Frank Carvino
June 1, 2006
I. "MY SYNTHESIS PRODUCT SHOWS THAT..."
A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
It was difficult, at first, to narrow down who my audience should be, but upon reflection I want my work to reach the broadest range of people possible, so I am hopeful that it will reach Higher Education Professionals and Graduate students alike.
It is also a serious concern to think that my work may cause resentment based on an irrational defensiveness caused by a perceived attack on someone’s profession.
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.
I did my best to stay informed of all the major works relating to the field of advanced degrees and interdisciplinary studies, however as always, the material was wide-spread and not specifically focused on what I was studying. As a result, I found I do need to work on narrowing my research field, while including the most important works.
A section in my synthesis project was devoted specifically to addressing the current literature available on my subject.
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.
While it has taken me some time to crystallize my final synthesis project, nothing describes my progress better than the introductory chapter of my synthesis. Especially in comparison to earlier drafts.
The project however, may be strongly based in idealism, since the conclusion is meant to explain future courses of action.
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.
The two positions are fairly simple; either people agree that more can be done to help graduate students complete their Masters thesis; or people will disagree, pointing out there has never been a significant problem with graduate programs that generate advanced degrees.
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.
Indeed. In each stage of my synthesis development, even as far back as Evaluation, I produced significant results that I was proud of and that I felt was moving me in the appropriate direction, closer to graduation.
F. I have gained direct information, models, and experience not readily available from other sources.
One of my main premises is that CCT offers graduate students opportunities and techniques not available in ‘traditional academia.’
G. I have clarified the overall progression or argument underlying my research and the written reports.
One of the greatest difficulties was clarifying the main argument underlying my research. However, the outcome cannot be argued without considering who the intended readers are. By considering both students and professors, the scope of this project branches out and the problem becomes clear.
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.
It is my intention that my synthesis project be an introductory ‘how to’ guide for new graduate students, in part to introduce them to the experience and in part to raise their awareness of the gap often found between expectation and understanding. Hopefully the progression of my synthesis takes the reader through these various stages and impacts them in such a way.
I. I have facilitated new avenues of classroom, workplace, and public participation.
As mentioned earlier, the conclusions are based on a somewhat idealistic outcome, with the goal to create an interdisciplinary course elective opening students up to the possibilities other programs may offer to help them grow as graduate students.
J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
It is a personal philosophy of mine to understand where you have been before you can understand where you are going. In the conclusion of my synthesis I illustrate the aspects of CCT that have helped me grow as a graduate student.
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.
Indeed. This could be viewed as the point of my entire synthesis project! Not only was it in my best interest to integrate CCT skills, it was important to also understand them at a much deeper level to be able to compare what I termed ‘traditional academia’ and CCT. The change, in my case, is to seek an interdisciplinary exchange between CCT and all other graduate programs.
2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.
Most Definitely. As part of my synthesis development I had to think back to my previous courses and experiences to determine what exactly it was that made CCT so unique in comparison to other programs. It was in reflection and later free writing that I discovered just how much I had learned from previous courses.
3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.
I will always need to develop more efficient ways to organize my time, materials, etc… However, that being said, I felt I did a very good job with monitoring my own progress and preparing for the various tasks and deadlines I had to meet. Keep in mind I am currently working on two theses simultaneously! This above anything else should reflect how well I am able to sustain my time. I sincerely believe I would not have gotten this far if I wasn’t somewhat orderly in my approach.
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.
Indeed, again. My synthesis project focused on the specific techniques required to successfully complete a graduate level program (CCT as well as others). For my final presentation, I learned what it was like to prepare and give a brief lecture on one of my greatest passions; archaeology. Powerpoint technique, as well as presentation style, not to mention my overwhelming use of freewriting and reflection to help me gather my thoughts.
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.
This truly was the hardest test for me to pass. But having observed others going through the synthesis process, I believe my concentration was well focused. One of my greatest accomplishments, I feel, was the ability to turn peer comments (which normally would have left me feeling dejected and worthless) into bench marks. If something didn’t work, I asked why, instead of using feeling as a reaction I tried to use action as its own reaction. Even when I felt the most frustrated, I simply looked to others for insight instead of lashing out.
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.
One of my greatest memories from CCT will be the number of friends I have made along the way. There are so many great people with so many different backgrounds that enroll in the CCT program it really is amazing. From the very beginning of my synthesis project I have sought support from my peers. They helped me set up a mini-conference on my topic, others completed a generic questionnaire I had developed for those who couldn’t make the conference. From my beginning of CCT till graduation I will continue to be in awe of the quality of people this program draws in.
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.
At no point, I feel, did I ever ignore my reader or advisor. I was constantly making adjustments and changes to my various drafts even though my advisor/reader was still correcting a previous draft. Not for one moment do I feel I ever dragged my feet or did not fulfill my share of the responsibility for my successful completion of the CCT program.
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).
Yes, absolutely. As I mentioned previously, I changed my entire attitude when receiving the comments/criticism of others. I learned that their comments were only meant to help me grow and develop. It is a credit to their ability to size up my project and give me useful criticism that I have been able to complete my synthesis project. The most important part of this entire process, for me, was clarity. It was obvious from the beginning that my topic was very much misunderstood, but the challenge was that it was misunderstood by me most of all! I determined that the only way I could make my project clear to the reader was to make it clear to myself. As a result, I strove for clarity in every aspect of my paper and was (and still am) very concerned that any aspect of my paper may appear vague or unclear. But if I had a goal that was outside of just completing the project it was clarity of approach, clarity of goals, and clarity of outcome.
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.
Being a graduate student requires a certain amount of responsibility that goes above and beyond an undergraduate or someone who has not experienced higher education. At no point did I consider myself jumping through my professor’s or anyone else’s hoops. The steps needed to be taken to complete my program, I feel, were my responsibility and a process that I must engage with to fulfill my degree requirements. By completing my portion of this process, I feel I have earned the right to an M.A. degree.
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.
The CCT program works differently for different people. My greatest concern through the entire program was the focus on the educational elements in reading and projects, which I completely disagreed with. In fact, the majority of the people in the program had almost nothing to do with primary or secondary education! However, from my first CCT class onward, I shared my concern with peers and professors alike in an effort to ‘balance-out’ the learning curve. Overall, though, this is an excellent program and I recommend it often.