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JOHN CABOT UNIVERSITY

COURSE CODE: "AH 460"
COURSE NAME: "Research Practicum"
SEMESTER & YEAR: Spring 2018
SYLLABUS

INSTRUCTOR: Lila Yawn
EMAIL: [email protected]
HOURS: TTH 1:30-2:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: Junior Standing
OFFICE HOURS:

COURSE DESCRIPTION:
This upper level seminar/practicum provides rigorous, practical preparation for the writing of professional art-historical research papers, including the Senior Thesis, through four discrete units: an individual portfolio review; a research tools and methods seminar; intensive, directed bibliographic research; and the formulation of a presentation to the class on the thesis topic, together with a new 'foundation' portfolio demonstrating mastery of the research skills, competencies, and bibliography necessary for advanced art-historical research writing.
SUMMARY OF COURSE CONTENT:
This seminar/practicum leads students through the process of self-review, practical skills acquisition, and bibliography building needed for a successful research and writing of their Senior Theses and other advanced projects in the history of art.  The course unfolds in four discrete units:  an individual portfolio review; a seminar in research tools and methods; intensive, directed bibliographic research; and the formulation of a presentation to the class on the thesis topic, together with a new 'foundation' portfolio demonstrating mastery of the research skills, competencies, and bibliography necessary for writing the thesis or another high-level research paper.  A highlight of the course will be visits to important research libraries in Rome, with hands-on exercises using.  While the course is aimed at degree-seeking art history majors, all students with the appropriate pre-requisites and an interest in refining their professional research and publication skills are welcome.
LEARNING OUTCOMES:

Students will:

·       formulate and refine a senior thesis topic through the evaluation of their own prior research, the keeping of a research diary, and  identification and assessment of pertinent, peer-reviewed bibliography;

·       assemble an exhaustive bibliography pertinent to the thesis topic, together with a personal, professional research portfolio, or “tool box,” consisting of style sheets, library cards, and the like;

·       master the practical skills, especially bibliographic development, research-library use, record keeping and style-specific citation, required for writing the senior thesis and other professional-level publications in art history.

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
How to Write a ThesisEco, UmbertoMIT PressISBN: 9780262328746 Available as an ebook through the John Cabot University Frohring Library   
Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral ThesisBolker, JoanHenry Holt (New York)ISBN-13: 978-0805048919 ISBN-10: 080504891XREF LB2369 .B57 1998    
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Final presentation to the classAn illustrated, state-of-the-question presentation to the class on the chosen thesis topic, in the form of a verbal grant application20
Research diary & toolkitA personal journal, kept daily, narrating progress on the choice and development of the thesis topic and, as the semester progresses, gradually becoming the 'zero draft' of your thesis. Diaries should include daily entries through the term, recording ongoing thoughts about the project, the discovery of sources and resources, frustrations, road-blocks, questions and break-through discoveries, the gradual formulation and refinement of the chief research questions, and, eventually, a writing up of your findings that can be used as the building blocks of your thesis. Diaries may be keep as digital files, blogs, or handwritten journals. Students are encouraged to illustrate and document the diaries with photographs and drawings. The diaries are a means of thinking and exploring in writing and have as their objectives: defining and refining a thesis topic, documenting the thought process, 'forming a writing addiction' (Joan Bolker's term), and beginning the process of actual thesis writing by 'thinking on paper' or on a computer screen. In addition to the research diaries, students are required to write a brief summary (150-300 words) of each reading, in-class exercise, guest lecture, library lesson, or library visit undertaken during the course. These items are kept together in a dropbox folder and gradually come to constitute a toolkit for reference during the thesis-writing process. 20
ProfessionalismWeekly exercises, assiduous note-taking, collegiality, punctuality, presence at all class meetings, positive attitude and active engagement, contribution to discussion, constant inquiry, openness to new approaches and methods, independent exploration of resources for research: libraries, museums, galleries, attendance at scholarly conferences and talks, correspondence with other scholars, etc.20
Thesis prospectus & literature reviewA concise, written exposition of the thesis topic--the work(s) to be analysed and the guiding research questions--accompanied by a succinct review of the chief primary and secondary literature on the topic and a timetable for completion of the thesis. All elements must be approved by the student's First Reader before the end of term.20
Bibliography with content summariesFull bibliographic citations and content summaries of at least twenty-six substantial, scholarly, peer-reviewed sources (articles, books, book chapters) or scholarly editions of primary sources pertinent to the intended thesis topic. Two summaries are due at the end of each week during the term starting the second week of class and are kept in the student's personal dropbox folder for the course. Total minimum number of summaries required for the term: 26. For citations please use Chicago-Notes and Bibliography or Turabian style. Summaries should be 200-300 words long but may be more substantial. Important: this is not an annotated bibliography but rather a bibliography with summaries of real content. Reading the summary should be an adequate, if abbreviated, substitute for reading the source itself. 20

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:

Attendance and punctuality at all class meetings are mandatory.  Course grades and progress will depend heavily upon active participation.

Some class meetings will necessarily take place outside of the normal course schedule and will be decided in consultation with the students once the semester is underway.  Flexibility is of the essence.

If you have a mobile phone, please turn it off at the start of each class meeting and do not turn it on again until class has ended.  If you use a mobile phone during class, including for sms messaging, you will be asked to leave the class, with a resulting unexcused absence.  The same holds for computers, except on those occasions when the instructor authorizes their use for class exercises.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Sample Syllabus of Meetings - THIS WILL CHANGE.  We will formulate dates together. Please see updated version each week on class folder.
No Mo Dy Agenda for the day To read/study in preparation Written work to submit via dropbox
Special Ongoing
Two bibliographic summaries with full source citations - weekly Research diary entry - daily
1a 8 28 Introduction to the course: rationale, structure, assignments, goals. Assign thesis review topics.   Locate your past university-level research papers in art history and begin to read them.    What was your most exhilarating research experience to date.  Why?
1b 8 30 What is a senior thesis?  How do I go about developing a topic? Discuss Bolker. Bolker Intro and Chs. 1-4 Written pro memoria: Bolker Chs. 1-4 (100-150 words/chapter)   What is the most thrilling, fascinating art-historical article or book you have ever read?
2a 9 4 What is a senior thesis?  How do I go about developing a topic? Discuss Eco Eco, Chs. 1-2 Written pro memoria: Eco Chs. 1-2 (100-150 words/chapter). Contact JCU professors (potential thesis advisors) for consultation on possible thesis topics   What is your favorite work of art?  What would you most like to know about it that you don't?
2b 9 6 Past JCU Theses - topics, genres, parameters Short presentations to the class (5 minutes) on past JCU theses  JCU past theses - short written summary of your findings (150-300 words) Two summaries due in dropbox Thoughts / ideas from this week's bibliographic sources
3a 9 11 Researching & writing your thesis. Discuss Bolker. Bolker, Chs. 5-7 Written pro memoria: Bolker Chs. 5-7 (100-150 words/chapter)By this date, meet with JCU professors you contacted   Thoughts / ideas from this week's bibliographic sources
3b 9 13 Researching & writing your thesis. Discuss Eco. Eco, Ch. 4 Written pro memoria of Eco, Ch. 4 (100-150 words/chapter) Two summaries (minimum) due in dropbox Thoughts / ideas from this week's bibliographic sources
4a 9 18 Analysis of Your Past Research Papers - strengths, ideas, things to improve Reports on your past JCU research papers Written summary (150-300 words) of your findings on your past research papers   Thoughts / ideas from this week's bibliographic sources
4b 9 20 Progress reports on thesis topic development, with Powerpoint: pictures, questions; possibly: titles, secret subtitles, and table of contents; Eco Ch. 3 5-10 minute reports:   ideas to date for thesis topic: work of art, guiding questions, bibliography, advice from professors Brief written summary of your report    Thoughts / ideas from this week's bibliographic sources
  9 22 UNIVERSITY MAKE-UP DAY - We will not hold class this day to compensate for future Friday library visits.        
5a 9 25 Remainder of Bolker and Eco, Ch. 3; Roman research libraries & related digital resources   Preliminary thesis proposal due Two summaries (minimum) due in dropbox Thoughts / ideas from this week's bibliographic sources
5b 9 27 Library lesson with Eleonora Moccia Read:  http://www.elsevier.com/reviewers/what-is-peer-review . Scan Elsevier Peer Reivew Study (in class folder). Pro memoria of library lesson   Thoughts / ideas from this week's bibliographic sources
6a/b 9 28 Friday exercise in BIASA: 10:00-12:30 (to be confirmed): Using card catalogs: why on-line searching is not enough Exercise:  compile a short bibliography of sources (5 minimum) related to your topic from before 1989 using the BIASA card catalog.  Deposit to dropbox.     Thoughts / ideas from this week's bibliographic sources
7a 10 2 Footnotes 1 Exercise: analyze the kinds and functions of footnotes in selected articles from Art Bulletin, etc., distributed by the professor.     Thoughts / ideas from this week's bibliographic sources
7b 10 4 Footnotes 2 Re-footnote your favorite past research paper: star the places you would not put a footnote, and explain which kind.   Two summaries (minimum) due in dropbox Thoughts / ideas from this week's bibliographic sources
8a 10 9 Footnotes 3       Thoughts / ideas from this week's bibliographic sources
  10 11 No class meeting - compensation for library visits   Two summaries (minimum) due in dropbox Thoughts / ideas from this week's bibliographic sources
8b 10 16 Foundation portfolio and final presentations Prelminary prospectuses - Prepare a brief summary (Powerpoint) of where you stand.  What work(s) will you concentrate on?  What are the main questions(s) you hope to answer about them?  What the the main sceondary (scholarly) sources about the topic?     Thoughts / ideas from this week's bibliographic sources
9a 10 18 Library lesson with Eleonora Moccia     Two summaries (minimum) due in dropbox  
9b 10 23 Inspiration (Lehrer), perspiration (Gladwell); book reviews as a resource; revise date for library visits; update on guest speakers Read and summarize (1-2 sentences):  J. Lehrer, "The Eureka Hunt," The New Yorker, 84 (2008), pp. 40-45 (in class folder); M. Gladwell, Outliers (selections in class folder).   Read and summarize each briefly: Come prepared also with 1-2 questions on each reading to stimulate discussion.      Thoughts / ideas from this week's bibliographic sources
10a 10 25 Literature reviews - What makes a good lit review? Read opening pages of the articles in "Lit Review Examples" in our shared dropbox folder. Where is the lit review in each article? What kinds of sources does the authos consider? How is the lit review interwoven with and adapted to the author's research questions? How is it used to provide a platform for the author's own consideration of those questions?     Thoughts / ideas from this week's bibliographic sources
10b 10 30 Norwegian Instituto of Rome - visit and orientation to the library with the librarian dott.ssa Manuela Michelloni Read about the Norwegian Institute (http://www.hf.uio.no/dnir/english/people/) and its library, and try searching for some items for your bibliography on Urbis (http://www.urbis-libnet.org/vufind/)   Two summaries (minimum) due in dropbox Thoughts / ideas from this week's bibliographic sources
11 6 No class meeting - compensation for library visits       Thoughts / ideas from this week's bibliographic sources
11a 11 8 Abstracts - prelmininary and final To prepare, please read the abstracts of the articles from the journal Gesta available online here: http://www.journals.uchicago.edu/toc/ges/2016/55/1 Click on ‘Abstract’ for each article, and you will see the relevant text. Consider in each case: What information does the abstract give—and in what order? Which abstracts strike you as the most effective? Are there any elements that you would change? Please also read the preiminary abstracts in "CAA 2014 - Sample Preliminary Abstracts" in our class folder. Are there any differences between the final (ex post facto) abstracts in Gesta and those in the CAA catalog?   Two summaries (minimum) due in dropbox Thoughts / ideas from this week's bibliographic sources
11b 11 13 Resources: Book reviews Search Jstor for book reviews pertinent to your topic.   Two summaries (minimum) due in dropbox Thoughts / ideas from this week's bibliographic sources
12a 11 15 Research methods       Thoughts / ideas from this week's bibliographic sources
12b-13a 11 17 Biblioteca Nazionale Centrale 9:15-12:00 - Meet 9:15 at Castro Pretorio metro stop     Submit final prospectus in print, signed by first reader.   Thoughts / ideas from this week's bibliographic sources
13b 11 20 Perfect powerpoints        
14a 11 22 TBA        
14b 11 27 Library walk: Biblioteca Angelica, ISIME (to be confirmed)        
FIN-AL EX-AMS     Final presentations FINAL PORTFOLIOS DUE last day of final exam week     Thoughts / ideas from this week's bibliographic sources