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JOHN CABOT UNIVERSITY

COURSE CODE: "AH 460"
COURSE NAME: "Research Practicum"
SEMESTER & YEAR: Fall 2014
SYLLABUS

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

COURSE DESCRIPTION:
Definition of senior thesis topic; generation of bibliography and research and writing schedule; acquisition and refinement of the practical research skills and tools necessary for the writing of a senior thesis.
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 and, above all, through the 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, 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
Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral Thesis Joan BolkerOwl BooksISBN-10: 080504891X; ISBN-13: 978-0805048919     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Presentation & foundation portfolioThe culminating event of the course will be state-of-the-question presentations by students on the topics of their theses and the compiling of individual foundation portfolios, with full, annotated bibliographies; bibliographic style sheets and exercises demonstrating mastery of them; and information on databases, libraries, and other resources.  This portfolio will serve as a handbook and ready reference during the actual writing of the thesis the following semester.40
Research diaryStarting on the first day of the course, students will develop a research diary in which they narrate progress on the choice and development of research topics.  The diaries  are to include at least two substantial entries per week (28 total) summarizing initial ideas, the discovery of key sources and resources, questions and break-through discoveries that emerge through the analysis of those resources, and—through this process—the gradual formulation and refinement of one major topic and its components30
ProfessionalismWeekly exercises, collegiality, punctuality, active engagement in the course, contribution to discussions in class30

-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

AH460, Fall 2014 - TENTATIVE SCHEDULE (to be finalized in consultation with the enrolled students)
No Mo Dy CLASS MEETING:           Materials to present and discuss Reserch diary:                 Suggested topics, in case you need them; feel free to invent your own, as long as they are constructive and pertinent to your preferred thesis topic(s) - RDs should be kept throughout the term, with daily entries Assignments due:                  NB - From second week of class onward, two bibliographic summaries are due each week on Thursday, whether or not we have a class meeting.  Also, for each guest speaker, library visit, library lesson, or special reading, write a summary of 150-300 words and submit it to the professor the following class meeting. Speakers / site visits / special events
1a 9 2 Introduction to the course.  Assign: Bolker chapters; discuss: research diaries and other assignments, preferred guest speakers, library visits (dates, libraries) Research Diary (RD)- daily from here forward.  Possible topic for first entry:  your most exhilarating research experience to date.  Why?    
1b 9 4 Bolker Chs. 1-2 Research Diary (RD)- daily entries from here forward untile the end of the term.  Possible topic for first entry:  your most frustrating research experience to date.  Why? (a) Locate your past research papers; (b) Begin to assess past theses at JCU:  kinds; parts; Bolker Chs. 1-2 read/summarize in writing Students presenting:
2a 9 9 Bolker Chs. 3-4 RD: the most thought-provoking thing you have ever read, art historical or otherwise Bolker Chs. 3-4:  read, summarize in writing;   
2b 9 11 Library lesson with Eleonora Moccia, JCU library.  Note:  DATE IS TENTATIVE.  To be confirmed. RD:  the art-historical question(s) you would most like to answer    
3a 9 16 Past JCU theses - kinds - thesis taxonomy, with PowerPoint RD:  what you learned from looking about your (possible) project by looking at past JCU theses   Students presenting:
3b 9 18 Your past papers - present your findings/analysis to the class, with PowerPoint RD:  what you learned from looking about your (possible) project by looking at past JCU theses Review of your past papers:  summary (150-300 words)   
4a-4b 9 19 FRIDAY OFF-CAMPUS LIBRARY VISIT (tentative) RD:  thoughts / ideas from your new bibliographic sources Bring citations of at least two items in the BIASA collection that you would like to examine.  Search for them in the library and, if you have time, call them up. LIBRARY VISITS:  BIASA & BIBLIOTECA ANGELICA? 9:30-12:30
5a 9 23 Bolker Chs. 5-6 RD:  thoughts / ideas from first your bibliographic source Bolker Chs. 5-6: read/summarize in writing Students presenting:
5b 9 25 J. Lehrer, "The Eureka Hunt" RD:  your most thrilling eureka moment Make appointment(s) to talk to future thesis readers, esp. First Reader  
6a 9 26 Progress reports on research diaries, with powerpoint - 5 minutes per student RD:  thoughts / ideas from your new bibliographic sources   NORWEGIAN ACADEMY or AMERICAN ACADEMY PHOTOTECA / STUDY COLLECTION
6b 9 30 Bolker Chs. 7-8 RD as above, hereafter Bolker, Chs. 7-8:  read/summarize in writing  
7a 10 2 Progress reports on research diaries and topic definition   Concise statement of thesis topic as it currently stands.  Note:  these will be compiled and circulated to members of the class.  
7b 10 7 Veteran Researchers Tell You Their Secrets     Guest speaker TBA
8a 10 9 Peer review of thesis topics   Bolker, Chs. 9-10 + appendices:  summary  
  10 14 Make-up day for library visit      
8b 10 16 Library lession with Eleonora Moccia (to be confirmed)      
9a 10 28 Veteran Researchers Tell You Their Secrets   Submit thesis title and prelminary abstract, signed by future thesis advisor Guest speaker TBA
9b 10 30 Discuss: guest speaker's talk; article "Shitty First Drafts"   Read "Shitty First Drafts" (selection to be posted); begin writing literature review  
10a 11 4 Progress reports on research diaries   Work on lit review  
10b 11 6 Veteran Researchers Tell You Their Secrets: Guest speaker TBA RD:  thoughts / ideas from your new bibliographic sources   Guest speaker TBA
11a-11b 11 7 FRIDAY LIBRARY VISIT     LIBRARY VISIT:  BNCR
12a 11 11 Discuss: guest speaker's talk; Malcolm Gladwell, Outliers - selection RD:  thoughts / ideas from your new bibliographic sources Read Malcolm Gladwell, Outliers (selection to be posted); begin writing literature review Guest speaker TBA
12b 11 13 Report on your library conquest RD:  thoughts / ideas from your new bibliographic sources Library conquests (summary)  
  11 18 Make-up day for library visit      
13a 11 20 Veteran Researchers Tell You Their Secrets RD:  thoughts / ideas from your new bibliographic sources COMPLETE LIT REVIEW Guest speaker TBA
13b 11 25 Discuss guest speaker talk: peer review lit reviews RD:  thoughts / ideas from your new bibliographic sources Peer review lit reviews  
14a-14b 11 28 FRIDAY OFF-CAMPUS LIBRARY VISIT      GNAM (9.30-11:00); MAXXI (11:30-13:00)
FINAL EXAM PERIOD FINAL PRESENTATIONS   FINAL PRESENTATIONS / PORTFOLIOS