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Progress Review Guidelines - Goddard College's Intranet

Progress Review Guidelines - Goddard College's Intranet

Progress Review Guidelines - Goddard College's

Goddard College PROGRESS REVIEW GUIDELINES MA in Individualized Studies Program Progress Review Guidelines The Progress Review The Progress Review process provides an opportunity for students to reflect upon the unique educational program they have designed, to clarify goals and direction, and to receive support and advice from program faculty members. The Review process will: 1. Assess each student’s experiential and academic learning progress toward meeting: • the requirements of an accredited interdisciplinary graduate degree • the specific criteria pertaining to that student’s focus of inquiry 2. Examine each student’s preparedness for completing a final product at Goddard College. All G2 students who have been at Goddard for at least one full semester (this includes new students who have brought in one semester of approved transfer credit) submit a Progress Review in the break between their G2 & G3 semesters. Progress Reviews are read and assessed by the program faculty during the pre-residency faculty meeting of a student’s G3 semester. It is essential to plan carefully for completing the Progress Review process. Progress Review approval qualifies students to plan their final product and register for their final semester. In extreme circumstances a student will be asked to take a leave of absence to complete the review process and/or withdraw and have to re-apply in order to complete the degree. Components of a Progress Review (checklist) 1. Summary of Studies: A list of semester products from G1 and G2 with brief commentary explaining what precisely you studied, and how each piece addressed degree criteria. (No more than 2 pages.) Where applicable, the Summary also lists any courses from other institutions that were accepted for transfer credit by Goddard. 2. A brief reflective piece discussing how your research has influenced developments or changes in your thinking/goals. (I.e. Not what you did, but what you learned and how that impacted your thinking. Again, no more than 2 pages.) 3. Substantive piece of critical writing. A critical paper demonstrates your ability to draw from different disciplines, data, and arguments to structure your own perspective on an issue. Examples include writing: in which you bring different sources into conversation with each other, including those with whom you do not necessarily agree; in which you discuss ideas or theories that resonate for you, but also examine criticisms or theories that seem to contradict those ideas, leading you to re-evaluate them, and then resituate yourself and your work; or in which you are discussing (for instance) the work(s) of one writer/activist/politician, the assumptions that seem to be embedded in the work, a variety of responses to that person’s work—from the perspective of the present and in the context of the person’s historical time, culture, political climate as well as her or his personal identities/roles. 15-20 pages (not longer) carefully documented using an appropriate citation style (APA, MLA, Chicago, etc.). In this piece of critical writing we are looking for: • Your progress in identifying and shaping your area of inquiry. (This writing, then, should show you engaging with and summarizing the conceptual positions of a number of writers/sources you read for your packet work.) • Your courage and growing ability to critically consider the value of the sources and ideas Page 1 of 3 Last Updated 05/13/10 ASO

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