a six month journey

A Six Month JourneySeptember 26, 2013

to March 13, 2014

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.

Flipping the Classroom

HOMEWORKReading and Questions Due Tomorrow

Watch Lecture on-line tonight

Lecture Today

ActivityToday

The Traditional ClassroomTeacher’s Role: Sage on the Stage

The Flipped ClassroomTeacher’s Role: Guide on the Side

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

Doing Civically-Engaged ResearchIn this course you will learn how to: 1. Critically review research literature2. Formulate theoretically inspired

research questions of your own3. Write a research proposal on an

original topic and investigative strategy4. Conduct local research that is ethical

and globally-minded 5. Analyze, interpret, write, and share

your research findings.

iClicker Questions: Round 1

1. To successfully complete the Senior Sequence, I most want training and support on:

a) coming up with a research topic that is interesting,meaningful and doable

b) collecting and analyzing datac) writing d) creating a poster and videoe) 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?

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.

•

Civically Engaged ResearchWhat is it? Who does it? Where? Why?

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

Doing Civically Engaged Research: Theory Tools, Methods and Ethics

Overview of Community Knowledge

William T. Oswald, Ph.D.The Global Action Research Center

Civic Engagement is:

Individual and collective actions designed to identify and address issues of public

concern

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.

Spatial and Ecological Sensibilities

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).

Ethics and Mindfulness

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.

2. Which of these research methods do you find most appealing?

a) Reading--examine written records (e.g., literature, documents, historical archives)

b) Asking people--about their own and others' behavior (e.g., interviews, surveys)

c) Observing others as well as your own behavior (e.g., participant and non-participant observation)

d) 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?