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Create Your Story – Key Explore

Narrative theory starts from the assumption that narrative is a basic human strategy for coming to terms with fundamentals elements of our experience, such as time, process and change […] in short, [we] study how stories help people make sense

of the world, while also studying how people make sense of their stories. ~ Project Narrative, College of Humanities - Ohio State

Instructor: Caitlin Kotnik Email: [email protected] Work Phone (to set up appointments): 970-491-7095 Cell Phone (if you need to text quick questions): Mentor: Kiaira Coles Email: Cell Phone: Course: KEY192 ~ Create Your Story Office: 111 TILT Building/ 253 Stadium (Collaborative for Student Achievement) Key Explore Office Hours: By appointment Course Description: In our course, we will use your personal narratives as a tool to reflect upon the origin and ongoing development of your values, interests, strengths, goals, and identities as you experience your first year of college, and their impact on your academic choices. We will investigate a variety of personal narratives from various cultures, creative nonfiction and memoirs, as well as visual and oral narratives. Through the texts, examination of concepts of identity formation and your own narratives, you will reflect on the ideas and experiences that inform the construction of your goals: academic and personal. You will explore how your story fits within potential programs of study at Colorado State University. This class is not focused on researching majors, but rather is an opportunity to learn more about yourself, your options, and what drives your decisions. Course Objectives:

• Honor and listen to others’ stories, understanding that we are all unique, and celebrate others. We achieve this through exploring our cluster’s interests, values, strengths, experiences, beliefs, and academic/career goals, interpreting how these aspects connect with programs of study at CSU

• Understand and connect to academic resources at CSU • Improve writing, reading and studying skills • Create a collection of narratives capturing your freshman collegiate academic experience • Develop critical thinking skills through reflective writing and class discussion

Required Texts:

• Articles/ Essays posted on Canvas – You must bring a printed and annotated copy of all assigned readings to each class

• Double Take by Kevin Michael Connolly, available at the CSU Bookstore and on Amazon Course Materials Required:

• Pen/pencil and paper (for notes and in-class assignments) • Three-ring binder or folder to turn in your annotated readings, in-class discussion questions, and advising

worksheets

Course Policies Late/Missing Work: Out of fairness to all of you, I will NOT accept late assignments. Printing and computer problems are not excuses for late work – save, save, save and e-mail a copy to your own e-mail account. If you will not be attending class, I must receive your assignment prior to class time. Attendance Policy: You are expected to attend all class sessions and to arrive on time and prepared with your reading and writing assignments complete. Attendance will be taken.

You are granted three absences for sickness, emergencies, etc. After three absences your final grade will lowered ½ of a letter grade OR a full letter grade if you have a C or lower and missed more than four classes (CSU does not offer grades of C-, D+ or D-). In addition, any in-class assignments you miss due to absences cannot be made up at another time.

The only caveat to our Attendance Policy is for those students who are members of University-sanctioned activities and must miss class because of these activities. If you must miss class because of your participation and membership in a University-sanctioned activity, it is your responsibility to inform me before the absence so arrangements can be made. Writing Submissions/ Printing: You will upload all of your written assignments directly to Canvas. The system will accept submissions until 10:30 a.m. on the day they are due. I spend a lot of time reviewing your work and providing feedback. Please read these comments so you can make adjustments on future assignments and grow as a writer. You will need to print and annotate your readings; these will be submitted for a grade at the end of the semester. Academic Writing: The narrative writing style you will use in this class is probably different than how you write in your other classes. While narrative writing allows for some stylistic creative liberties, please bear in mind this is still a 3-credit academic course. Your narratives should be thoughtful, appropriate, and well edited. Please consider your audience and purpose before you submit final pieces. Academic Honesty: Plagiarism, as defined by the Standard College Dictionary, is “to appropriate and pass off as one’s own the writings, ideas, etc. of another.” You may utilize information from any source (i.e. books, other students, class notes). If, however, you present the ideas or expressions from other sources as your own without correctly documenting your sources, you are guilty of plagiarism. Please write assignments in your own words and learn to correctly cite your sources (if you use them) within your papers. Use may MLA, APA, or Chicago Style – you can find manuals in the library or bookstores, through Microsoft Word and tips online. Students with Special Needs: Students with special needs or disabilities that require specific accommodations in order to successfully complete our course must notify Resources for Disabled Students (970-491-6385) and me by the middle of the third week of class. All arrangements will be made through RDS.

Classroom Conduct: We will be sharing personal stories, thoughts, and goals/dreams, and thus must be respectful and considerate of the attachment placed on each other’s narratives. Please keep an open mind, consider new ideas, be thoughtful about complexities and disregard “black-and-white thinking.” Your willingness to participate in classroom discussions will determine the success of our course. Respecting your peers’ views is a primary concern in classroom discussion. I expect we will not interpret each narrative the same or share similar experiences, but we should be sensitive when we examine and/or challenge one another’s viewpoints. Although some cultural practices and concepts may be “strange” to you, you are expected to keep an open and sensitive mind when discussing/writing about cultures and experiences different from your own. Course Content Note: CSU’s Discrimination, Harassment, Sexual Harassment, Sexual Misconduct, Domestic Violence, Dating Violence, Stalking, and Retaliation policy designates faculty and employees of the University as “Responsible Employees.” This designation is consistent with federal law and guidance, and requires faculty to report information regarding students who may have experienced any form of sexual harassment, sexual misconduct, relationship violence, stalking or retaliation. This includes information shared with faculty in person, electronic communications or in class assignments. As “Responsible Employees,” faculty may refer students to campus resources (see below), together with informing the Office of Support and Safety Assessment to help ensure student safety and welfare. Information regarding sexual harassment, sexual misconduct, relationship violence, stalking and retaliation is treated with the greatest degree of confidentiality possible while also ensuring student and campus safety. Any student who may be the victim of sexual harassment, sexual misconduct, relationship violence, stalking or retaliation is encouraged to report to CSU through one or more of the following resources:

o Emergency Response 911 o Deputy Title IX Coordinator/Office of Support and Safety Assessment - 970-491-1350 o Colorado State University Police Department (non-emergency) - 970-491-6425

Outline of Assignments

Details about each assignment will be outlined on Canvas.

• Final Multimedia Collection Website (50 points) • Share Your Story: Letter to Your Instructor (15 points) • Major Exploration Presentation and PDF (15 points) • Discussion Questions (DQ’s), Student-Created Discussion Questions, Reading/Annotation Quizzes &

In-Class Worksheets (100 points: 5 points/assignment) • Instructor Meeting Notes and Reflection (20 points) • Advising Appointments & Advising Worksheet (15 points) • Narratives (100 points: 25 points/ narrative) • Visual Narrative and Presentation (50 points)

• Printed and Annotated all Assigned Readings (20 points) • Final Multimedia Collection Website Check-Ins (15 points)

Total Course Points: 400 Points Grade 360-400 A 348-359 B+ 336-347 B 320-335 B- 308-319 C+ 280-307 C 240-279 D 239 or below F

Course Schedule: Due dates, assignments and readings are subject to change

Date Topic Reading & Assignments Due WEEK 1: WELCOME TO KEY EXPLORE!

August 22 Course Introduction - Setting Classroom Norms, Introduction to Canvas

Reading (In Class): • “Why Storytelling is Important” by Jon Ferreira

August 24 Creating Your Own Story – Using Narratives to Explore

Reading Due: • “Learning to Listen” by Peggy Ramin • “The Science of Storytelling” by Leo Widrich

WEEK 2: ACADEMIC PLANNING & GOAL SETTING, INTRODUCTION TO NARRATIVES August 29

Academic Planning: Syllabus Workshop

Assignment Due: • Bring syllabi for ALL courses

August 31 Review Academic Goals & Utilizing Narrative Writing for Self-Discovery

Reading Due: • “Existing Things” by Cynthia Ozick • “The Power of Mysteries” by Alan Lightman

Assignment Due on Canvas at 10:30 a.m.:

• Share Your Story: Letter to Your Instructor

WEEK 3: STRENGTHS September 5 Analyzing your Personal

Strengths

Assignment Due: • Take Strengths Quest & Print Report (details on

Canvas)

September 7 Developing Strengths & Learning from Failures

Watch Video Before Class: • VIDEO – J.K. Rowling’s Harvard Commencement Speech

WEEK 4: DIVERSE STORIES September 12

Diverse Stories: Respecting/Hearing the Stories Around You Major Presentations 1, 2

Reading Due: • “A Duty to Heal” by Pius Kamau • “Mother Tongue” by Amy Tan


• Narrative #1

September 14 Diverse Stories: Respecting/Hearing the Stories Around You Major Presentations 3, 4

Reading Due: • Selected reading from “Neither Wolf nor Dog”

WEEK 5: IDENTITY – WHO AM I & HOW DO I SHOW UP? September 19 Identity & Development:

College Life Major Presentations 5, 6

Reading Due: • “The 7 Vectors” by Arthur W. Chickering

September 21 Being Present: Life Without Regrets? Major Presentations 7, 8

Reading Due: • “Nearing 90” by William Maxwell

Assignment Due:

• Multimedia Collection Website Check-In

WEEK 6: MEMORY & IDENTITY September 26 Truth vs. Fiction: Retelling

our Experiences Major Presentations 9, 10

Reading Due: • “How to Tell a True War Story” by Tim O’Brien

September 28

Personal Experience, Identity & Memory Major Presentations 11, 12

Assignment Due: • Memory and Identity Worksheet

WEEK 7: VALUES October 3 Discovery: Personal

Values Major Presentations 13, 14

(In Class) Assignment Due: • Values Activity

October 5

Discovery: Narrative & Your Personal Values Major Presentations 15, 16

Reading Due: • “Jim” • “The Complexity of Identity” by Beverly Tatum

WEEK 8: DIVERSE THINKING STRATEGIES October 10 Perspectives: Diversity in

Learning Major Presentations 17, 18

Reading and Video Due: • “Seeing in Beautiful, Precise Pictures” by Temple Grandin • VIDEO - Ken Robinson: Education Reform


• Narrative #2 Due

October 12

Perspectives: Giving & Taking Advice

Reading Due: • “A Man Has to be Something…” by Hunter S. Thompson

WEEK 9: IDENTIFYING BELIEF SYSTEMS October 17

Perspectives: Celebrating Beliefs and Talents

Reading Due: • “The Artistry of Hidden Talents” by Mel Rusnov

Assignment Due:

• Multimedia Collection Website Check-In

October 19 Oral Stories & Oral Traditions: “This I Believe”

Reading (or Listening: http://thisibelieve.org/) Due: • “Introduction” by Jay Allison • “The Power of Presence” by Debbie Hall • Selected Readings from “This I Believe”

WEEK 10: THIS I BELIEVE October 24 Reflection on Values:

“This I Believe”

Reading (or Listening: http://thisibelieve.org/) Due: • Selected Readings from “This I Believe”

October 26 Student Audio Narratives: “This I Believe”

Assignment Due: • Narrative #3 Typed, and Read Aloud in Class

ALL STUDENTS MUST ATTEND CLASS ON 10/26

WEEK 11: PURPOSE, TRUTH, & AUTHENTICITY October 31 Exploring Personal

Purpose & Truth Reading Due:

• “Mathematics, Purpose & Truth” interview Janna Levin • Selected Reading from “The Secret”

Assignment Due:

• Write 2 DQs and post to Canvas discussion by 10 a.m.

November 2 Authenticity & the “Reality” of Your Experiences

Reading Due: • “For my Brothers & Sisters in the Failure Business” by

Seymour Krim • “I Coulda Been a Contender” by Abby Ellin

WEEK 12: AUTHENTIC, PERSONAL NARRATIVE

November 7 Kevin’s Story & Visual Narratives

Reading Due: • Double Take: A Memoir by Kevin Michael Connolly (1-57)

Assignment Due:

• Complete Johari Window

November 9 Kevin’s Story & Visual Representations of Your Identity

Reading Due: • Double Take: A Memoir by Kevin Michael Connolly (58-

96) Assignment Due on Canvas at 10:30 a.m.:

• Instructor Meeting Reflection WEEK 13: AUTHENTIC, PERSONAL NARRATIVE

November 14 Motivations & Facing Fears Presentation Sign-up


171)

Assignment Due (bring to class): • Visual Narrative Worksheet

November 16 Revisions & Preparations: Presentations & Final Collection


227) Assignment Due:

• Multimedia Collection Website Check-In WEEK 14: CELEBRATING OUR CLUSTER’S IDENTITY (Presentations)

November 28 Student Presentations Presentation Day 1 Assignment: Working on Final Collection Website

November 30 Student Presentations Presentation Day 2 Assignment: Working on Final Collection Website

WEEK 15: CELEBRATING OUR CLUSTER’S IDENTITY (Presentations & Wrap Up) December 5 Student Presentations Presentation Day 3

Assignment: Working on Final Collection Website

December 7 Student Class Reflections & Course Evaluations

Assignment: • Self-Evaluation of Visual Narrative • Key Class Evaluation • Working on Final Collection Website

Final Website and Annotated Readings Due by 4 p.m. on December 11 - NO LATE WORK ACCEPTED Website URL should be submitted on Canvas

Printed/ annotated readings should be submitted in a binder/ folder and dropped off at my office

Create Your Story: Share Your Story Letter to Your Instructor

Due: Thursday, Aug. 31 Dear Students, Being a college student is an exciting time but we also recognize the intense transition you will be facing in the next few weeks. We want to take a moment to get to know you and learn a little more about why you made the choice to attend CSU and to participate in a unique community like Key Explore. Beyond making the decision to attend college, being a college student can, at times, be a challenging experience. As with most significant transitions, investing some focused time considering your goals, assumptions, and expectations can help make the path smoother and the journey more successful. With this in mind, please reflect on the following prompts:

• What brought you to CSU and why did you choose to join Key Explore? • What does a college education mean to you? • What do you expect to derive from your college education/experience? • What are you most anxious for this semester? • What do you expect to accomplish academically fall semester? Freshman year? • What obstacles do you suspect could get in the way of your goals? Be honest. • How many hours each week do you expect to devote outside of class to activities related to your

academic success, such as studying, writing, reading, lab work, etc.? Provide any specifics you have already considered such as time of day or locations.

• What are your goals for declaring a program of study? • What extracurricular activities and involvement do you hope to complete/join? • How do you expect to meet these goals? What will motivate you?

Instructions: Write a letter to your instructor. This letter is meant to serve as an introduction of you to your instructor. The letter should be informal but also professional—consider your audience. The given prompts are merely suggestions and are not meant to guide your paper paragraph-by-paragraph. Aim to succinctly state why you are here and what you hope to accomplish in your first year as a college student and how you will get there. Format:

• Typed, 12 point font, space-and-a-half or double-spaced • 1-2 pages (2 pages MAX) •

Grading Criteria (15 points): • Shared the story of why you chose to be at CSU and in Key Explore • Shared your goals, assumptions, expectations, and obstacles for the first semester and year • Proper spelling and grammar and clearly organized, written as a letter

Create Your Story: Narrative One: Describe Your Story – Your Strengths, Interests, & Talents

Due: Tuesday, Sept. 12 Purpose of assignment: By reflecting on your natural talents and your academic and personal interests, you can begin to strategically develop talents in to strengths. This is an opportunity to explore how your talents, strengths, and interests may align with programs of study, careers, your personal development, and lifestyle preferences as an adult. Instructions: In your narrative, define and describe at least three strengths in your own words and why these strengths/talents could be utilized in your life. Tell stories about how you have worked to develop your talents in to strengths. Explore future opportunities (at CSU and beyond) to develop strengths even further. You might describe how and why you have utilized and will continue to utilize these talents. Demonstrate how your strengths and talents have formed your interests and how those factors impact your choices. You can write about strengths from your StrengthsQuest report but are not limited to discussing these top themes. Good stories occur everywhere and can be told about anything. You can be creative in expressing yourself (think about the essays we’ve read thus far). The narrative writing in our class is about you, so be authentic and honest about yourself. Remember you are creating an essay for a college course and have an academic audience. Consider the following questions when writing about your strengths then write an organized and reflective narrative.

• What or who inspired you to develop your talents? • What are your personal and academic interests and how do your strengths apply? • What academic abilities do you wish you could improve while in college and why?

Format: • Typed, 12 point font, space-and-a-half or double-spaced • Full sentences and paragraphs with proper grammar and spelling • 2-3 pages • Audience is academic and your narrative should be a final draft, please proofread your work

Grading Criteria (25 points):

• Written in the style of a personal narrative (refer to narratives we have read in class for inspiration)

• Identifies, defines, and describes strengths and reflects on how and why they might relate to academic and life choices

• Successfully incorporates personal experiences and stories to thoroughly explain how talents have been developed and could be further developed

• Clearly organized and coherent personal essay • Proper grammar, paragraph structure and spelling

NARRATIVE STYLE (4 points) Written in the style of a personal narrative

VOICE (4 points) Successfully incorporates personal experiences and stories to thoroughly explain your strengths

STRENGTHS (10 points) Identified, defined, and described strengths and reflected on how strengths impact academic choices

CONVENTIONS (4 points) Clearly organized and coherent personal essay

FORMATTING (3 points) Typed, 12-point font, space-and-a-half or double-spaced; full sentences; 2-3 pages

4 * Establishes well-developed characters, situation/ plot, point of view, setting, and/ or conflict * Uses multiple sensory details * Uses a range of narrative devices

4 * Voice is authentic * Voice is appropriate to the topic, purpose, and audience * Writing is exceptionally expressive and engaging

9-10 * Discusses and defines 3 strengths * Includes a clearly presented central idea with relevant ideas, supporting details, and/ or explanations * Successfully links strengths to academic or career choices * Focuses on how and why strengths have evolved

4 * Few to no errors * Spelling, capitalization, punctuation, paragraphing, and grammar are effective and make the narrative easy to read and understand

3 * All formatting requirements are followed

3 * Establishes characters, situation/ plot, point of view, setting, and/ or conflict * Uses sensory details * Uses some narrative devices

3 * Voice is authentic * Voice is present, and some personality is evident * Shows an awareness of an audience * Writing is somewhat engaging

7-8 * Discusses and defines 3 strengths * Includes a central idea with relevant facts, supporting details, and/ or explanations * Links to academic or career choices are represented but not well developed * Identifies how and why strengths have evolved but focuses more on what they are

3 * Spelling, capitalization, punctuation, paragraphing, and grammar are mostly correct * Contains few errors that don’t interfere with the meaning

2 * Missing 1 formatting requirement

2 * Characters, situation/ plot, point of voice, setting, and/ or conflict not clear * Uses few narrative devices

2 * Voice is inconsistent or weak * Writing shows little sense of audience

5-6 * Discusses and defines fewer than 3 strengths * Includes a central idea with limited facts, supporting details, and/ or explanations * Focuses primarily on what strengths are instead of answering “how” and “why”

2 * Spelling, capitalization, punctuation, paragraphing, and grammar create problems that slow the reader or cause confusion

1 * Missing 2 formatting requirements

1 * Characters, situation/ plot, point of voice, setting, and/ or conflict not present * Uses no narrative devices

1 * Author’s voice is unclear * Writing shows little to no sense of audience

3-4 * Lacks a central idea but may contain marginally related facts, details, and/ or explanations * Discusses and defines fewer than 3 strengths * Does not discuss origins or why strengths were selected

1 * Contains frequent convention errors that negatively impact the reader’s ability to understand the author

0 * Does not follow any formatting instructions

0 * Not written in a narrative style

0 * Author’s voice is not present

0-2 * Strengths are not identified, defined, or reflected upon

0 * Spelling, capitalization, punctuation, paragraphing, and grammar errors are so numerous that they make writing difficult to follow

Create Your Story: Narrative Two: Describe Your Story – Your Values

Due: Thursday, Oct. 12 Purpose of assignment: It is critical to examine and understand your values when you explore majors and careers because values impact choices. Writing about the origin and evolution of your core values will give you an opportunity to express and reflect on what leads to the actions, beliefs and decisions you make. Instructions: Using the definition of core values addressed in class, choose your top three values. In your narrative, define each value in your own words (NO dictionary definitions) and describe the importance these values have in your life by writing about specific experiences that helped you realize their importance in your life. Tell a story about each value and use your experiences as a springboard for reflection. Your purpose is not to merely tell interesting stories but to show the importance and influence the experiences have had on you. Please include a reflection about what program(s) of study, or areas of interests, or careers best reflect and utilize your values and why? Good stories occur everywhere and can be told about anything. You can be creative in expressing yourself (think about the essays we’ve read thus far). The narrative writing in our class is about YOU so be authentic and honest about yourself. Remember you are creating an essay for a college course and have an academic audience. In our course your narrative writing is not a journal entry or a blog post, but rather an academic essay written from the first person perspective. Utilize the tips for personal essay writing we reviewed during the first week of class. You might even want to reread “On Narrative Writing.” The following prompts are meant to help you generate thoughts about your values. Your goal is to write an organized personal narrative and you can incorporate these prompts/questions:

• Where do your values originate? Where did you learn them? • Why are these three values most important to you? • Provide an example about how these values impact your choices.

Format: • Typed, 12 point font, space-and-a-half or double-spaced • Full sentences and paragraphs with proper grammar and spelling • 2-3 pages • Audience is academic and your narrative should be a final draft, please proofread your work


• Written in the style of a personal narrative • Successfully incorporates personal experiences and stories to thoroughly explain your

values • Identified, defined, and described values and reflected on how values impact academic

choices • Clearly organized and coherent personal essay • Proper grammar, paragraph structure and spelling

Create Your Story:

Narrative Three: Tell Your Story – This I Believe Due: Thursday, Oct. 27 Assignment adapted from http://www.thisibelieve.org/educationoutreach.html Purpose of assignment: To investigate a core belief: “…for this exercise to be meaningful, you must make it wholly your own. This short statement isn’t all you believe; it’s simply a way to introduce others to some things you value. In spite of the name, your credo need not be religious or even public. You may decide to focus on commitments to family, service, political action, or the arts. As you look for a focus, try to choose concrete language and to find something that helps others understand your past, present, and future choices” (This I Believe 7). Instructions: Create your own statement of personal belief. Answer the statement: “This I believe…” For this assignment, compose a personal credo that extracts your unique approach to life into a short statement of no more that 500 words.

• Tell a story: Be specific. Take your belief out of the ether and ground it in the events of your life. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.

• Be brief: Your statement should be between 350 and 500 words. That’s about three minutes when read aloud at your natural pace. The shorter length forces you to focus on the belief that is central to your life.

• Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief.

• Be positive: Say what you do believe, not what you don’t believe. Avoid statements of religious dogma, preaching, or editorializing.

• Be personal: Make your essay about you; speak in the first person. Avoid speaking in the editorial “we.” Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone and story that truly echo your belief and the way you speak.

Format: • Typed, 12 point font, space-and-a-half or double-spaced • Full sentences and paragraphs with proper grammar and spelling • 1-2 pages (350-500 words MAX) • Audience is academic and your narrative should be a final draft, please proofread your

work Grading Criteria (25 points):

• Answered the prompt • Proper grammar, spelling, length and style • Student read essay aloud to class and was present to hear oral narratives of classmates

Create Your Story Major Exploration Summary

Due: Sign up for a presentation date in September or October (sign-up sheet circulated during class) Purpose of assignment: While our cluster collectively meets in class to critically discuss identity development, students are independently beginning to research how the interests, skills, and values discussed in class might translate to majors. We have 18 unique individuals with different research methods, background knowledge, and interests. The purpose of this assignment is to share the major research you have completed so far and to learn more about the work your classmates are doing. By utilizing each other as resources, students will learn about major/ minor programs and ways to research they might not have considered. Instructions:

• Create a 2-minute presentation and creative 1-page handout of a major you are interested in • Please make sure to include:

o Name of the major o Your summary of the major (describe in your own words) o A list of any classes required for the major that you’re excited about o A list of any classes required for the major that you’re not looking forward to o How you learned about and researched the major

§ Personal background knowledge, specific websites, student organizations, informational interview, etc.

o Specific ideas about how someone could learn more about this major o At least two of the following:

§ A student organization related to the major § A contact person who could help you learn more about the major § Careers typically associated with this major (how you could see yourself applying

it after graduation) o Why you’re interested in it o Concerns that might prevent you from declaring this as your major

Format:

• Presentation in class • Submit handout on Canvas by 10:30 a.m. on the day of your presentation, we will project your

presentation while you present and post your handout on Canvas as a reference guide for all students


• Effectively presents on assigned date • Creates a 1-page handout • Researches material in advance and includes specific information about required, bulleted points

Create Your Story:

Instructor Interview Instructions Due: Thursday, Nov. 9 Notes taken during the appointment should be included in the final multimedia collection website Purpose of assignment: This meeting is intended to help you to learn more about one of your areas of interest from an expert in that field and connect with a professional on campus. Instructions:

• Set up an appointment with one of your professors or a department academic advisor in a major you are considering.

• Interview your instructor to learn more about the classes they teach and their path in to their field of study. I want you to learn why they’re excited about what they’re studying and teaching.

o A list of questions to get you brainstorming is on the back of this sheet. You are not required to ask all of these questions and can add additional questions if you have them. This is simply a conversation. These questions are simply to get you brainstorming. We want this interaction to be useful to you.

• Take notes on the person’s responses to your questions. • Briefly summarize the meeting and reflect on what you learned. How did this professional’s

response impact your ideas about the major/ field? TIPS

• If you aren’t interested in learning about any of your current instructors, you are free to set up a meeting with an instructor you don’t have. Work with Kiaira or Caitlin if you need help finding someone.

• Remember, it may take several weeks to get on someone’s calendar so you should schedule as soon as possible.

• It’s polite to send a thank you note or e-mail after you’ve completed the informational interview.

Format: • Typed, 12 point font, space-and-a-half or double-spaced • Reflection should be 1-2 pages (not including the Q&A notes) • Bullet points and/or paragraph format are acceptable for notes


• Met with an instructor in a field of interest and kept notes of the questions discussed during the appointment

• Wrote a 1 page response to the questions in the instructions • Proper grammar and spelling

INFORMATIONAL INTERVIEW QUESTION IDEAS Please go to your appointment with a list of specific questions. These are examples. You do NOT need to ask all these questions. Lots of question ideas: http://www.quintcareers.com/information_interview.html

ABOUT A MAJOR These would be appropriate if you’re interviewing an academic advisor, professor, or upper-class student in a major you’re interested in learning more about • How did you get interested in this field? What keeps you in it? • How are your courses generally taught (e.g., lecture/lab/seminar)? • Will you give me some insight to the following major courses [identify courses] besides what I can

read in the course catalog (http://catalog.colostate.edu)? • What are some of the paths students in this field take after graduation? • I’m interested in this major because of ______. Are there any professors who are also interested

in ____? • What types of internships or volunteer experiences do students in this field complete? Can I earn

credit for an internship and/or research? • Are there specific skills it’s important for me to gain while I’m in school for this field? How might I

gain those? • Is this a growing field? Is there a need for graduates with this degree? • Are there any personality attributes exhibited by many students in this field? What’s the culture of

this major/ department? • Do many students in this major study abroad? Are there limitations about where I can go or when?

Are there popular destinations?

Create Your Story:

Visual Narrative & Presentation Due Dates:

• Visual Narrative Proposal Worksheet: Tuesday, Nov. 15 • Visual Narrative Presentation: November 29 and December 1

Purpose of assignment: The visual narrative is a creative exercise requiring you to “write” your personal narrative with images, rather than words. Your selection of medium and images will be displayed and presented to our class in order to create a shared narrative experience. Instructions:

• This assignment consists of three aspects: a visual narrative, a presentation, and an opportunity to engage with your audience

• Your visual narrative must clearly be about you and show effort • Your visual narrative should tell a story. This story can be any of the following:

o About an impactful experience or relationship o A theme within your life o A summary of your interests, values, academic and career goals, and the vision of the

person you are today • You must complete a worksheet to propose and explain your visual narrative and presentation • Your presentation should be 8 minutes (min.) to 10 minutes (max.)

Formats:

• Audience is academic (choose/create images accordingly) • The following formats are acceptable, but you are not limited to this list. Think creatively!

o Comic Strip o Computer

Animation o Drawing

o Graphic Novel o Photography o Painting o Picture Book

o Shadow Box o Sculpture o Video/Music

Video Grading Criteria: the Visual Narrative and your presentation will be graded together (50 points):

• Completed Visual Narrative Proposal and handed in proposal on Tuesday, Nov. 15 • Created a clear and creative narrative about yourself • Your narrative must be visual • Presentation of visual narrative was between 8-10 minutes and presenter engaged with questions

and discussion from the group. o Presentation included an oral explanation of your visual narrative o Presenter ensured the narrative is clearly visible to the entire class o Presentation is creative – you are not limited to standing in front of the group and reading

off of a note card! Consider including a group activity, handouts, or engaging the group in some way.

Visual Narrative Presentation Brainstorm:

1. What significant experience/people/beliefs/identities have shaped you? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

2. How have the above shaped you? Explain ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

3. How have these experiences influenced your future plans? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

4. Name three ways you can visually represent your experiences. How will these mediums be effective? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Name:Final Multimedia Collection Website Rubric

Organized Navigation/ Ease of Use 3 points

* TAB 1 - Home (Navigation/ Welcome) Introduction Text 3 points Image 2 points* TAB 2 - About Me Introduction Text 1 point Narratives 1, 2, and 3 5 points each (15) Visual Narrative 5 points* TAB 3 - My Academics Introduction Text 1 point Letter 4 points Workshop Reflection 3 points Instructor Meeting Notes and Reflection 3 points Major Exploration Presentation Handout and Notes 4 points* TAB 4 - My Future Introduction Text 1 point Final Reflection (Narrative 4) 5 pointsTotal Points 50 points** BONUS ** Extra attention to aesthetic appeal (images, extras) or additional content Up to 10 points

TURN IN SEPARATELY TO CAITLIN'S OFFICE BY 12/12 at 4 p.m.Printed and Annotated Readings/ Articles from Class 20 points

Create Your Story: Narrative Four Reflect on Your Story – Final Reflection

Due: Monday, Dec. 12 at 4 p.m. (post on your website) Instructions: Tell the story of your first semester: what successes did you have, what failures did you learn from, and what advice would you give to the next group of Key Explore students? The following prompts CAN be answered. Remember, the best narratives are the ones that are original and tell your story.

• Did you accomplish your academic goals for fall? Why or why not? o What happened? o What do you need to improve next semester?

• What did you learn during your first semester of college? o Describe 1 or 2 “ah‐ha!” moments o What has changed for you this semester and why?

• What is your “ideal” self? o How do you WANT others to see you? o What aspects of your character do you want to improve and why?

• Outline your research on majors and where you are in the process toward declaring a major? o What resources helped you? o What majors are you still considering? o Why have some majors been discarded?

• What did you learn from your classmates/mentors/the readings/others in the course? • What lesson would you want to tell future freshmen?

o How did you apply those lessons in your life? o What has changed for you this semester?

Formats:

• Typed, 12-point font, space-and-a-half or double-spaced • Full sentences and paragraphs with proper grammar and spelling • 2-3 pages (3 pages MAX) • Audience is academic and your reflection paper should be a final draft, please proofread your work


• Clearly organized essay and tells the story of your first semester • Paper is proofread and contains proper grammar, paragraph structure and spelling • Outlined your research on majors and clearly explains process toward declaring a major

o If you are declared, includes information why you selected your major and what experiences this semester have solidified your decision on your major.

o If you are planning to declare a major in the near future, includes details on your research on majors and explains your next steps toward declaring a major

o If you are still undecided, includes details on your process on researching majors up to this point and what issues you have experienced in deciding on a major

• Discussed and reflected on your accomplishments and lessons from your first semester of college

create your story – key exploreapps.nacada.ksu.edu/conferences/proposalsphp/... · create your...

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