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JOHN CABOT UNIVERSITY

COURSE CODE: "AH 460"
COURSE NAME: "Research Practicum"
SEMESTER & YEAR: Fall 2016
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:
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 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 ThesisJ. 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 2016 -  Syllabus of Meetings - Working Draft - to be revised in consultation with registered students at the beginning of the semester

 

Agenda

Changing Assignments

Special events

Ongoing assignments

No

 

Assignments due / Required preparation for class

Site visits, guest speakers

Summaries of two substantial articles or books, each preceded by a full bibliographic citation

Reserch diary (4 entires per week minimum for a passting grade; daily entires required for an A or B).    

 

Materials to present and discuss

Nota bene: 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 1-2 sentences and deposit it in your dropbox folder by the next day.  This material will form a key element of the graded foundation portfolio.

 

 

Daily entries are required throughout the term, starting the first week.  A few topics are suggested below, in case you need inspiration, but once you begin reading please invent your own.

1a

Introduction to the course: rationale, structure, assignments, goals. Assign thesis review topics.  Compare calendars (for special visits).

Locate your past research university-level papers in art history and begin to read them (!).

 

 

RD: What was your most exhilarating research experience to date.  Why?

1b

What is a senior thesis?  How do I go about choosing a topic?  Roundtable: your current thoughts about possible topics?

(1) Read "JCU Art History thesis guidelines" in class folder. (2) List your 2-3 favorite art-historical topics / best research works to date (i.e. possible candidates for thesis topics) and come prepared to describe them briefly (2-3 minutes)

 

 

RD: What is the most facinating art-historical article or book you have ever read?

2a

Past JCU Theses: topics, approaches, parts.

(a) Review two past theses in the JCU Library: topics, approaches, parts.  Write a brief summary for each, maximum 150 words, and come prepare to present (5-7 minutes per student).  

 

 

RD: What is your favorite work of art?  What would you most like to know about it that you don't?

2b

Discuss Bolker, Intro and Chs. 1-4.  Discuss possible guest speakers.

For class:  Read Bolker Introduction and Chs. 1-4 and summarize in writing (1-2 sentences per chapter).  Presenters - Please read your 1-2 sentence summy aloud and prepare 4-5 questions about the assigned chapter to stimulate discussion)

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

3a

Be Your Own Prof:  Analysis of Your Past Research Papers

Present in class, with PowerPoint to facilitate discussion: analysis of your past art history research papers.  What worked?  What didn't?  What are the top ideas (hidden treasures) waiting to be developed?  Deposit in dropbox by 9/18:  3-5 page written analysis.

 

 

 

3b

Day off to compensate for library visits

 

 

 

 

4a

Progress reports on readings and research diaries.  What topic ideas have you had?  Roundtable and peer review.  Select professors for consultation.

Prepare a 5-10 minute report:  your favorite ideas to date for thesis topics:  work(s) of art + guiding question(s).  After class:  contact professors for consultation.  Outside of class on your own:  meet with at least three JCU Art History professors to discuss your potential topics.

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

4b

Progress reports on readings and research diaries.  What topic ideas have you had?  Roundtable and peer review.  Select professors for consultation.

Prepare a 5-10 minute report:  your favorite ideas to date for thesis topics:  work(s) of art + guiding question(s).  After class:  contact professors for consultation.  Individual meetings with professors outside of class (continued).

 

 

RD:  Thoughts / ideas from this week's bibliographic sources

 

Day off to compensate for Friday library visit

 

 

 

 

5a

Discuss Bolker, Intro and Chs. 5-8.  Choose and invite guest speakers.

Bolker Chs. 5-8  read, summarize in writing (1-2 sentences per chapter).  Presenters (see instructions above under class 2b). Individual meetings with professors outside of class (continued).

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

5b

Library lesson with Prof. Yawn

 

Library lesson

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

7a

Discuss meetings with professors. What did you learn?  How did the discussions affect your thoughts about your thesis topic?

Submit in class: (1) Written report (1-2 pages) on meetings with professors to discuss your thesis topic.  What were their responses and suggestions?  What questions have emerged that might guide your thesis. (2) Form signed by each professor attesting to the meeting.

 

 

RD:  Thoughts / ideas from this week's bibliographic sources

7b

Peer review & the publication process: an overview

Read:  http://www.elsevier.com/reviewers/what-is-peer-review . Scan Elsevier Peer Reivew Study (in class folder).

 

 

RD:  Thoughts / ideas from this week's bibliographic sources

6a-6b

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.

BIASA in Palazzo di Venezia (to be confirmed)

 

RD:  Thoughts / ideas from this week's bibliographic sources

8a

Progress reports on thesis topics

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.

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

8b

Progress reports (continued)

 

 

 

RD:  Thoughts / ideas from this week's bibliographic sources

9a-9b

OFF-CAMPUS LIBRARY VISIT:  GNAM/MAXXI (to be confirmed)

In-class exercises

 

 

 

10a

Maximizing creativity and problem solving: the Eureka hunt (discuss); 99% Perspiration:  Outliers - "The 10,000 Hour Rule" (discuss);

 

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

10b

OFF CAMPUS LIBRARY VISIT Norwegian School Library (to be confirmed)

 

 

 

RD:  Thoughts / ideas from this week's bibliographic sources

11a

OFF CAMPUS LIBRARY VISIT (during regular class hours):  Archivio Storico Capitolino and Istituto Storico Italiano per il Medioevo (to be confirmed) 

 

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

11b

Veteran Researchers Tell You Their Secrets (guest speaker)

Revise preliminary prospectus for double blind review.  Submit to dropbox not later than 10/22 at 8 pm

Library lesson or guest speaker

 

RD:  Thoughts / ideas from this week's bibliographic sources

12a

Logical flow & struture

In-class exercises

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

12b

Writing super footnotes

In-class exercises

 

 

RD:  Thoughts / ideas from this week's bibliographic sources

12a

Oustanding abstracts; Grants and grant applications

In-class exercises

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

12b

Veteran Researchers Tell You Their Secrets (guest speaker)

Summarize in writing.

 

 

RD:  Thoughts / ideas from this week's bibliographic sources

13a

LIBRARY VISIT & EXERCIZE:   BNCR (To be confirmed)

In-class exercises

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

13b

Writing a lit review

In-class exercises.  Submit final prospectus in print, signed by first reader.  Also submit signed Thesis Request Form compiled and signed by the First and Second Readers

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

14a

Perfect Powerpoints

In-class exercises

 

 

RD:  Thoughts / ideas from this week's bibliographic sources

14b

Final presentations

 

 

Two summaries (minimum) due in dropbox

RD:  Thoughts / ideas from this week's bibliographic sources

Final exam period

Final presentations

 

 

 

FINAL PORTFOLIOS DUE last day of final exam week