Difference between revisions of "CIRAL Group Project"

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The goal of the CIRAL is to create a student lead and run class/organization that encourages and teaches social action for the betterment of not just our society, but those around the world. The focus will be primarily working with local organizations. The hope is that this class will last between 2-10 years, although longer would be preferred.
 
The goal of the CIRAL is to create a student lead and run class/organization that encourages and teaches social action for the betterment of not just our society, but those around the world. The focus will be primarily working with local organizations. The hope is that this class will last between 2-10 years, although longer would be preferred.
  
−
Among the goals of this project are;
+
Among the goals of this project are:
  
 
*To create a culture of lifelong education  
 
*To create a culture of lifelong education  
Line 11: Line 11:
 
*Explore and encourage social innovations  
 
*Explore and encourage social innovations  
  
−
== Stakeholders (needs, roles, and responsibilities) ==
+
This section can be part of the formation of the Evergreen course catalog
 +
program description, which Michael is on-board with following through with.
 +
(Task For Michael)
  
−
As we flesh out the Implementation Model we'll be able to get a better idea of who we need involved in what capacity. This may become more than just a description of who will be involved in what capacity. Part of our consideration should be how do we get these people involved and excited about CIRAL.
+
== Stakeholders ==
 +
 
 +
As we flesh out the Implementation Model we'll be able to get a better idea of who we need involved in what capacity. This may become more than just a description of who will be involved in what capacity. Part of our consideration should be how to get these people involved and excited about CIRAL.
  
 
*Students in Patterns of Intelligence program  
 
*Students in Patterns of Intelligence program  
−
*Potential CIRAL students  
+
*Prospective CIRAL students  
−
*Potential CIRAL community members  
+
*Olympia community members  
−
*Center for Community-based Learning and Action  
+
*Center for Community-Based Learning and Action (CCBLA)
−
*Evergreen Faculty members
+
*Evergreen Faculty  
−
*Evergreen administration
+
*Evergreen Administration
 +
*Evergreen Alumni, especially members of the [http://www.evergreen.edu/alumni/entrepreneurs/directory/index.htm Evergreen Alumni Entrepreneur's Association]
 +
*Donors (N.B. if allowed.  See 'Barriers and Constraints' on this page)
 
*Others??  
 
*Others??  
  
 
== Implementation Models ==
 
== Implementation Models ==
  
−
===How to build this section===
+
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 [http://www.evergreen.edu/policies/category/faculty 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?)
 +
*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?)
 +
=====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====
 +
*What are the different type of program offerings? (See [http://www.evergreen.edu/policies/category/faculty faculty handbook]).
 +
*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)
  
−
What do we need to find out to flesh these models out?
+
====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?
  
−
Ideas:
+
Q: Do we need to talk with an academic dean?
−
*Time/work requirements for x credits
+
  A: Yes, and Doug. Brandon is on-board for follow-through.
−
*What sort of curriculum outline is required to get approval
+
−
*student to faculty limits
+
−
*enrollment guidelines
+
−
**can the class go with only a handful of students
+
−
**is it okay if students sign on to a group contract without having involvement in writing it
+
−
*What can we do to get faculty approval for contracts before students sign on to it
+
−
*Do we need to talk with an academic dean?
+
−
  *probably lots more ([[Tasks For Questioneers]]) ([[Tasks For Researchers]])
+
  
  
−
===All models will include a core class which;===
+
===Core Class Contents===
  
 
*Teaches basics of understanding ideas in a group context  
 
*Teaches basics of understanding ideas in a group context  
 
*Enables people on different contracts/projects to communicate, share ideas, compare and enhance their own projects  
 
*Enables people on different contracts/projects to communicate, share ideas, compare and enhance their own projects  
−
*Has a manual designed to help students ask the right questions, especially in terms of coordinating group planning.
+
*Has a manual designed to help students ask the right questions, especially in terms of coordinating group planning. ([[Tasks For Planners]])
−
*Does something along the lines of Steven Johnson's idea of a coffee house, where students will "identify environments that stimulate networks of ideas/insight," and where this "liquid network of ideas and experiences lead to innovation" and hopefully the "slow hunch." -(From Steven Johnson's "Where Good Ideas Come From" Ted-talks).
+
*Provides space for ideas to have pollenate, or at least resembles Steven Johnson's idea of a coffee house, where students will "identify environments that stimulate networks of ideas/insight," and where this "liquid network of ideas and experiences lead to innovation" and hopefully the "slow hunch." ([http://www.ted.com/talks/steven_johnson_where_good_ideas_come_from.html "Where Good Ideas Come From (Ted Talk)]).
−
*Creates and environment where ideas can spread as potent memes to pragmatically deal with and confront real world issues.
+
*Creates an environment where ideas can spread as potent memes to pragmatically deal with and confront real world issues.
  
−
<span style="color:purple;">What do we do ''summer'' quarter??</span>
+
<span style="color:purple;">What do we do ''summer'' quarter??</span>
  
−
=== 4 Credit Core Model ===
+
=== Credit Models ===
 +
==== 4 Credit Core Model ====
  
−
4 Credit Main Class
+
===== 4 Credit Main Class =====
  
−
*Bi-weekly meetings to collaborate and learn the skills for starting or enhancing civic intelligence programs.
+
*Bi-weekly meetings.
 +
*Collaborate and learn the skills for starting or enhancing civic intelligence programs.
  
−
Student Contracts
+
N.B. 4 credit classes are expected to be 10 hours of week each week,
 +
including the time spent in class, which is about 5 hours in itself, making
 +
5 hours of out-of-class work.
  
−
*4-8 credit individual and/or group contracts added onto the class.  
+
===== Student Contracts =====
−
**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 semesters. 
+
−
*Contracts should cover a variety of interests
+
  
−
===Alternative Models===
+
*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.
  
−
*16 Credit Full Year Model
+
====Alternative Credit Models====
−
**Core Curriculum as defined above.
+
−
**Community work defined during the first quarter and carried on throughout the year.
+
  
−
*16 Credit Quarterly Model
+
=====16 Credit Full Year Model=====
−
**Core Curriculum.  
+
*Includes core curriculum as defined above.
−
**Community work either predefined or loosely defined at the beginning of each quarter.  
+
*Community work defined during the first quarter and carried on throughout the year.  
  
−
*SOS Model
+
=====16 Credit Quarterly Model=====
−
**Need to find out more about student originated studies...
+
*Includes core curriculum as defined above.
−
**Who can we talk to?
+
*Community work either predefined or loosely defined at the beginning of each quarter.
 +
=====SOS Model=====
 +
Need to find out more about student originated studies. Who can we talk to?
 +
([[Tasks For Researchers]])
  
−
=== Non-Program/Course Models? ===
+
==== Non-Program/Course Models ====
  
−
Models of CIRAL(or aspects of CIRAL) as a supplement to current programs and groups within Evergreen that deal with Civic Intelligence. Any model of CIRAL as something other than a program or course.
+
# Models of CIRAL (or aspects of it) as a supplement to current programs and groups within Evergreen that deal with Civic Intelligence.
 +
 
 +
# Any model of CIRAL as something other than a program or course. (E.g. a student club, social enterprise, or business)
  
 
== Course Components ==
 
== Course Components ==
  
−
===Topic Brainstorm===
+
===Course Topics===
−
This is a brainstorm of topics that should (or could) be covered in the core class
+
Brainstorm topics that should (or could) be covered in the core class.
 +
([[Tasks For Everyone]])
  
−
  Please add to this list
+
  Please add to this list ([[Tasks For Everyone]])
  
 
*Budgeting
 
*Budgeting
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*Visual Presentation Abilities
 
*Visual Presentation Abilities
  
−
===Research===
+
===Course Projects===
 +
====Project Explorations====
 +
 
 +
This section should evolve into at least five projects that students could engage in through the lab. In the four credit core model, these projects could be proposed as individual/group learning contracts that students could sign on to during the first week of class.
 +
 
 +
===== [[Local Economy]] =====
 +
 
 +
===== [[Social Action: Presence and Voice]] =====
 +
 
 +
=====Producing a good or a service=====
 +
 
 +
Examples:
 +
# Growing food
 +
# Cleaning water
 +
# Building machines
 +
# Creating a space for community to come learn and teach
 +
 
 +
=====Community Building/Life Enriching Event=====
 +
 
 +
Hosting an event that will either strengthen the community or enrich peoples' lives.
 +
 
 +
Examples:
 +
# Secret Cafe
 +
# Non-zero sum game nights
 +
# Workshops
 +
 
 +
=====Crowdsourcing information for civic ends=====
 +
 
 +
Scientific research through smart phones, imagery analysis during natural disasters.
 +
 
 +
=====Organizational Accountability=====
 +
 
 +
Researching an organization through publically available information, as well as investigating private details.
 +
 
 +
=====Public Mental Health Care=====
 +
 
 +
Creating a (radical) local mental health solution that connects people with neural diversity/mad gifts with resources that they need. Depathologize mental illness, as well as mental health symptoms that we all face as everyday life issues, by providing alternative literature/audio for self-care.
 +
 
 +
=====Non-zero sum game workshop=====
 +
 
 +
Simulation of how life is a non-zero sum game, and making the connection through activities that use a proxy as the platform of discussion.
 +
 
 +
=====Mycorestoration action team with Education and Spawn Bank=====
 +
 
 +
===== [[Public Space Clean Up]] =====
 +
 
 +
===== [[Free School Project]] =====
 +
 
 +
===== [[Interactive Wiki Training Game|Interactive Wiki Training Game (Galen, ?, ?)]] =====
 +
 
 +
===== [[Revamping Shelters]] =====
 +
 
 +
Working with several communities and companies to pull resources, especially in this time of hardship, to help youth, minorities, battered men and women the displaced. Provide better opportunities to learn trades/skills and the resources for education.
 +
 
 +
 
 +
 
 +
 
 +
====Projects from Workshop====
 +
We were addressing a foundation for how a class could start out and progress long term, and what types of actions and research they would be doing along the way.
 +
 
 +
[[Pattern Card Workshop]]
 +
 
 +
Please correct project themes if this is inaccurate. ([[Tasks For Everyone]])
 +
# [[Multicultural Community Space]]
 +
# [[Free School Project]]
 +
# [[Wiki Training]]
 +
=====Research=====
 
  Here's our summary from Saturday's workshop.   
 
  Here's our summary from Saturday's workshop.   
 
  Can other folks in the research group add to this?   
 
  Can other folks in the research group add to this?   
 
  It doesn't seem to be a very complete recollection of our insights.
 
  It doesn't seem to be a very complete recollection of our insights.
 +
([[Tasks For Everyone]])
  
 
<blockquote>The first step for our research component is to build a framework for exploration.  As we begin data gathering we will need to develop tools for parsing that information.  Specific research projects will develop out of interest of participants and better understanding of the group's capability.  The scope of research will broaden from local inquiry to international as the project develops.</blockquote>
 
<blockquote>The first step for our research component is to build a framework for exploration.  As we begin data gathering we will need to develop tools for parsing that information.  Specific research projects will develop out of interest of participants and better understanding of the group's capability.  The scope of research will broaden from local inquiry to international as the project develops.</blockquote>
 +
 +
=====Action=====
 +
Can someone post a summary from Saturday?
 +
(Task for Nur, Brandon, Erika, Gary, Jerrimiah)
 +
  
 
<span style="color:purple;">The following photos probably don't belong here!</span>
 
<span style="color:purple;">The following photos probably don't belong here!</span>
Line 118: Line 240:
 
[[File:Workshop-10-16-2011.cluster-4.png|thumb|none|400px|Cluster 4]]
 
[[File:Workshop-10-16-2011.cluster-4.png|thumb|none|400px|Cluster 4]]
  
−
 
−
===Action===
 
−
Can someone post a summary from Saturday?
 
  
 
=== Think Tank / Ongoing Research and Other Work in "Home Office" ===
 
=== Think Tank / Ongoing Research and Other Work in "Home Office" ===
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"Home Office" / "Think Tank"
 
"Home Office" / "Think Tank"
  
−
In addition to preparing people to go into the field (which includes cultural competency, skill-building, etc.), the following research and related activities could be undertaken as part of the research work in what we might call the "home office" or "think-tank" . Athough these activities are specifically listed in relation to Evergreen's Gateways project, that supports education for incarcerated youth at Green Hill, they are generally applicable to other projects as well.
+
In addition to preparing people to go into the field (which includes cultural competency, skill-building, etc.), the following research and related activities could be undertaken as part of the research work in what we might call the "home office" or "think-tank". Although these activities are specifically listed in relation to Evergreen's Gateways project, that supports education for incarcerated youth at Green Hill, they are generally applicable to other projects as well.
  
 
*Policy research and development work  
 
*Policy research and development work  
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*Facilitating conversations, conferences, working sessions, etc. about the problem and possible solutions
 
*Facilitating conversations, conferences, working sessions, etc. about the problem and possible solutions
  
−
== Project Explorations ==
+
==CIRAL Group Project Metacognition==
 +
=== Planning ===
  
−
This section should evolve into at least five projects that students could engage in through the lab. In the four credit core model, these projects could be proposed as individual/group learning contracts that students could sign on to during the first week of class.
+
===Roles===
 +
Brainstorming - add as much as you can to lists and descriptions
  
−
=== [[Local Economy|Local Economy]] ===
+
[[Questioning Role]] - do descriptions make sense? Are lists nearing completion or missing something? Question as much as possible!
 +
*[[Brandon Ludahl|Brandon]], Brian, Michael, Nur
  
−
=== [[Social Action: Presence and Voice|Social Action: Presence and Voice]] ===
+
[[Researcher Role]] - dig up critical information that is unknown to the group
 +
*Erika, Michael, Nur
  
−
=== Producing a good or a service ===
+
[[Editor Role]] - Reformat, clean up, sort, and clarify what is written
 +
*Brian, Gary
  
−
Growing food, cleaning water, building machines, creating a space for community to come learn and teach.
+
Planning
 +
*Galen, Gary, Jeremiah
  
−
=== Put on an event that builds community or enrich peoples' lives ===
+
=== Tasks ===
 +
*Planning
 +
**Opposed Course Descriptions 
  
−
Secret Cafe, Non-zero sum game nights, workshops.
+
[[Tasks For Researchers]]
  
−
=== Crowdsourcing information for civic ends ===
+
[[Tasks For Questioners]]
  
−
Scientific research through smart phones, imagery analysis during natural disasters.
+
[[Tasks For Planners]]
  
−
=== Organizational Accountability ===
+
[[Tasks For Editors]]
  
−
Researching an organization through publically available information, as well as investigating private details.
 
  
−
=== Public Mental Health Care ===
+
Requirements, Acceptable design, Contacting Academic Dean
−
 
+
−
Creating a (radical) local mental health solution that connects people with neural diversity/mad gifts with resources that they need. Depathologize mental illness, as well as mental health symptoms that we all face as everyday life issues, by providing alternative literature/audio for self-care.
+
====Class models====
 +
A model needs to be fleshed out from our beginning sketches to a full road map for the lab.
 +
What sort of information do we need to accomplish this?
 +
([[Tasks For Questioners]]) ([[Tasks For Researchers]])
 +
*[[Brandon Ludahl|Brandon]], Devin, Galen, Gary
  
−
=== Non-zero sum game workshop ===
+
====Projects====
 +
Brainstorm and add ideas to existing projects, create new projects, speculate on feasibility.
  
−
Simulation of how life is a non-zero sum game, and making the connection through activities that use a proxy as the platform of discussion.
+
====Marketing====
−
 
+
Finding and gauging interest in CIRAL from the Evergreen community.  Also looking into getting organizations interested in being involved.
−
===Mycorestoration action team with Education and Spawn Bank===
+
*Brian
−
 
+
−
=== [[Public Space Clean Up|Public Space Clean Up]] ===
+
−
 
+
−
=== [[Free School Project|Free School Project]] ===
+
−
 
+
−
=== [[Interactive Wiki Training Game|Interactive Wiki Training Game (Galen, ?, ?)]] ===
+
−
 
+
−
=== [[Revamping Shelters|Revamping Shelters]] ===
+
−
 
+
−
Working with several communities and companies to pull recources, especially in this time of hardship, to help youth, minorities, battered men and women the displaced. Provide better opportunites to learn trades/skills and the resources for education.
+
−
 
+
−
=== Add at least one project and your name to this page by next Wednesday ===
+
−
 
+
−
== Plan ==
+
−
 
+
−
*Roles
+
−
**Brainstorming - add as much as you can to lists and descriptions
+
−
**Questioning - do descriptions make sense? are lists nearing completion or missing something? question as much as possible!
+
−
***Brandon, Brian, Michael, Nur
+
−
**Researcher(s) - dig up critical information that is unknown to the group
+
−
***Erika, Michael, Nur
+
−
**Editors - reformat, clean up, sort, and clarify what is written
+
−
***Brian, Gary
+
−
**Planning
+
−
***Galen, Gary, Jeremiah
+
−
  Requirements, Acceptable design, Contacting Academic Dean
+
−
**Class modelers - these need to be fleshed out from sketches to working models for the lab. What sort of information do we need to accomplish this?
+
−
***Brandon, Devin, Galen, Gary
+
−
**Projects - brainstorm and add ideas to existing projects, create new projects, speculate on feasibility
+
−
**Marketers
+
−
***Brian,
+
−
**Develop timeline(s) through the end of the quarter 
+
−
***Galen
+
−
*Timeline(s)
+
−
 
+
−
== Tasks ==
+
−
 
+
−
*Planning
+
−
**Opposed Course Descriptions 
+
  
−
[[Tasks For Researchers|Tasks For Researchers]]
+
====Develop timeline for this quarter====
 +
How much can we feasibly accomplish this quarter, as well as in the span of any given quarter?  What are some good deadlines for when pieces might be done?
 +
*Galen
  
−
[[Tasks For Questioners|Tasks For Questioners]]
+
==== Other ====
 +
=====Operational Procedures=====
 +
Possible ways to hold and facilitate space
 +
*Robert's Rules of Order
 +
*Roberta's Rules of Order [[http://www.bizjournals.com/eastbay/stories/2005/05/09/focus2.html|(External Site)]]
 +
*Discernment Approach
 +
*Group Agreements
 +
([[Tasks For Researchers]])
  
−
[[Tasks For Planners|Tasks For Planners]]
+
=====Appendix of Community Organizations=====
 +
Community Groups that would be good partners ([[Tasks For Researchers]])
  
−
[[Tasks For Editors|Tasks For Editors]]
+
=====Documenting What Worked and What Didn't=====
 +
It is very important to future classes that they can learn from our mistakes and attempt to blaze new paths for themselves without having to re-invent the wheel.
  
−
== Other ==
+
=====Passing on Class Culture=====
−
Appendix of Community Organizations
+
Maybe a wiki page or stored video that can bring new members into the fold, or guide a new group entirely without a physical presence.  They may possibly have to start again from nothing but the tools, and use a portion of time to learn and build the culture.
  
−
== [[Status|Status]] ==
+
=== [[Status]] ===
  
 
Project in infancy
 
Project in infancy
  
−
== Issues, Complaints, and Suggestions ==
+
=== Issues, Complaints, and Suggestions ===

Revision as of 01:21, 21 October 2011

Contents

Project Description (purpose, etc.)

The goal of the CIRAL is to create a student lead and run class/organization that encourages and teaches social action for the betterment of not just our society, but those around the world. The focus will be primarily working with local organizations. The hope is that this class will last between 2-10 years, although longer would be preferred.

Among the goals of this project are:

  • To create a culture of lifelong education
  • Building the skills necessary to be effective citizens
  • Integrate community with university, starting locally but expanding in later years
  • Integrate social theories with social practice
  • Explore and encourage social innovations 
This section can be part of the formation of the Evergreen course catalog
program description, which Michael is on-board with following through with.
(Task For Michael)

Stakeholders

As we flesh out the Implementation Model we'll be able to get a better idea of who we need involved in what capacity. This may become more than just a description of who will be involved in what capacity. Part of our consideration should be how to get these people involved and excited about CIRAL.

  • Students in Patterns of Intelligence program
  • Prospective CIRAL students
  • Olympia community members
  • Center for Community-Based Learning and Action (CCBLA)
  • Evergreen Faculty
  • Evergreen Administration
  • Evergreen Alumni, especially members of the Evergreen Alumni Entrepreneur's Association
  • Donors (N.B. if allowed. See 'Barriers and Constraints' on this page)
  • Others??

Implementation Models

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?)
  • 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?)
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

  • What are the different type of program offerings? (See faculty handbook).
  • 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)

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.


Core Class Contents

  • Teaches basics of understanding ideas in a group context
  • Enables people on different contracts/projects to communicate, share ideas, compare and enhance their own projects
  • Has a manual designed to help students ask the right questions, especially in terms of coordinating group planning. (Tasks For Planners)
  • Provides space for ideas to have pollenate, or at least resembles Steven Johnson's idea of a coffee house, where students will "identify environments that stimulate networks of ideas/insight," and where this "liquid network of ideas and experiences lead to innovation" and hopefully the "slow hunch." ("Where Good Ideas Come From (Ted Talk)).
  • Creates an environment where ideas can spread as potent memes to pragmatically deal with and confront real world issues.
What do we do summer quarter??

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 week each week,
including the time spent in class, which is about 5 hours in itself, making
5 hours of out-of-class work.
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.

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.
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
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.
  1. Any model of CIRAL as something other than a program or course. (E.g. a student club, social enterprise, or business)

Course Components

Course Topics

Brainstorm topics that should (or could) be covered in the core class.
(Tasks For Everyone)

Please add to this list (Tasks For Everyone)
  • Budgeting
  • Ethnography
  • Facilitation skills
  • Grant Writing
  • Models of Non-profit Organizations
  • Motivational Speaking
  • Planning and Management
  • Social Change -- Theory and Practice
  • Trust (in ones' self and community)
  • Writing Evergreen Learning Contracts
  • Visual Presentation Abilities

Course Projects

Project Explorations

This section should evolve into at least five projects that students could engage in through the lab. In the four credit core model, these projects could be proposed as individual/group learning contracts that students could sign on to during the first week of class.

Local Economy
Social Action: Presence and Voice
Producing a good or a service

Examples:

  1. Growing food
  2. Cleaning water
  3. Building machines
  4. Creating a space for community to come learn and teach
Community Building/Life Enriching Event

Hosting an event that will either strengthen the community or enrich peoples' lives.

Examples:

  1. Secret Cafe
  2. Non-zero sum game nights
  3. Workshops
Crowdsourcing information for civic ends

Scientific research through smart phones, imagery analysis during natural disasters.

Organizational Accountability

Researching an organization through publically available information, as well as investigating private details.

Public Mental Health Care

Creating a (radical) local mental health solution that connects people with neural diversity/mad gifts with resources that they need. Depathologize mental illness, as well as mental health symptoms that we all face as everyday life issues, by providing alternative literature/audio for self-care.

Non-zero sum game workshop

Simulation of how life is a non-zero sum game, and making the connection through activities that use a proxy as the platform of discussion.

Mycorestoration action team with Education and Spawn Bank
Public Space Clean Up
Free School Project
Interactive Wiki Training Game (Galen, ?, ?)
Revamping Shelters

Working with several communities and companies to pull resources, especially in this time of hardship, to help youth, minorities, battered men and women the displaced. Provide better opportunities to learn trades/skills and the resources for education.



Projects from Workshop

We were addressing a foundation for how a class could start out and progress long term, and what types of actions and research they would be doing along the way.

Pattern Card Workshop 

Please correct project themes if this is inaccurate. (Tasks For Everyone)
  1. Multicultural Community Space
  2. Free School Project
  3. Wiki Training
Research
Here's our summary from Saturday's workshop.  
Can other folks in the research group add to this?  
It doesn't seem to be a very complete recollection of our insights.
(Tasks For Everyone)
The first step for our research component is to build a framework for exploration. As we begin data gathering we will need to develop tools for parsing that information. Specific research projects will develop out of interest of participants and better understanding of the group's capability. The scope of research will broaden from local inquiry to international as the project develops.
Action
Can someone post a summary from Saturday?
(Task for Nur, Brandon, Erika, Gary, Jerrimiah)


The following photos probably don't belong here!

Cluster 1
Cluster 2
Cluster 3
Cluster 4


Think Tank / Ongoing Research and Other Work in "Home Office"

"Home Office" / "Think Tank"

In addition to preparing people to go into the field (which includes cultural competency, skill-building, etc.), the following research and related activities could be undertaken as part of the research work in what we might call the "home office" or "think-tank". Although these activities are specifically listed in relation to Evergreen's Gateways project, that supports education for incarcerated youth at Green Hill, they are generally applicable to other projects as well.

  • Policy research and development work
  • PSA & other public awareness work
  • Research on economic impacts of incarceration (now about 60 - 70 billion dollars direct expenses yearly in US)
  • Institutional memory of the project
  • Curricular development or other training and educational programs for Gateway and Evergreen community members
  • Educational philosophy of the project and Evergreen's support
  • Institutionalization of the project, in general and at Evergreen
  • Exporting model (to other schools and other regions)
  • Researching other relevant approaches (in other regions, countries, departments, etc.)
  • Placement in jobs, education
  • Surveys and other approaches to understanding the problem and evaluation
  • Technical support to project, e.g. logistics, computer, administration, planning, facilitating design
  • Mapping and community studies (e.g. of places students come from)
  • Understanding problem domain, history, economic and political contexts,
  • Maintain relevant reference (etc.) library or other resource
  • Identifying resources and securing them
  • Facilitating conversations, conferences, working sessions, etc. about the problem and possible solutions

CIRAL Group Project Metacognition

Planning

Roles

Brainstorming - add as much as you can to lists and descriptions

Questioning Role - do descriptions make sense? Are lists nearing completion or missing something? Question as much as possible!

Researcher Role - dig up critical information that is unknown to the group

  • Erika, Michael, Nur

Editor Role - Reformat, clean up, sort, and clarify what is written

  • Brian, Gary

Planning

  • Galen, Gary, Jeremiah

Tasks

  • Planning
    • Opposed Course Descriptions

Tasks For Researchers

Tasks For Questioners

Tasks For Planners

Tasks For Editors 


Requirements, Acceptable design, Contacting Academic Dean

Class models

A model needs to be fleshed out from our beginning sketches to a full road map for the lab. 

What sort of information do we need to accomplish this?
(Tasks For Questioners) (Tasks For Researchers)

Projects

Brainstorm and add ideas to existing projects, create new projects, speculate on feasibility.

Marketing

Finding and gauging interest in CIRAL from the Evergreen community. Also looking into getting organizations interested in being involved.

  • Brian

Develop timeline for this quarter

How much can we feasibly accomplish this quarter, as well as in the span of any given quarter? What are some good deadlines for when pieces might be done?

  • Galen

Other

Operational Procedures

Possible ways to hold and facilitate space

  • Robert's Rules of Order
  • Roberta's Rules of Order [Site)]
  • Discernment Approach
  • Group Agreements

(Tasks For Researchers)

Appendix of Community Organizations

Community Groups that would be good partners (Tasks For Researchers)

Documenting What Worked and What Didn't

It is very important to future classes that they can learn from our mistakes and attempt to blaze new paths for themselves without having to re-invent the wheel.

Passing on Class Culture

Maybe a wiki page or stored video that can bring new members into the fold, or guide a new group entirely without a physical presence. They may possibly have to start again from nothing but the tools, and use a portion of time to learn and build the culture.

Status

Project in infancy

Issues, Complaints, and Suggestions

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