1 / 32

A Six Month Journey

A Six Month Journey. September 26, 2013 to March 13, 2014. Meet the others who have kindly agreed to help us makd the Senior Sequence successful.

malory
Download Presentation

A Six Month Journey

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Six Month Journey September 26, 2013 to March 13, 2014

  2. Meet the others who have kindly agreed to help us makd the Senior Sequence successful • Jesse Ellison, Data Visualization Technician, Urban Studies and Planning, UC  San Diego (YouTube self-intro)Robert A. Leiter, FAICP, Urban and Environmental Planning Consultant (YouTube self-intro)Julie Wartell, MPA, Lecturer, Urban Studies and Planning, UC San Diego (YouTube self-intro)Jessica Block, Staff Research Analyst for Geospatial and Environmental Applications, Qualcomm Institute at Calit2, UC San Diego (YouTube self-intro) • Special thanks to Dean Jeff Elman, Beth Simon, the folks at ACMS, Calit2, The Center on Global Justice and Urban Studies and Planning.

  3. Flipping the Classroom The Traditional Classroom Teacher’s Role: Sage on the Stage The Flipped Classroom Teacher’s Role: Guide on the Side ActivityToday Lecture Today HOMEWORK Reading and Questions Due Tomorrow Watch Lecture on-line tonight

  4. Change Frequency:* • Original i>clicker: • Press and hold the power button on the remote until the “Vote Status” light begins flashing. • Use the A-E buttons to enter the two-letter frequency code. The A-E LEDs flash green indicating the frequency change was successful. • BUT REDO THIS EVERYTIME YOUR CLICKER TURNS OFF! • i>Clicker2: • Press and hold the Power button until the two-letter frequency on the LCD flashes. • Use the A-E buttons to enter the new two-letter frequency code. A checkmark appears on the LCD indicating the frequency change was successful. *Professor much have base station plugged in and connected. Each classroom at UCSD has an assigned frequency – on base station

  5. Doing Civically-Engaged Research • In this course you will learn how to: • Critically review research literature • Formulate theoretically inspired research questions of your own • Write a research proposal on an original topic and investigative strategy • Conduct local research that is ethical and globally-minded • Analyze, interpret, write, and share your research findings.

  6. iClicker Questions: Round 1

  7. To successfully complete the Senior Sequence, I most want training and support on: • coming up with a research topic that is interesting,meaningful and doable • collecting and analyzing data • writing • creating a poster and video • communicating verbally (e.g., interviewing, public speaking) After you make a selection of your own, and enter your choice, we will ask you to discuss your choice in groups of three. As a group select one of the choices above and be prepared to explain your choice as a group. To do this it may help to identify your groups assets. That is, does someone among you have particular strengths in writing, graphic design, data analysis, public speaking?

  8. 1. Build Research Capability: • The course will enable students to design and carry out meaningful research that involves civic engagement and science communication. The objective is to build the scientific and technical skills students need to conceptualize and conduct scholarly investigations with integrity. Students will learn how to create examined conceptualizations of select objects of study (i.e., theory-building); unpack a whole into its component parts (i.e., analytically examine an object’s elements and interdependencies); and produce a clearly written research proposal, well-documented thesis, scientific poster and video.

  9. Civically Engaged Research What is it? Who does it? Where? Why?

  10. The Carnegie Foundation for the Advancement of Teaching Community engagement is “collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.” http://classifications.carnegiefoundation.org/descriptions/community_engagement.php

  11. Doing Civically Engaged Research: Theory Tools, Methods and Ethics Overview of Community Knowledge William T. Oswald, Ph.D. The Global Action Research Center

  12. Civic Engagement is: Individual and collective actions designed to identify and address issues of public concern

  13. 2. Deepen Spatial and Ecological Sensibility: • Students will gain “eco-spatial literacy” (i.e., critical awareness of the ecological and biogeographic dimensions of life and placemaking). Why is it, for instance, that certain parts of cities are “food deserts” where people lack access to a healthy food supply? Eco-spatial literacy is conceptual and skill-based. Students will learn the basics of making a map and doing spatial analysis using Google Earth, GIS, and other 3D visualization tools.

  14. Spatial and Ecological Sensibilities

  15. 3. Enhance Ethical Mindfulness: • This course will help students become more critically self-aware of their attitudes, beliefs, expectations, feelings, and surroundings in the context of doing civically-engaged research in relationship with others. Ethical mindfulness is an intentional reflexive state of being sensitive to oneself (i.e., self-awareness: understanding one’s own interests and motives) and sensitive to others (i.e., relational-awareness: understanding how what you do shapes and is shaped by your interaction with others).

  16. Ethics and Mindfulness

  17. 4. Improve Science Communication: • Students will develop the communication skills they need to create, justify, and present an evidence-based position or argument through oral presentations, print, multimedia and graphics. The objective is to help students write and express themselves clearly in the context of proposing, doing and sharing research. Effective science communication requires skillful use of conceptual frameworks and narratives (story telling). Students will learn how to produce a scholarly research project and then share the highlights of that project in the form of a scientific poster and video designed to reach diverse audiences.

  18. 2. Which of these research methods do you find most appealing? Reading--examine written records (e.g., literature, documents, historical archives) Asking people--about their own and others' behavior (e.g., interviews, surveys) Observing others as well as your own behavior (e.g., participant and non-participant observation) Inferring behavior from information or observations (detectives clues, physical traces, statistical/ content analysis) Before you make a selection, think of a research question you might like to address (e.g., What led to the creation of San Diego’s Food System Alliance and how has that shaped its mission? Why did SANDAG get sued over its Regional Transportation Plan and how has the litigation impacted the planning process). With a question mind, think about what kinds of evidence might you collect with your method of choice?

More Related