California State University, Dominguez Hills
University of Wisconsin, Parkside
Latest update: June 15, 1999
Faculty on the Site.
These short statements of my perception of your learning are what grew from my review of all the records and our experiences in class. In a cooperative learning world, in which our objective is to help each other gain critical insights, what should matter, instead of "grades" is such a report. Learning that I can tell you I have seen, either directly or through some of your work, and that you can confiirm. That is learning accountability.
As we gain skill at this, a paragraph of recommendation should be your goal for the end of each course, each semester. If you were to realize that this is how I will end the course, and you were to want the best possible recommendation of your learning, we could interactively check our respective records all semester, and the recommendations could be detailed and helpful to all who want to know about your learning.
Visit Letters of Recommendation for clues on how to do this.
It was a pleasure teaching you. I hope that some of you will visit me, or e-mail me and begin to let me know how these recommendations could better reflect your learning. I apologize that there is no order to the numbers; that is because you were listed alphabetically on my roll sheet. jeanne
Much of this class was devoted to the understanding of the student's role in the creation and publication of process texts. The Dear Habermas site was started with testable hypotheses: (1) that students would participate in publication if it were accessible in manageable portions, and (2) that students wished to delve that deeply into the subject matter of the discipline. But Curran and Takata realized that they were moving from preconceptualized notions, albeit ones based on the long years of experimentation with moot court. This seminar became the testing ground for student input, which had begun to flow in the Fall of 1998, but which became considerably more defined throughout this semester. Thus the seminar consisted to a large extent in a grounded theory investigation of inviting students to jon in academic discourse. To that end, projects served as immediate data for understanding and seeking new avenues of investigation, and so are not all completed, as they might have been in an earlier semester. Students received credit for their understanding of the project as process texts began to develop.
Considerable evidence of learning through direct conversations and e-mail correspondence. Most of the books used for the exploration of criminal justice on the site were ordered by this student before I could share them with her. Regular contributions of material for the site, and impressive learning of the means to put such material on the site. Ready to duplicate efforts at UWP to actually begin using one of the working sites individually.
No record of submission of any materials.
Good discussion, intense motivation in topic. Good at translating theory into real world praxis. Project not on record. Please resubmit or help me locate it for completion of records. I think it might be lost in the submission to site section.
Good contributions to class discussions. Work on project over semester, with good links and annotation thereto supplied. Project was one of first to become integral part of site, leading the way to new kind of production in process texts. Project, in drawing both from site and from Web at large, began to illustrate ways in which controlled use of the site was possible. In addition, shared information by e-mail with students who needed help.
Project shared with strong group faced a difficult variable this Spring. Led to all three class members needing extra time to pull final material together.
Records show no submissions.
Intense participation until crisis. Project on cocaine vs. crack in temrs of class had to be postponed. Impressive thought and work with several of the graduate students. We expect the project to be published on site shortly.
As usual, solid contribution to class and discussions. Project work went into much greater depth this semester, before presentation in Fort Worth at the Western Social Science Association. Merged interests in photography as a sociological method with museum project on visual approach to discourse on quasi forbidden subjects. Though much more needs to be done, promising lead to publication, and to understanding of discourse on social justice.
In keeping with past performance, stayed in touch, aided in production of papers for Fort Worth, and was flexible in cooperative work. Project on prisons provides excellent links and data on course issues.
Student was not part of this class.
Despite demanding work and family schedule, student made serious effort to be present. This sometimes meant that we added a teen-ager to our class. Thorough reading and preparation of project for site. Stays in touch, and keeps abreast of these issues on site. Student easily relates theory and readings to praxis.
Good understanding of application of definitional basis of crime within social structure. Ability to apply in present context. Close attention to discourse, good questioning. Project near submission stage, for editing. Good critical oral contriubtions.
This student erased my early doubts, based on little previous experience in sociology. Worked in a strong group, attended regularly, and did some fine writing which is being edited for the site. With group, prepared writings on the texts.
Consistent attendance, enthusiasm, and creative contribution. Two poems presently on site, both written in class, in response to the class discussions. Exercises consistently submitted until we switched to project work. Sharing of the exercises with others.
Student did not participate in this class. No records.
Solid contribution to class discussions. Raised pressing topics in praxis. Project in progress that should provide excellent outreach project.
Series of barriers prevented completion of course. Project and some additional materials to be posted over summer.
Member of strong group that has continued over several semesters to work with public discourse concepts. This semester, because of group problem's in the real world, this student produced an individual project on the Battered Wife Syndrome. That will go up on the site shortly.
Part of group for whom work will be finished this summer.
Worked on several of the projects and did presentation at the Western Social Science Association in Fort Worth. Work with Dear habermas to secure an additional grant for training students to upload to server. Worked also on peer review, and instigated the inception of social work links.
Used the seminar to produce a journal from field observations that led to a variety of alternatives Interesting applied journal to actual context. Should ultimately produce an exciting process text. Alert contributions to general class discussions.
Cooperative work with colleague. Well done.
Presentation of discourse paper in Fort Worth at Western Social Science Association. Attendance at several sessions. Attentive listening. Good ability to apply context to present social situations, and to use as a means of reanalyzing recent historical past.
Little writing - oral focus. This student's interest, involvement, and clear delight with the learning was part of what alerted us to the fact that writing is one alternative measure of learning, one means of defining the learning identity by narrative, not the only one. This does not seem to indicate a lesser ability to write, but an intensity and enthusisam that does not lend itself as well to writing as to "telling" others, to creating narrative. Barney Glaser describes it well in his 1998 book on Doing Grounded Theory: "They [those embarked on grounded theory] are too subject to the thrills and joys of conceptualization and trip out with conceptual description. Story talking takes over [to the implied detriment of theory-building.]" In the Dear Habermas virtual community, we are content to see such "thrills and joys" as a component of the learning identity, one that has been left out of the normative narrative.
Intensely motivated. Has raised level of computer literacy to point of comfort with web searches, and now provision of project with annotated links. Enthusiasm so great attended one night when clothes had been doused with a gas in accident at work. Apologized, but stayed. All of us stayed that night. We coughed and sputtered, but we stayed. Would appreciate a brief narrative on that night if one or more of you would e-mail it in. Sounds like data on our concept of trying on new narratives for fit, and sticking at Glaser's "story talking" level.
Competent, intense, tired. Despite that exhaustion, reliably there, reliably contributing a sensitive understanding. The first to submit a process text project to go up on the site, and to finally make us conceptualize peer review as it will apply to Dear Habermas.
Clearest example of good faith discourse in this seminar. Project was submitted early, uploaded to a university server (not ours) and through a series of attempts, not a single one of the links would work, not here, not on my computer, not on the student's laptop. Participation and past performance led us to accept this contretemps with grace. The links will one day work. The project will one day be linked to the site.
Excellent review of readings. Will go up on site in summer. External readings and reports. Stayed in contact and met with me. Good initiative.
Planned attendance at Western Social Science Association, and worked with us all semester in anticipation. Gained so much knowledge in computer literacy that material designed for Older Adult Center is practically ready for immediate upload to site. Good and thoughtful questioning of guest speaker from corrections. Good work.
Great project, good links, good work in spite of so many barriers.
Continued excellent work. Solid concentration, sharing of class with family, including inviting family member. Evidence of good application of theory and methodology reported in field to real world. Please resubmit project. I've managed to lose my link, though it may be in submissions waiting to go up on site.
Official withdrawal. Sorry, you had already contributed quite a lot.
Serious illness necessitated extra time for submissions.
Serious barriers this semester required more time for completion of work, but so much had been completed that an "I" seemed inappropriate. Should you wish to submit materials late, we will reassess the grade.
Thank you for staying in touch throughout the ordeal. Work will be completed in the summer.
Excellent writings. Project still needs work.
Strong participation. Good discussion, from variety of sources. Solid project material on three strike law, already up on site. Good work.