Project #3

Going to Class

TOPIC

This term, our work began by asking about the nature of credible claims by asking about peer review, discourse communities, and the limitations of certainty in the academic world.  Then, we examined how digital tools such as ACT's ENGAGE ask for descriptions and classifications that they use to to make predictions, and how they then use those predictions to offer additional tools for student success.. We examined the credibility of those claims, and identified the underlying value system of the claims. Finally, by examining the ACT's ENGAGE program, we have learned that we are "hailed" into identities. Social contexts determine who and what we are.

Now, we have now read and discussed essays, web sites, and information about different types of colleges. We have discussed how different schools represent different ideas about the purpose of education. We have examined how different types of schools both create and maintain class differences.

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INTRODUCTORY READINGS


Barnard

               • Barnard's core curriculum


Macomb Community College

               • Macomb's core curriculum


• Nicholas Tampio. "There Is No Such Thing as Free Community College."


• Kevin Gannon. "Let Them Eat (Unbundled) Cake!"


• Mathias Elmhose. "Is Slack the New LMS?"


• Jon Marcus. "Colleges Help Drifting Students Map Path to Success."


• George Anders. "That 'Useless' Liberal Arts Degree Has Become Tech's Hottest Ticket."


Key terms such as  digital redlining," "critical pedagogy," "transmission pedagogies," "learning vs. training," "critique," "hailed," and others have been developed in discussion and through previous readings.

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ASSIGNMENT

Begin by identifying five valuable resources that help understand the difference between Barnard and Macomb Community College. Create an annotated bibliographic entry for five such items. Follow the model presented on the Purdue OWL, but also include the name of the search engine, database, or other tool you used to locate the source. You must also list your search terms. Email your annotated bibliographic entries to me for posting HERE.

After readings the annotated  bibliographic entries, consider the following questions:

     •     What type of thinking does each school foster?

     •     How is this evident in the core curriculum of each?

     •     How are their value systems different, i.e., what would each call "success"?

     •     What kinds of choices and futures do these schools create for their graduates?

     •     How are these schools and their curricula related to class?  

     •     What do you see as problematic about these differences?

Note that this is not a pro/con paper, and it should not make claims about which type of education is better.


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DELIVERABLES

1. TEQ Sheets for Barnard core curriculum and MCC core curricula

2. Five annotated bibliographic entries for posting.

3. Purpose & Problem Statement

4. Prospectus with at least five citations. The Prospectus cannot be longer than three pages including works cited.

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Other Requirements

NOTE 1: The documents should avoid any form of the verb, "to be."  Examples of this verb include "am," "is," "are," "was," "were," "being," "been." These verbs are vague, and  they often seem to claim that one thing is another thing.  Papers using any form of "to be" often receive reduced grades..

NOTE 2: The paper may not use second person ("you" or "your")  Any paper using second person will not be accepted.  The paper not use "one" as a substitute for second person.

NOTE 3: First person ("I") is acceptable only at the sentences that state your own, most important insight, question, or hypothesis.

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Assessment:  HERE