • Includes core curriculum as defined above.
  • Community work either predefined or loosely defined at the beginning of each quarter.
SOS Model

From evergreen.edu: "Student Originated Studies (SOS) offers an opportunity for self-motivated students to create their own advanced course of study and to interact with a community of other students researching related topics. Students enrolled in an SOS design their work with input and support from the faculty member, and participate in class sessions with activities that may include seminars, workshops, lectures, and peer review." 

Need to find out more about student originated studies. Who can we talk to?
(Tasks For Researchers)

Non-Program/Course Models

  1. Models of CIRAL (or aspects of it) as a supplement to current programs and groups within Evergreen that deal with Civic Intelligence. One possibly relevant example is the "Sustainability and Justice" (pseudo?) faculty planning unit at Evergreen.
  2. Any model of CIRAL as something other than a program or course. (E.g. a student club, social enterprise, or business)

Non-Program/Course Models...Student Club

Names?

Student Think Tank for (pick one)
Social Change
Civic Responsibility
Community Activism


any combination of the above

Something completely different

Mission Statement ideas.

Civic Inteliigence discussion and skill building group

A think tank

A "coffee house" for many organizations


any combination of the above

Something completely different


Questions?

Do we want to hold our interest meeting asap, or wait until next
quarter starts?
If we wait we might be able to get better attendance as people won't
be swamped with end of the quarter work.
We could also just start right away and hold an event to recruit more
students at the start of next quarter.
A disadvantage to waiting would be loosing momentum and some of the
collective focus we've built together over the quarter.


Info

http://www.evergreen.edu/activities/videos.htm

> What is the application process? (or is there a web link to that info)

At this point in the year, you would approach either Kandi or Courtney
to start the workshops. The registration packet is received in the
first workshop. Though for a new group they would have you host an
interest meeting first.

> Can our teacher (Doug) be our adviser?

He can certainly play a role, and advise. Though you'll also be
assigned one in Student Activities too.

> How soon can we become an official group?

You can start right away, you'll be officially registered after the
first two workshops are complete and the packet is turned in. Though
many groups take the third workshop for Finance, so they can request a
budget.

> Can we participate in the Academic or club fairs without being official yet?

The next fair is in May, so you'll hopefully be registered by then.

> Do we need a mission statement or any other formal policy?

Yes, you'll need a mission statement.

>Where does a line have to be drawn between a class and a student club?

Money or supplies from the student club cannot be used for or in the program.
If a student is receiving pay (a learning allotment) to run the club then the student should not receive credits in their class just because of that.
There is of course some grey area.

Retrieved from "http://wikis.evergreen.edu/civicintelligence/index.php?title=CIRAL_Implementation&oldid=3101"

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