Andrea Brenner

May 23, 2005

I. "MY SYNTHESIS PRODUCT SHOWS THAT..."

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
While the process of writing and organizing my thoughts was a challeng for me, I feel that I was successful in developing, researching and articulating the subject matter I chose. Outside readers have been able to clearly understand the topic and the contributing material that emphasized the main themes expressed throughout the paper. I believe that the experience of writing the synthesis paper, while certainly made me more knowledgeable on the subject matter, also enabled me to become a better communicator. Additionally, the experience allowed me to break down a larger entity into manageable areas of interest that I will be able to focus on at a later time.

B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.

My subject focused on creativity and communication. The amount of research is extraordinary and while I knew I was not alone, I had no idea how much this subject had been researched. Through the infinite amounts of research however, I was able to connect with organizations and people that deal specifically to my particular field of interest and gain focus and insight for my own purposes.
I struggled with the amount of material and when to stop looking at resources and then how to organize all of the information once I did stop.

C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.

My original synthesis topic focused on creativity and business. While conducting my research and writing, I was able to flush out the real problem toward the frustrations I felt on the subject. By doing this I was also able to pinpoint where future development would be beneficial and have already begun to facilitate change in the classroom.

D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.

From all of the reading and research that I have conducted there is a consensus that communication and developing relationships is essential in order for designers and clients to work together effectively. I have also been able to recognize to what extent designers need to hone in on implementing creativity in the process. Reflecting on the information that I encountered, I am able to use the appropriate tools for problem solving when necessary.

E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.

One of the initiatives that I feel is essential to the development of communication in the graphic design profession is to emphasize communication in a designer’s education. In the future, I would like to incorporate a public speaking course that emphasizes design lingo as it relates to business goals. This would enable students to get the practice they need to speak to their audiences with clarity. I would also like to better incorporate this type of practice into current courses. I believe that my future development will be ongoing and not set to a timetable.

F. I have gained direct information, models, and experience not readily available from other sources.


Through the interviews I conducted, I was able to get personal insight from influential people within the design field. The use of various critical and creative thinking tools was also a great resource in my own development with the project. These tools allowed me to look past the obvious.

G. I have clarified the overall progression or argument underlying my research and the written reports.


Through the interviews I conducted, I was able to get personal insight from influential people within the design field. The use of various critical and creative thinking tools was also a great resource in my own development with the project. These tools allowed me to look past the obvious.

H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.

I believe that the sequence in which I chose leads the reader along a clear progression through my paper. Whether I have grabbed their attention?? Well, I hope I did somewhat, but can’t say for sure. I believe that some of this has to do with whether the reader is interested in the subject to begin with.

I. I have facilitated new avenues of classroom, workplace, and public participation.

Currently teaching graphic design, I am constantly imparting my knowledge from the CCT program upon my students. As mentioned earlier, I have already begun to empower my students to speak about their work with a more business minded approach. This will allow the students to speak to why they made the choices they did when coming up with solutions. Practicing this in the classroom will make it second nature in their professional careers, which will ultimately influence the communication, and relationship they have with their clients.

J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.

As it relates to the developing designer and client relationships, I would like to continue to discuss the subject with colleagues both within the design field as well as educators. My personal experience in design school did not emphasize the need for clear communication in an effective way. It was not until I was in the field working with clients that this “hit me in the face”. I had to learn the hard way by fumbling over my words. Placing the emphasis needed in a designers education both in undergraduate and graduate programs will further develop this necessary skill.

II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND THROUGH RELATIONSHIPS

1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.

One of my goals through the CCT program was to use critical and creative thinking to improve my interpersonal skills. The three courses that I chose as electives, Organizational Change, Negotiation and Dialogue were exceptional classes to get me to think about the impact I had on other people and methods to facilitate personal change. These courses have enabled me to make conscious decisions as to how I go about communicating with people in various scenarios.

2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.

See #1.

3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.

While many people had told me that I would end up doing other things around the house instead of my paper, I still felt compelled to sit in my home office to write. This changed when I realized I only had 8 weeks left to make it all come together. I then made the effort to find a nearby school whose open computer lab was the exact setting that I needed to focus more effectively. My research skills have dramatically improved once learning about databases and how to use them effectively.

4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.

The PBL course was able to shed new light for me into ways to go about brainstorming a problem. In my profession, brainstorming is a very common approach to searching for a solution. These tools are now on my bookshelf and I will use such tools such as mind mapping, scamper, and the KNF chart when brainstorming with clients in the future.

5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.

I have learned to “just do it” as a way to motivate myself to accomplish deadlines. I also had to remind myself of all that I have accomplished and used this as a “kick in the butt” that I would indeed finish writing the synthesis.

6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.

I have used other students in the program as a source to get a clear perspective on the process and expectations. I have also been able to give insight to students when asked. When initially entering this program, I didn’t feel the need to become “friendly” with the people in my classes; I did find that I ended up with a bond with my classmates and treasure the experience more with their presence in the classroom.

7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.

I wanted to get through the synthesis in one semester and didn’t see any alternative to this. I believe this motivation put me “in the drivers seat” to take the initiative to get what I needed when I needed it. I made frequent meetings with my advisor and gave him material to review in a timely manner.

8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).

I was able to take suggestions and revise my writing where appropriate. This type of reflective practice helped me to focus the themes of my writing to enable clarity.

9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work—criteria other than jumping through hoops set by the professor so I get a good grade.


The process of writing a paper of such length was new to me. While there was an outline of phases and deadlines, I took it upon myself to internalize a methodology that was appropriate for my own working style.

10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.

I find the CCT program to a very enlightening and allows a person to focus on a personal topic of interest without criticism. The program offerings are extremely useful to many arenas in life.
I do not believe that most people are conscious of when they are thinking creatively to solve a problem. Becoming more conscious of how creative thinking can be leveraged in all fields will allow people to be ok with thinking creatively.
To reflect on positive future directions I feel that the structure of the program does not make it easy for students. Beginning to think about the synthesis course earlier in the program would be much more beneficial then attempting this feat in one semester. This would include orienting students to what needs to be accomplished and ways to go about thinking about a topic much sooner. Personally, simply having the packet of the various phases during the Practicum course would have been greatly beneficial. Additionally, being able to use the information collected during the research in the Practicum course would stand to be much more beneficial than taking the time to conduct the majority of the research during Synthesis.


It is a shame that UMASS is not supportive of such a program, which allows students to determine their own paths and to truly be creative in a life endeavor. With the proper support, the program would be strengthened and attract more people. An increase of students in the program changes the dynamic in a positive light. It is not a good feeling when a student already in a program knows that its department is not supported with the faculty it needs to give students the education there are paying for.

The synthesis project allowed me to truly have something that was mine and was not based on
pre-determined criteria. While it was a challenge for me to keep focused at times, inevitably I
ended up doing just that. I consider this a significant accomplishment in my life.