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GS Program Proposal for 2010-11

GS Program Proposal for 2010-11. 6 Week Model. 6-Week Schedule-in-Brief. Overview of English Studies (1 day) Intro to the Disciplines (12 days) Initial Magazine Work and Determine Project Foci (3 days) Intensive Writing (work on m ajor projects and other pieces) (7 days)

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GS Program Proposal for 2010-11

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  1. GS Program Proposal for 2010-11

  2. 6 Week Model

  3. 6-Week Schedule-in-Brief Overview of English Studies (1 day) Intro to the Disciplines (12 days) Initial Magazine Work and Determine Project Foci (3 days) Intensive Writing (work on major projects and other pieces) (7 days) Completion of Magazines and Portfolios + English Studies Wrap-Up (6 days)

  4. Day 1: Overview of English Studies • 9:30-11:00: guest speaker delivers introduction; each Teaching Director and Teacher introduce themselves and provide brief account of their discipline; Magazine Director discusses magazine project; students set up blogs and respond to morning session • Days 2-13: Intro to 4 disciplines (3 days each; 3rd day = special topics) • The number and type of disciplines will vary year-to-year, depending upon faculty availability. We won’t go over 4. • Teachers (GAs) will by hired by end of Oct. Hiring will be administered by the GS committee and Teaching Directors. • Teaching Directors and Teacher(s) will plan these 3 days between Nov. and May. • The exact schedule and make-up of these 3 days is entirely up to the Teaching Director and Teacher(s). • Days 14: Initial Mag Work and Project Selection • 9:30-12:00: review of magazine project; form boards; determine magazine foci. • 1-3:00: students researchand select Major Project focus projects in consultation with Teachers. • 3-4:00: • Day 15: Initial Mag Work and Project Selection cont. • 9:30-12:00: magazine committees/boards work on CFSs; begin work with design. • 1-3:00: students devise plan for Major Projects and begin intensive work in consultation with Teachers. • 3-4:00: • Day 16: Initial Mag Work and Project Selection cont. • 9:30-12:00: magazine committees/boards work on CFSs; begin work with design. • 1-3:00: students devise plan for Major Projects and begin intensive work in consultation with Teachers. • 3-4:00: • Days 17-23: Work on major projects + other pieces • Days 24-29: Complete magazines and portfolios

  5. Products • Portfolios (one for them, one for us) • Work completed in each discipline during first 12 days • Independent project • Selections from magazine or whole magazine? • Personal/Learning Journal? • Magazines

  6. Program Requirements • Each student will complete one or more teacher-assigned Brief Project during the Intro to the Disciplines segment • Each will complete a self-selected Major Project in consultation with mentor during the Intensive Writing segment. • Each will serve on magazine boards. • Each will produce a minimum of three works for the magazines. 12 students; 4 disciplines; 3 per discipline. How decide?

  7. Staffing (distinct from committee)

  8. Faculty (5) Teaching Directors (4) • Conduct GA hiring process or participate with committee in this process before end of October. • Work with 1-2 GAs from Nov through May to plan 3-day disciplinary focus and 1 week of mentoring. With many months to do this, won’t be very onerous. Also: fac can integrate this with field work advising or othertenure-track responsibilities? • Participate in first-day intro session. • Teach 1-2 sessions of 3-day discipline concentration. • Oversee GAs as they teach remaining sessions and as they mentor individual projects. • Show up for closing ceremony if possible. Magazine Director (1) • Participate in first-day intro session. • Oversee initial magazine work at 2 ½ week mark. • Oversee concentrated magazine work during final week. • Show up for closing ceremony if possible.

  9. GAs (7-13) • Teachers (4-8) • 1-2 will work with each of 4 teaching directors early in the year to plan 3-day disciplinary focus and mentoring • Attend first-day introductory session • Teach the 3-day disciplinary focus • Mentor for 7 days • Attend closing ceremony if possible and complete survey Note: we’ll hire teachers first, then determine daily assistant needs after? • Daily Assistants (2-3) • Attend first-day introductory session • Each serves 2-3 weeks, and is present all day • Assists with transportation and supervision of students throughout the day • Assists with staff communication and turn-over throughout the day • Provides continuity for students • Oversees afternoon writing sessions (2-4:00 or 3-4:00 daily) • Magazine Assistants (1-2) • Attend first-day introductory session • Attend initial magazine planning sessions • Oversee final week of magazine production

  10. Committee • Reflect on purpose of program, make adjustments from year to year, offer recommendations to dept. • Conduct GA hiring. • Administer evaluations and surveys. • Manage program documents. • Complete yearly or bi-annual budgets • Oversee staff pay. • GAs serving on committee may apply for positions (but will not be involved in any of the hiring process for any staff).

  11. Questions • Does/should the GS committee count as a dept. committee and therefore as dept. service? Yes, because the GS program offers multiple benefits to the dept: • Provides summer employment to grad students • Raises dept. profile • Recruits majors • Can work symbiotically with dept. programs or goals. No, because • It’s not an NDSU-specific program and the university at large does not recognize it as part of faculty duties • It distracts from other dept. functions and needs • How, if at all, does faculty involvement in the summer program count toward dept., college, or university service, teaching, or advising? How, if at all, does or can it

  12. 6 Weeks, cont Weaknesses • Hard to schedule faculty in (whether as instructors or advisors), because in and out of town and working on projects • Hard to schedule grads, because in and out of town, taking classes, and holding other jobs • Much more management required (but more leisurely) Strengths • Room to expand AND concentrate • Room to improve quality of products • We seem to be on the road to funding (support in Bismark) • More recruits to the major? • Double again the dept. PR, raised profile, etc. • Students reap the respective benefits of staying with their 6-week peers in the larger program

  13. 3 Weeks/6 WeeksOverhaul Activities • 1 week/2 weeks = intro to select disciplines (varying from year to year, depending upon available staff, who will commit by _____) • 1 week/2 weeks = concentrated work on independent project • 1 week/2 weeks = magazines or begin journal

  14. 4 disciplines: cw, ee, rhet, lit • 12 days on disciplines, 3 days each • Faculty work with GAs to plan and teach. With many months to do this, won’t be very onerous. • Faculty show up first day and then 1-2 sessions of the 3 day discipline concentration. Fac also oversee GAs. • 14 days on independent projects (major and minor) and begin magazines

  15. 3 Weeks Activities • 2 weeks = intro to disciplines (BUT FEWER) and portfolios • 1 week = magazines Products • Portfolios • Magazines Strengths • Easier to schedule all staff • Easier to manage • Proven track record Weakness • Some students report too much, too fast • Rush at the end, which may get worse if we get more applicants • Writing quality suffers • Students have to leave early, right in the middle of the larger program

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