Monday, August 29, 2016
methods of course assessment + final grade rubric
| FALL 2016 | SA 498 Capstone Research & Development |
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Capstone Research papers will be graded using a standard rubric.
> The rubric will assess the clarity of answering the thesis question
> The quality of the supporting evidence provided (support & development)
> The research paper's organization and depthfulness
> The writing style and transitional quality
> And, the mechanics/grammar (technical control)
Specificities of the your capstone
Continue to ask these points of your work:
- Is the capstone anatomy being followed correctly?
- Ask yourself ‘what does the writer (you) want the reader to think about?’
- Is the working thesis a statement that can be supported by the gathered evidence?
- Has historical information been introduced sufficiently to set a convincing foundation from where the author will assert and prove their claims?
- Is there enough evidence planted in the thesis to convince the reader of the author’s claims?
- Would visual figures (charts, graphs, images, etc.) assist in identifying the author’s claims as additional evidence?
- Are main claims and values clearly introduced? What minor claims is the writer also making?
- Does the organization of the paper guide the reader to understand the thesis concepts as it is being revealed throughout the essay?
- Would a narrower approach of evidence help convince the reader of what the writer is conveying?
- Based on the evidence found in the Body of Research, how can the working thesis be improved?
- What additional evidence would assist the author to convince the reader of their position?
- Should the thesis be re-organized to make the questions + concerns more evident?
- Where should the author go from here?
- Writing mechanics : Are the transitions from one idea to the next made smoothly and effectively?
- Grammar and spelling --- accuracy? Thus providing a smooth, uninterrupted read?
Quality participation is characterized by:
On time attendance at each class meeting
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| Class Participation Attendance & Thoughtful Participation:
On time attendance at each class meeting.
Grading Numerical Equivalents + GPA (grade point average)
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Standards for Grading SA498
Analytical Assessment valued in the 5 qualitative areas below:
#1 Analysis of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards)
D (student is not meeting standards)
A. Student accurately describes several dominant elements or principles used by the artist/designer and accurately relates how they are used by the creator to reinforce the theme, impact on their inclusion, meaning, mood, or feeling of the creative work.
B. Student accurately describes minimum of three dominant elements and principles used by the artist / designer and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the creative work.
C. Student describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork.
D. Student has trouble picking out the dominant elements and fails to illustrate the impact of the supporting example to the essay as a whole.
#2 Interpretation of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards)
D (student is not meeting standards)
A. Student forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning of the creative work and is able to support this with evidence from the work and its connection to the research at large.
B. Student has the ability to identify the literal meaning of the work.
C. Student can relate how the work emotionally charges feelings in viewers
D. Student finds it difficult to interpret the meaning of the work.
#3 Description of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards)
D (student is not meeting standards)
A. Student makes a complete and detailed description of the subject matter and/or elements exhibited in the creative work.
B. Student makes a detailed description of most of the subject matter and/or elements seen in a work.
C. Student makes a detailed description of some of the subject matter and/or elements seen in a work.
D. Student provides descriptions that are not detailed nor complete.
#4 Evaluation of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards)
D (student is not meeting standards)
A. Student has the ability to use multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas and connection to their research.
B. Student uses at least 2 or 3 criteria to judge the artwork.
C. Student attempts to use aesthetic criteria to judge artwork, but does not apply the criteria accurately.
D. Student only evaluates the work as good or bad based on personal taste.
#5 Mechanics of Writing
Student is A = EXCELLING Standards
or B = MEETING Standards
or C = APPROACHING Standards
or D = NOT MEETING Standards in the following areas:
or B = MEETING Standards
or C = APPROACHING Standards
or D = NOT MEETING Standards in the following areas:
Student makes use of at least three credible sources (no Wikipedia!)
Student makes use of APA or MLA writing format and includes a properly cited bibliography
Student includes visual illustrations to support essay’s content
Student completes an essay that illustrates the clarity of the main point, its development or argument, seamlessly
The completed essay is well organized in its construction and writing style
The completed essay exhibits technical control in the mechanics of writing and grammar
A: The typical "A" student will consistently and follow all of the steps presented in the course, resulting in personal work that is beyond the students’ previous capabilities. Equally important, the A student will conduct research, integrate information from other classes and experiences, follow through on ideas, not opt for an easy way out, will hand in work on time and in a well presented manner, will participate fully in class, ask questions and do extra work when needed in the pursuit of knowledge and greater ability. The work produced is exemplary and sets a benchmark for other students; actively participating in class discussions and critiques with a sustained high level of curiosity. In short, the A student will be a responsible and active learner throughout. The student engages in nothing less than superior work.
B: Attend all classes and complete all assignments on time; follow all instructions, demonstrate above average skills in completing assignments, turn in consistently good work though some further development of knowledge and skills is possible; frequently contribute to discussions and critiques. The student engages in usually consistent good work.
C: The student who completes all assignments with average skills, attitude and limited commitment to the learning process is a C student. They exhibit average engagement in class ideas and work that can easily be pushed through further effort and development. The student occasionally contributes to class discussions and other materials at hand. The C student overall produces satisfactory, and/or average work.
D: The student who has poor attendance; seldom meet deadlines, has an unconcerned attitude, has less than adequate performance; contribute very little to class discussions, presentations and workshops. The D student is below average and barely passing. Reminder - that in SA498 Senior Capstone class the student MUST successfully achieve a C or better in order to advance to SA499 in the spring.
F: The F student has poor attendance; seldom meets deadlines; turns in poor work; has a bad attitude, and/or is impervious to the learning process. The F student will fail the course.
committee member contract
SA 498.01
Senior Capstone Research & Thesis
FALL 2016
Jen Pepper . Faculty Advisor
CAZENOVIA COLLEGE
Dear Senior Photo & Studio Arts Committee Members & Professional Contact,
I want to take this time to thank each of you for meeting independently with the Studio Arts and Photograph group of Seniors this Fall term. Your input on both their creative practice and the reading of their Capstone research papers is valued and essential to their successful development in this exciting year long project.
In the spring, you will again have the opportunity to meet once (minimum) with the Senior student to discuss their studio output as they prepare work towards their Senior BFA Thesis exhibitions.
You can meet with them in person which is obviously ideal, or virtually; via Skype, FaceTime, etc., or the student may send you jpgs of their most recent studio practice. You may have a combination of these different forms of delivery throughout the spring term as well.
Change this year: As the students Committee Member you agree to read the student's capstone as it develops throughout the Fall term. Please provide the student with your written comments on content, development, organization, etc. on each draft they submit to you. I am asking that you also sign off on the front page of this draft with the date of your reading that I will receive from the student. During the fall term you should have the opportunity to read at minimum TWO drafts.
In April the Senior Studio and Photo class will be defending their thesis research project amongst their BFA Thesis exhibition that you will personally attend. This is an excellent time for the student to orally defend their Capstone research papers alongside of their creative output, as well as a time to reflect on their college practice throughout their four years at Cazenovia.
I need to know your comments of this terms process below. Please complete, sign, date and return to me by December 1st. My thanks.
I have met with the student: _______________________________________________
On how many occasions? ____________________________ dates
I have read and discussed thoroughly their Capstone Research papers with the student YES NO
Together, we have looked at their creative studio output in a form of a critique and I have discussed my reactions to their work. YES NO
Please complete, sign and date and return to JEN PEPPER . Faculty Advisor for SA498.01 at Cazenovia College . FALL term 2016
Additional comments:
________________________________________________________________________
Committee Member // Professional Contact please sign and > DATE
_________________________________________________________________________
Student SA498.01 please sign >> print > DATE
capstone committee membership
purpose, function + contract
In order to successfully complete SA498 :: Senior Research Project & Development, each student must have two active Faculty Committee Members (one from the student’s program, the second can be selected from outside the student’s program) as well as one Professional Contact advisor active in the visual arts field.
selection of a Faculty + Professional Committee Member(s)
The Faculty member may be a full or part time faculty member, administrator, or staff member from the Division of Art + Design. The second Faculty member may come from outside the Division of Art + Design. One of the two members must however be full time.
The Professional Contact member is active in the visual arts field, and chosen with the student’s creative methods and interests in mind.
Selection of a Contact is through the mutual consent of a) the student, b) the proposed Contact and c) Faculty Advisor, Professor Jen Pepper.
purpose + function of Faculty + Professional Committee Member(s)
The Faculty advisor should meet independently with the student at least twice throughout the semester.
Meetings are the ideal arena for establishing a meaningful working relationship with the student, offering criticism
and guidance in their ongoing creative work and scholarly research paper.
The Committee member should be knowledgeable of the topic the student’s paper is
concentrated and creative work to fully assist the student in their development.
The Committee member and student are encouraged to write notes and give constructive feedback to strengthen the performance of the student through the development of their paper and creative work.
The Committee member will read the student’s Capstone progress in the 6-7 week of Fall term and in week 9-11, to offer constructive criticism of the student’s progress and development.
It is extremely important that Committee members sign off and date following each read on the front page of the capstone. Committee members need a copy of this contract that the student will submit to the Faculty Advisor at their earliest convenience.
The Committee member will read the student’s Capstone progress in the 6-7 week of Fall term and in week 9-11, to offer constructive criticism of the student’s progress and development.
It is extremely important that Committee members sign off and date following each read on the front page of the capstone. Committee members need a copy of this contract that the student will submit to the Faculty Advisor at their earliest convenience.
1. On each occasion, the Faculty Committee member shall speak in depth of the student’s creative work and Capstone research, giving back critical feedback on both.
2. Following this critique a signed document stating that the Faculty member was given the student’s Capstone, has read and commented on it.
3. The Professional Contact member meets only once with the student in the fall term and will have the opportunity to read the student’s research and comment upon it as well.
Faculty Advisor of SA 498 : Senior Research Project and Development, Prof. Jen Pepper is available for questions and concerns that may arise during this process.
I have read and understand the responsibilities of accepting the position of the student’s Faculty/Professional Contact advisor. If for some reason I am unable to fulfill my responsibilities and commitment to the student listed below I will immediately contact the student and Jen Pepper.
________________________________________________________________________
Student . Program >> print + signature > DATE
_________________________________________________________________________
Faculty . Professional Committee member of Student >> print + signature > DATE
capstone set up
the bare bones of it....
Make use of the Campus Library, not only for your research, but also for securing Inter-library loan materials and access to data bases.
Assistant Librarian, Lauren Michel @ x 7346, the research librarian is more than happy to assist you as you develop your research. Check with her regarding the hours you may contact her.
Previous Capstone thesis papers are bound and found on the first floor of the library along the back wall.
You are unable to remove these from the library but you may reference them as you develop your papers.
Read at least four of them and report on your findings, did the organization of the research papers assist you? What information did the thesis statement reveal?
What information did the information reveal?
Was the thesis statement revealed and discussed throughout the entire paper?
Did the reader come away with a better idea of the thesis from the embedded information and research?
Was the thesis statement revealed and discussed throughout the entire paper?
Did the reader come away with a better idea of the thesis from the embedded information and research?
Read works from the Division of Art & Design as well as one outside the Division.
They are catalogued under both the surname of the student as well as the Capstone Faculty Advisor.
The Capstone thesis anatomy remains consistent throughout its body
1.25” left margin 1” right margin 1” upper and lower dimensions
11 – 12 point font only
Surname & page # on the upper right hand corner, paginated
The completed Capstone must include:
- TITLE PAGE designed with appropriate image created by you
- Your name, B.F.A. Your program
- CAZENOVIA COLLEGE . Cazenovia . NY
- FA 498.01 Senior Project: Capstone Research + Development
- Faculty Advisor Jen Pepper, Associate Professor of Studio Art & Design
- Faculty Committee Members: Names, Title + Division (in alpha order and consistency of their titles)
- Professional Contact name, title + their institution + website
- Submission date, December 2016
Next, follows:
- Table of Contents - not paginated
- Dedication - optional, paginated, Roman numeral, lower case i
- Thesis Statement - paginated, Roman numeral, lower case ii
- Introduction - paginated, Roman numeral, lower case iii
- Body of Research : area/concept subdivided and noted by Roman numerals I, II, III, IV, V, VI, VII, etc. Surname 1
- All images are to be embedded within body of text in color
- Include Figure 1.1, Figure 1.2, Figure 1.3…. Figure 3.3 (numerically following the break out of paper)
Images need to include the following, consistently:
Maker/artist/designer: surname, first name (birth date / death date country of birth or nationality)
- Title of work - italics
- Date of work:
- Medium of work:
- Collection of work:
- Source of image:
- Download size if obtained electronically (make use of ARTstor)
Text must include the following:
- Final remarks (2 pages +)
- Annotated Work Cited Bibliography
- Image + Works Consulted Bibliography, followed by a blank final page
- Spring Term: You will be asked to write a one to two page Appendix, also known as an Afterword, or Addendum which are the supplementary materials attached at the end of your thesis statement and is reflective of the impact of your research on your creative work vis-à-vis, discovered in the Capstone thesis presentation of your creative work.
- Images of your BFA Thesis Exhibition in situ photographs with complete details
Submit 2 unmarked copies of the final paper; one on 24# paper available at the Copy Shop, the second on regular white paper.
The final Capstone research paper will be professionally bound by the Library and will be submitted to its permanent Collections.
BFA Thesis Exhibition Catalogue
During the spring semester you will be undertaking the Exhibition Catalogue that will accompany your Thesis Exhibition in the Art Gallery.
The Exhibition Catalogue will be a self-published work created on BLURB.com, LULU.com, Snapfish, others.
You should familiarize yourself now with these sites to get to know what they offer, costs, lead time to submit your files, etc.
Select one to work with which best suits your needs.
Print one of these to accompany your BFA Candidate Exhibition
A second will be purchased by the Cazenovia College Library to incorporate into their permanent Collections.
A second will be purchased by the Cazenovia College Library to incorporate into their permanent Collections.
Your BFA Thesis Exhibition catalogue will included:
- Title page of your Thesis Exhibition name
- Your name, B.F.A. Exhibition Thesis, your program
- Division of Art & Design, CAZENOVIA COLLEGE . NEW YORK
- Your website address
- Spring 2017
- Your artist statement
- Individual images of your studio work with details
- In progress studio images, if you wish
- An excerpt of your thesis paper, or in its entirety
- In situ exhibition shots may be added to your catalogue on second printing
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