Link to folder of class resources:
https://drive.google.com/open?id=1duGMdgW2B-6YL6V_fr8eWBfGbTAUrcCe

GUIDE from Nicole Branch's research & info literacy workshops:
https://libguides.scu.edu/c.php?g=880289&p=6323616

Week 1, Day 1 -- 9/18

In Class:

SLIDES -- Week 1, Day 1 -- 9/18/2018
Introductions
considering the mission and purpose of college:
- "What Is College For?" -- Chronicle of Higher Education
- CTW Survey
- WPA [Learning] Outcomes Statement for First-Year Composition
- CTW Learning Goals & Objectives
- Begin work on Learning Goals & Tracking project

Week 1, Day 2 -- 9/20

Homework: (completed before class this day)

Syllabus Quiz -- due by 8am on 9/20
Classical ideas on the purpose of a traditional college education: Newman "Discourse V: Knowledge Its Own End" from The Idea of a University
- For background info on Newman and context info for the book the reading comes from, see: https://en.wikipedia.org/wiki/John_Henry_Newman#Educator

In Class:

SLIDES -- Week 1, Day 2 -- 9/20/2018
discussion of Newman
- think, pair, share
- Newman Group Slides
introduce The View from Here: Mission & Purpose of College at SCU assignment
rhetorical concept: SUBJECT & AVAILABLE MEANS
artifact for analysis: Cohen "A Rising Call to Foster STEM Fields, and Decrease Liberal Arts Funding"

Week 2, Day 1 -- 9/25

Homework:

Entering college in the 21st century: Nathan, Ch. 1 "Welcome to AnyU" from My Freshman Year: What a Professor Learned by Becoming a Student
Review assignment description for The View from Here: Mission & Purpose of College at SCU essay (will answer questions in class) & begin collecting SCU artifacts

In Class:

SLIDES -- Week 2, Day 1 -- 9/25/2018
think, pair, share
discussion of Nathan Ch. 1
writing & rhetorical concepts:SUBJECT & AVAILABLE MEANS (source use) (from 9/20); AUTHOR
artifacts for analysis:
- Cohen "A Rising Call to Foster STEM Fields, and Decrease Liberal Arts Funding"
  - archived link if 1st one doesn't work: http://link.galegroup.com.libproxy.scu.edu/apps/doc/A443873789/BIC?u=sant38536&sid=BIC&xid=51f28832 (requires SCU library sign in)
- Todd "Annotated Bibliography" & "The dreaded annotated bib"
  - Todd LinkedIn profile
working with essay artifacts: considering author

Week 2, Day 2 -- 9/27

Homework:

sign up for a "View from Here" essay conference: link to schedule
Changing the university for the 21st century: from Davidson's A New Education: How to Revolutionize the University to Prepare Students for a World in Flux. Read the introduction & the chapter you signed up for
- Introduction
- Ch. 3 "Against Technophobia" --> Xavi, Kendall, Mary, Matthew, Griffin, Ava, Ross, Rylan, Ariana
- Ch. 4 "Against Technophilia" --> Johann, Lawton, Claire, Kennedy, Corey, Roland, Melody, Sonia
- NOTES (on Davidson's sources) for all chapters
Continue collecting & begin analyzing artifacts for The View from Here: Mission & Purpose of College at SCU assignment -- come to class prepared to report on progress & plan next steps

In Class:

SLIDES -- Week 2, Day 2 -- 9/27/2018
think, pair, share
jigsaw discussion of Davidson
- her argument in your chapter, linked to intro premises
- what changes should be made in higher ed, based on both chapters
rhetorical concept: AUDIENCE (+ connecting back to subject, rhetorical appeals, author)
artifacts for analysis:
- Newman
- Nathan
- Davidson
- Cohen "A Rising Call to Foster STEM Fields, and Decrease Liberal Arts Funding"
  - database link if 1st one doesn't work: http://link.galegroup.com.libproxy.scu.edu/apps/doc/A443873789/BIC?u=sant38536&sid=BIC&xid=51f28832 (requires SCU library sign in)
- Todd "Annotated Bibliography" & "The dreaded annotated bib"
essay work:
- review criteria & success strategies
- partner interviews to assess progress, brainstorm, create action plan to prepare for draft due 10/3
9/27 Check-in/Update || Learning Goals & Tracking

Week 3, Day 1 -- 10/2

Homework:

sign up for a "View from Here" essay conference: link to schedule
Studying college culture through texts, observation, time diaries: Nathan My Freshman Year Ch. 2 "Life in the Dorms"
work on draft due 10/3 of The View from Here: Mission & Purpose of College at SCU essay

In Class:

SLIDES -- Week 3, Day 1 -- 10/2/2018
think, pair, share
discussion of Nathan Ch. 2:
- ethnographic research in action
- performing identity in college
- relationship between formal & informal college culture
- tension between individual choice & community
artifact for analysis: Check Out this Ole Miss Dorm Room
writing concepts: INTROS & CONCLUSIONS, DOCUMENTING SOURCES
- analyze sample intros & conclusions:
  - Group 1: Check Out this Ole Miss Dorm Room
  - Group 2: Cohen "A Rising Call to Foster STEM Fields, and Decrease Liberal Arts Funding"
  - Group 3: Nathan Ch. 2
  - Group 4: Newman "Knowledge Its Own End"
- Documenting sources in terms of text type, medium, delivery

Week 3, Wednesday Bonus Day -- 10/3

Complete rough draft of The View from Here essay due by noon
submit drafts AS GOOGLE DOCs to Conference Drafts Google Drive folder: https://drive.google.com/open?id=1FOeTj5pAOZ4DBDYwoiRoNDjVCx6pJm0X

Week 3, Day 2 -- 10/4 & 10/8

Class cancelled for conferences:

Week 4, Day 1 -- 10/9

Homework:

the role of community in college success: Chambliss & Tackacs "Belonging" chapter from How College Works
preview 2nd writing assignment: Analysis of Public Discourse on a College Issue

In Class:

SLIDES -- Week 4, Day 1 -- 10/9/2018
following up & question on The View from Here conferences
- addition resource: schedule writing conference at SCU's HUB Writing Center
introduce Analysis of Public Discourse on a College Issue project
think, pair, share
discussion of Chambliss & Tackacs
research & information literacy workshop 1 from librarian Nicole Branch:
- Guide for source use for Analysis of Public Discourse project: https://libguides.scu.edu/c.php?g=880289&p=6323616
- slides from workshop 1 presentation/activity: https://drive.google.com/open?id=1gyW9vlu9UArQrq_ma9KEd_AAqqR9Ldiu
rhetorical concepts: context

Week 4, Day 2 -- 10/11

Homework:

WRITING:
- complete THIS 1-QUESTION POLL on scheduling research conferences for Analysis of Public Discourse project
- begin thinking about possible topics for Analysis of Public Discourse project
- Continue revising The View from Here essay --> prepare for in-class check-in and comparison of perspectives
  - addition resource: schedule writing conference at SCU's HUB Writing Center
READING: Analyzing artifacts to reveal trends in how college is presented: Hartley & Morphew "What's being sold and to what end: A content analysis of college viewbooks"

In Class:

SLIDES -- Week 4, Day 2 -- 10/11/2018
think, pair, share
link to Kavanaugh article from Tuesday's workshop: https://www.powerlineblog.com/archives/2018/09/report-kavanaughs-mother-ruled-against-accusers-parents.php
discussion of Hartley & Morphew
- incorporating The View from Here essay findings: what purposes/characteristics of college have you noticed -- how do they compare with H&M's findings and those of classmates?
rhetorical concepts: genre; context followup from Tuesday workshop
- summary of journalism genres: https://www.freelancewriting.com/journalism/different-types-of-journalism/
artifacts for analysis: sample college viewbooks
- Babson College: http://www.babson.edu/admission/undergraduate/viewbook/Pages/home.aspx
- Siena College: https://www.siena.edu/
- SCU: https://www.scu.edu/admission/undergraduate/choosing-scu/viewbook/
preparing for Analysis of Public Discourse on a College Issue project
- introduce CTW Info Literacy Study
- initial project brainstorming: LINK TO MEDIA BIAS CHART FROM TUESDAY WORKSHOP
10/11 Check-in/Update || Learning Goals & Tracking

Week 5, Sunday Bonus Day -- 10/14

final draft of The View from Here: Mission & Purpose of College at SCU essay due @ 11:59 pm
submit to Camino dropbox

Week 5, Day 1 -- 10/16

Homework:

Boundaries/shortcomings of belonging caused by homogenous, ego-based social networks: Nathan My Freshman Year Ch. 3 "Community and Diversity"
begin researching your Analysis of Public Discourse issue
sign up for Research Conference for Analysis of Public Discourse project: link to conference schedule on 10/25 & 10/27
sign up for an instructor conference on Analysis of Public Discourse project draft: link to conference schedule on 11/1 & 11/5

In Class:

SLIDES -- Week 5, Day 1 -- 10/16/2018
The View from Here: Mission & Purpose of College at SCU assignment debrief
think, pair, share
discussion of Nathan Ch. 3
rhetorical concepts: exigence/kairos
research & information literacy workshop 2 from librarian Nicole Branch:
- Guide for source use for Analysis of Public Discourse project: https://libguides.scu.edu/c.php?g=880289&p=6323616
- slides from workshop 2 presentation/activity: https://docs.google.com/presentation/d/1HUEMNkSyTjFP2SBvINxLIWREFh3K72OWe5CnsDJOYl0/edit?usp=sharing

Week 5, Day 2 -- 10/18

Homework:

Writing:
- work on Analysis of Public Discourse project
- sign up for Research Conference for Analysis of Public Discourse project: link to conference schedule on 10/25 & 10/27
- sign up for an instructor conference on Analysis of Public Discourse project draft: link to conference schedule on 11/1 & 11/5
Data collection & critical thinking for work with Nathan, Chambliss & Takacs readings:
- Google form for recording social network information -- COMPLETE FORM BY 8 AM THURSDAY (so I can prepare data for us to work with in class)
- Worksheet for recording your replication of Nathan's field observation:
- Add completed field observation worksheet to shared Google folder by the start of class on Thursday

In Class:

slides
working with "SCU community" data
- majors & dorms: https://www.databasic.io/en/connectthedots/results/5bc8bc69d6ed730331af8487
- dorms & RSOs: https://www.databasic.io/en/connectthedots/results/5bc8bf0bd6ed730331af848d
- majors & RSOs: https://www.databasic.io/en/connectthedots/results/5bc8be74d6ed730331af848b
writing concept: writing processes
- Hamilton example
- Anne Lamott "Shitty first drafts"
- reflective writing on typical writing processes & goals for this project/course
midterm evaluations
10/18 Check-in/Update || Learning Goals & Tracking

Week 6, Day 1 -- 10/23

Homework:

NOTE: Regularly-scheduled office hours cancelled this week due to conflicts. Please email me to schedule an appointment.
Writing:
- work on Analysis of Public Discourse project -- have access in class to some of the sources you're (planning on) using for Analysis of Public Discourse project
- sign up for Research Conference for Analysis of Public Discourse project: link to conference schedule on 10/25 & 10/27
- sign up for an instructor conference on Analysis of Public Discourse project draft: link to conference schedule on 11/1 & 11/5
Reading: Debates over free speech on college campuses: from Sigal R. Ben-Porath's Free Speech on Campus. Except includes:
- Ch. 1 "The State of the Debate"
- Ch. 2 "Inclusive Freedom"
- except from Ch. 3 "Campus free speech online"
In Class:
- SCU free speech-related research: Returning Point: Understanding Turning Point U.S.A.’s Perspective of College
- SLIDES -- Week 6, Day 1 -- 10/23/2018
- think, pair, share
- discussion of Ben-Porath
- rhetorical & concepts: exigence/kairos, purpose
  - artifact for analysis: "‘Degenerate and Murderous’: California Campus Republicans’ Platform Attacks College Culture"
- The View from Here essay debriefing
- midterm evaluation debriefing

Week 6, Day 2 -- 10/25 & 10/27

Class cancelled for Research Conferences for Analysis of Popular Discourse Project:

link to conference schedule

10/25 Check-in/Update || Learning Goals & Tracking -- complete AFTER your conference

Week 7, Day 1 -- 10/30

Homework:

Writing:
- work on Analysis of Public Discourse project
- bring to class drafts & materials for Analysis of Public Discourse project
- sign up for an instructor conference on Analysis of Public Discourse project draft: link to conference schedule on 11/1 & 11/5
Reading:
- ...and finally, LEARNING in college: Nathan My Freshman Year Ch. 5 "Academically Speaking..."
- Questions to consider while reading (no need to write out answers to these, just to think about as you read):
  - For Nathan, what defines the norm for students' classroom behavior, the dynamics of a typical classroom "discussion," and the perfect class? How do these compare to what you see at SCU, and how do you account for any differences?
  - Nathan argues that conversations on college campus are 1-directional. How does this compare to Ben-Porath's idea of inclusive freedom of speech on college campuses: to what extent does one call for, explain, or address the other?
  - Nathan is highly critical of students' belief that "social activities and interpersonal relationships are the main context for learning" (100). How does this compare to the value Newman and Chambliss & Takacs place on living in community on college campuses. To what extent are they all talking about the same thing?
In Class:
- SLIDES -- Week 7, Day 1 -- 10/30/2018
- think, pair, share
- discussion of Nathan Ch. 5
- writing concepts: writing titles: http://writing.umn.edu/sws/assets/pdf/quicktips/titles.pdf
- writing concepts: revision
  - takeaways from Nancy Sommers' "Revision Strategies of Student Writers and Experienced Adult Writers"
  - sample revision
  - relationship to "shitty first drafts" approach: thinking through writing over multiple iterations, allowing time for multiple drafts and breaks between work sessions
- writing workshop time: work on Analysis of Public Discourse on a College Issue drafts for instructor conference, instructor check-ins

Week 7, Day 2 -- 11/1 & 11/5

Class cancelled for Instructor Conferences on Analysis of Popular Discourse project drafts

Link to conference schedule: https://docs.google.com/spreadsheets/d/16nN9Th1-WCHnuQ6CvkGtWWaTe_MpDLkNKKuYCZV6BdM/edit?usp=sharing

11/1 Check-in/Update || Learning Goals & Tracking

Week 8, Day 1 -- 11/6

Homework:

Writing:
- revise Analysis of Public Discourse draft to prepare for peer review on 11/8
- Reading: The cost of college in the 21st century: Archibald & Feldman "The Rising Costs of Higher Education" + bundling excerpt (pgs. 40-44) from The Road Ahead for America's College and Universities. Reading guides:
  - Terms to define & track: BLS (Bureau of Labor Statistics), CPI (Consumer Price Index), list price tuition, average net to institution, average net price to students, standard of care
  - Archibald & Feldman are responding to the way college cost is covered in popular media. Spend 5 minutes Googling "cost of college," "why college costs so much," or similar search terms and skimming some of the results to get a sense of this media coverage and provide context for their argument.
  - This is an economics-based argument that uses lots of make data-based arguments. Before reading, skim the graphs and section headings to preview the structure and terms of Archibald & Feldman's argument to provide a road map for your reading.
In Class:
- SLIDES -- Week 8, Day 1 -- 11/6/2018
- think, pair, share
- discussion of Archibald & Feldman
- writing concepts:
  - The "paramedic method" of late-stage revision
    - Lanham's paramedic method & reducing the "lard factor":Sentence-level revision to clarify & deepen your ideas
    - Form for recording results of Paramedic Method revision: https://goo.gl/forms/6ww4QIOzdezhdvJv1
    - Purdue OWL guide to paramedic method editing: https://owl.purdue.edu/owl/general_writing/academic_writing/paramedic_method.html
- preparing for peer review workshop: draft exchange, pre-class homework, in-class work on Thursday

Week 8, Wednesday Bonus Day -- 11/7

Google Doc peer review drafts of Analysis of Public Discourse on a College Issue essay due. Make sure your draft includes:
- A headnote to readers, asking them to focus on a few specific things you know need work
- Google Doc settings that allow viewers to comment
by noon Wednesday, submit drafts to Peer Review Drafts Google Drive folder: https://drive.google.com/open?id=12rW4d2Mp6chRxuClz51qU08a8cfxEUI0
group assignments & instructions for peer review due before class on Thursday: https://docs.google.com/spreadsheets/d/131tqds6pl5jKBFHnSd31HbIMjlkuqHPQdGPTKFDVG2Y/edit?usp=sharing
Guidelines for commenting on 2 assigned drafts: Focus on
1. Areas the rubric highlights (making sure draft is hitting assignment's areas of emphasis)
2. Issues that impact the paper as a whole (organization, rhetorical focus, framing/implications, etc)
3. RE sentence-level stuff: Flag sentence-level trends you see happening repeatedly, or passages that are confusing -- leave sentence-level editing to the writer

Week 8, Day 2 -- 11/8 & 11/9

Homework:

Read & comment on drafts for your 2 assigned group members, skim other group members' drafts. Guidelines for commenting on 2 assigned drafts: Focus on
1. Areas the rubric highlights (making sure draft is hitting assignment's areas of emphasis)
2. Issues that impact the paper as a whole (organization, rhetorical focus, framing/implications, etc)
3. RE sentence-level stuff: Flag sentence-level trends you see happening repeatedly, or passages that are confusing -- leave sentence-level editing to the writer
Link to Drive folder of drafts: https://drive.google.com/open?id=12rW4d2Mp6chRxuClz51qU08a8cfxEUI0
Link to peer review group assignments & instructions: https://docs.google.com/spreadsheets/d/131tqds6pl5jKBFHnSd31HbIMjlkuqHPQdGPTKFDVG2Y/edit?usp=sharing
Link to digital copy of rubric evaluation form:

In Class:

SLIDES -- Week 8, Day 2 -- 11-8-2018
discussion of past peer review experiences, best practices for peer review
peer review workshop led by HUB Writing Center partners
post-workshop revision action plan drafting

Week 9, Sunday Bonus Day -- 11/11

final draft of Analysis of Public Discourse on a College Issue essay due @ 11:59 pm
submit to Camino dropbox

Week 9, Day 1 -- 11/13

Homework:

Reading:
- Review Research Project Proposal assignment
- Reading on proposal writing: "Proposals" from Writing Commons. Reading guides:
  - this textbook chapter covers several types of proposals -- for the purposes of this class, focus on the material relevant to the research proposals you'll be writing
  - skip the "rhetorical analysis of online readings" section -- we'll look at sample proposals in class on Tuesday
Writing:
- Brainstorm 2-3 potential projects ideas (1 paragraph per idea) for your CTW2 research project & submit your ideas to Camino dropbox. This will prepare you to pitch your project ideas to classmates on Tuesday 11/13, which we'll use to form project groups for CTW2.
  - suffering from writer's block? Look back over class readings & reading notes, previous assignments, in-class writing, and class notes for ideas we've touched on that sparked your interest.
- [OPTIONAL] Review sample CTW2 projects from previous classes to get inspired about transforming college experience ideas we've talked about into research project ideas

In Class:

SLIDES -- Week 9, Day 1 -- 11/13/2018
11/13 Check-in/Update || Learning Goals & Tracking
proposal reading debriefing: questions?
introduce Research Project Proposal assignment
review sample proposals, discuss grant agencies as audiences
review project ideas
project pitching session
select top 3 project choices

Week 9, Tuesday Bonus Afternoon -- 11/13

Groups assigned by 3pm on 11/13

Week 9, Day 2 -- 11/15

Homework:

Reading: resources for developing your research questions & methods:
- Developing a Research Topic (pdf) --> overview of developing a research topic
- Narrowing your topic (video) --> identifying a feasible, substantial topic that sets up a successful research project
- Asking Questions (video) --> developing research question(s) from a topic
- Finding a gap in the research (video) --> developing problem statement that explains the significance & exigence of your project
Writing: in collaboration with partner, come to class with
1. Draft of project research question(s)
2. Ideas for problem statement that demonstrate exigence for project and show why it's a pressing, serious concern
3. Plans for methods to use to answer the research question(s)
4. An appropriate funding agency identified as your audience
sign up for optional Week 10 conference on Project Proposal & Participant-Facing documents: link to conference schedule

In Class:

SLIDES -- Week 9, Day 2 -- 11/15/2018
brainstorming & gallery-style feedback on research questions, problem statement, methods, funding agency
based on brainstorming & feedback, collaborate with partner to create skeleton-draft of Project Proposal & submit to Camino dropbox

Thanksgiving Break Week

Week 10, Day 1 -- 11/27

Homework:

with partner, prepare complete rough draft of Project Proposal.
- As with the other complete rough drafts you've written for CTW, this draft should contain all parts of your proposal and cover all assignment requirements, but the content can be rough and unpolished in terms of language, organization, formatting, etc, and can include "process-oriented" material like questions/notes to self/etc.
before class, submit Proposal rough draft to Camino dropbox
sign up for optional Week 10 conference on Project Prep documents: link to conference schedule

In Class:

SLIDES -- Week 10, Day 1 -- 11/27/2018
11/27 Check-in/Update || Learning Goals & Tracking
project drafting de-briefing & questions
introduce Participant-Facing Documents: Recruitment, Informed Consent, & Research Instrument Materials assignment
research ethics
Sample Recruitment & Consent Documents: models for you to adapt for your project
workshop time to draft research ethics documents with partner
list of Methods Sources

Week 10, Day 2 -- 11/29

Homework:

read about relevant research methods: select from list of Methods Sources
- discuss with your partner to ensure that each of you reads at least 1 different relevant source
- talk to me if there aren't enough sources listed that are relevant to your project
with partner, draft research instrument(s) for data collection -- these will be tested by another group in class on Thursday
with partner, finish drafting recruitment scripts & consent forms begun in class on Tuesday
before class, upload to your group's folder (https://drive.google.com/open?id=1GDanE1awHwI9SDJIjRRYhkkOrYleKIpF) for in-class field testing
1. draft research instruments
2. draft recruitment scripts
3. draft consent forms
sign up for optional Week 10 conference on Project Prep documents: link to conference schedule

In Class:

SLIDES -- Week 10, Day 2 -- 11/29/2018
review of Learning Goals & Tracking: where are we now and what have we learned?
introduce CTW1 Final Learning Reflection assignment
field test of research instruments: Link to Folder of field testing materials
after field test, with partner write up debriefing & action plan based on field test, submit to Camino dropbox
course evaluations

Week 10, Friday Bonus Day -- 11/30

Optional revisions of The View from Here: Mission & Purpose of College at SCU and/or Analysis of Public Discourse on a College Issue assignments due by midnight Friday
Submit revisions to original project dropboxes
Revision guidelines:
- can revise for up to A- grade
- revision must include cover letter explaining what you changed and what impact it had on the new draft

Finals Week

due Tuesday 12/4 @ noon to appropriate Camino dropbox:
- final draft of Research Project Proposal FINAL DRAFT (partner)
- final draft of Participant-Facing Documents: Recruitment, Informed Consent, & Research Instrument Materials (partner)
due Wednesday 12/5 @ noon to Camino dropbox:
- CTW1 FINAL Learning Reflection
- Consider submitting projects from this class to the First-Year Writing Contest: