Elizabeth Naylor

December 1, 2008

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

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).

Throughout the synthesis process my audience has been educators and community members. It has been important to me to create a program to change the way that many schools are encouraging community service. It is my intention to use the research I have done and the conclusions that I have come to, to enhance school based community service programs. With that said, I know how difficult it can be to stay on track and I hope that I will be able to keep in mind the importance of this project and see the program implemented in a school setting.


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 have spent a great deal of time reading and researching about community service, reflection techniques, and public sharing. I feel that I have completed my synthesis with a much better understanding of where my project fits in the world and how I may be able to move forward with it professionally. I would have liked to have spent more time talking with high school age students and teachers who work with them. I think their feedback will be quite valuable going forward.


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.

Throughout the CCT program I think my vision and goals have been changing. Each class that I have attended and each book and article that I have read has given me insight and new thinking regarding my personal goals. I think that the synthesis project has given me the opportunity to determine what is important to me and how to move forward professionally with that knowledge.


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.

I have learned that my knowledge on the topic of my synthesis is grounded in fact and observation and has a great deal of merit. I have learned to be confidant in what I have to say/write, and to be sure of my opinions, while keeping in mind the opinions of others.

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.

During this process I have begun to develop clear goals in respect to where I would like to take this project. As I continue to learn how I want to prioritize life and I am working out a plan to perhaps move into some sort of consulting practice. This would allow me to take my passion from this project and infuse it into my work life.


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

I came into my synthesis project with a great deal of personal experience. In addition I have often conversed with friends and colleagues about their experiences in community service. The thoughts and feelings of these people have been quite valuable to the development of my synthesis project. I now hope to take the program to a school setting and gain information and insight from that experience.


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

At several times during the progress of this paper I have developed outlines to insure that my argument was on track and understandable to the reader. It has been difficult, at times, to maintain a steady progression but I think the use of the outlines has helped in this.


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.

In an effort to grab the attention of my readers the introduction of my paper includes quite a bit about my experiences visiting post-Katrina Louisiana. Personal experience and anecdotes are interesting to people and I felt that this particular experience was a good way of starting and setting the tone of my paper. I also spent a great deal of time creating the Faculty Handbook and Student Guidebook (both embedded in the paper). These two books provide the reader with concrete ways to implement the community service program that I have developed.


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

My synthesis project was based in the idea of facilitating new avenues of public participation. I have created a school based community service program that encourages meaningful community service participation as well as reflection and sharing. Going forward it will be interesting to see how the program develops and where it can be used to make actual change.


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

I have definitely taken stock of what has been working well and what needs changing. The challenge for me lies and actually making those changes. I want very much to move out of the traditional classroom and into a consulting role. However, I need to believe more in myself and my abilities. I think that this paper has helped a lot with that, I just need to keep going.

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.

I have done this a great deal in the classroom where I am the teacher. Throughout the CCT program I have incorporated ideas from CCT into my teaching with middle school students. For example, trying to use tools and ideas from PBL with my students as they are learning to be better problem solvers. In addition, my professional goals are very much geared towards social and educational change and in developing my synthesis (with hopes of using it professionally) I have utilized knowledge and perspectives from CCT.

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

See answer to #1.


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

I have certainly developed ways to organize my research, computer, and bibliographies as I have worked on my synthesis. In terms of organizing my time…it may appear to some that due to the amount of time I have needed to complete the project I haven’t been organizing my time efficiently. However, when I look closely at the things I have learned about life and time in CCT I think that it is perfectly acceptable for me to have chosen to spend my time with my daughter and work a bit more slowly on my paper. I’m sure that I am a better person for it!

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.

I have tried to use some of the tools from CCT in my classroom. In my life I have incorporated free writing as much as possible. Free writing has helped me in goal setting, planning, writing, and developing ideas for my synthesis. It is a tool that I will certainly use going forward.


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 paid attention to the distractions and blocks and have chosen to clear away some of them and move slowly around others. I have learned about prioritizing my life and making choices. As a result, my project has taking more time than I had hoped but I have spent many joyous hours being a mom!


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.

Throughout the CCT program I have developed relationships that provided friendship, support, and advice. There are many people from CCT that have the early stages of my paper and provided feedback as I moved forward and many people that have provided feedback in the later stages. I also think that I have given support and advice when asked.


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 feel like I have taken the lead in my own writing but often put off submitting drafts. I was afraid to learn that my writing was bad or that my ideas didn’t make sense or were wrong. I have learned to be confidant in what I have to say/write and to trust other people (professors and peers) to give feedback.


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 have definitely taken seriously the comments and feedback of others. In particular I have used the comments and feedback on the Guidebook and Handbook to make sure that I was writing documents that could be used by others.


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.

I have spent very little time worrying about my grade for the synthesis project. This project has always been about creating a program that I can potentially use in my professional life.


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 think that I have approached CCT and Synthesis in a way that was accepting of challenges and understanding of changes that are made. I am certainly growing and changing and feel honored to have been a part of the growth of the CCT program.