Use peer group meeting time on Thursday mornings to read and respond to each other’s integrative papers. Our suggestion is that your peer group split in half for this work, and that the three of you meet at the computer center with hard and electronic copies of your papers. PLEASE COME PREPARED. Your work on Thursday morning is to read, edit, and discuss each other’s papers. Then you must each make the revisions necessary to have a second and final draft ready to turn in to your faculty by 2 pm Thursday afternoon. You are required to submit the copies of your first draft with two colleagues’ editorial comments. The person who provided the response must sign these copies. The faculty are interested in your work as a writer as well as a reader and respondent.
The integrative paper will then become a primary resource for the creation of the first draft of your co-authored evaluation. Your task is to write an evaluation of your work for all aspects of this program for the time period of the workshop series you have just completed. Thus we will have three evaluation sessions during the course of fall and winter quarters. Evaluation meetings with your faculty will take place on Tuesday or Thursday of the intersession weeks. At this meeting the faculty will provide you with her response to your integrative paper as well as sharing with you her edited version of your co-authored evaluation.
The requirements for your work are as follows:
The evaluation should be a succinct evaluative record of what you achieved. It must be written in the third person. It must be no longer than 300 words, or half of one page of standard text. It must include credit equivalencies and distribution. Your evaluation must begin with the following paragraph of text: The student, Jane Doe, contributed …
As will become clear when you do this work, you may want to choose to quote your own voice speaking from the first person just as the faculty may want to distinguish her voice. One way to do this is to begin your sentence with a statement such as: “In Jane’s reflection on the work she states, “I discovered within my own body the ways in which breath engenders a place of refuge as well as an experience of alienation.” Or, as the student has expressed this, “I was surprised to discover that my greatest achievement was an awareness of my limitations regarding time management skills (or seminar skills, visual literacy, expressive writing, etc.). The faculty may choose to contribute to your evaluation with language such as “From the faculty perspective, Jane’s awareness of the specific writing skills she needs to develop was an essential achievement.”
There is a peer process that we require you to follow to create this evaluation. Working with the same 2 – 3 members of your peer group you worked with for the integrative papers, you are required to read, edit, and discuss each other’s evaluations. A hard copy of your revised evaluation and signed copies of your drafts with colleagues’ responses are due in your faculty member’s mailbox by 12 noon on the Monday of intersession week. Also due by noon is an e-mail copy, which must be sent to your faculty. Do not send this as an attachment, but as simple e-mail text. Use the correct e-mail address and make certain that you receive confirmation that your faculty has received this e-mail.
Failure to complete all aspects of this evaluation process in a timely manner may result in a faculty member’s refusal to go forward with an evaluation conference and, therefore, a loss of credit. We appreciate that the schedule does not allow for slack time. And, slacking by any member of our learning community will have consequences for others.