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55056 Honours Workshop

UTS: Communication: Creative Practice
Credit points: 8 cp
Result Type: Pass fail, no marks

Handbook description

Honours Workshop is the foundational subject for all honours students in UTS: Communication. It provides students with the opportunity to gain relevant knowledge, to deepen their understanding of the theoretical underpinnings of their disciplines, to workshop their own ideas for pursuing research and creative activities and to develop skills that enhance their capacity for undertaking research and independent scholarship and for successfully producing their thesis/production item in the second semester.

Subject objectives/outcomes

At the completion of this subject, students are expected to be able to:

  1. begin competently the production of their honours thesis on the basis of a clear and focused proposal agreed with their supervisor
  2. have a sound grasp of the theoretical foundations that support their thesis project
  3. choose the most appropriate methodological approaches for successfully completing their thesis
  4. articulate and explain the significance to themselves and to others of their proposed research/creative projects
  5. engage in offering and receiving constructive critical feedback within a supportive peer network
  6. display a heightened awareness of a wide range of academic and creative perspectives.

Contribution to graduate profile

This subject contributes to the development of graduates who have attained an advanced understanding of broad theoretical approaches to their own and allied disciplines, who possess sharpened critical faculties, who are practised in giving and taking constructive feedback within their peer groups, who have critical and analytical skills for assessing their own intellectual and creative projects, who have enhanced competencies in reflectively analysing and lucidly articulating proposals and in selecting means to attain their intellectual and creative aims, and who have a keen awareness of the social implications of their projects and a developed capacity for undertaking guided research and creative work with integrity.

Teaching and learning strategies

This subject is a participatory workshop in which all members will actively engage in:

  • sustained small-group and whole-class discussions exploring the notions of research, knowledge-production, creativity, originality and 'an academic thesis'
  • an examination of the range of proficiencies, competencies, knowledge stocks, and creative experience of the class members
  • a specific needs analysis exercise leading to a clear delineation of significant 'lacks' and 'gaps' in their preparedness for accomplishing proposed research and production projects
  • critically interrogating suggested thesis proposals
  • mutually advancing their intellectual grasp of the issues involved in independent creative and research work
  • a variety of practical exercises designed to encourage analysis and reflection.
Guest presentations from academics in pertinent research and production areas and from successful previous honours candidates will be incorporated into the program in order to assist with honing the skills necessary for embarking on the range of activities required for producing a satisfactory honours thesis in all relevant disciplines.

Content

Note: Due to the student-needs led nature of this workshop, the following program outline is a guide only: topics treated, and approached taken to them, may be adapted to meet the needs of the specific group.


Weeks 1-3: Whole-class and small-group sessions exploring the notions of research, knowledge-production, originality, creative process, and 'the thesis'. Participation and contributions from former honours students may be incorporated in order to promote discussion and understanding of the widest range of key issues and of potential activities that could enhance the intellectual development of honours-level students and promote the successful production of the thesis component of their degree. A specific needs analysis exercise will be undertaken in the second week.


Weeks 4-5: Flexible format workshops for developing an understanding of and proficiency in using 'library skills', research and thesis-writing skills, and, where germane, other relevant skills, guided by appropriate mentors.


Week 6-7: Rethinking proposals and planning for presentation at end-of-semester presentation days. Students will be assigned a day to present.


Week 9: A session devoted to time management and planning issues for the thesis. Imagining problems and how to solve them.


Week 10-11: Self-directed learning to prepare individual presentations on presentation days.



Week 12-14: Honours workshop final 'Presentation Days'. Each student will present to the group and invited relevant academics. The proposals will be workshopped after the presentations.

Assessment

Assessment item 1: Workshop participation and contribution record

Objective(s): a,b,c,d,e.
Weighting: 25%
Task: At a minimum of 10 out of the 13 sessions, to comply with workshop demands by actively participating in discussions, in undertaking needs-analysis, in reporting back from small groups to the class, in completing research and writing skill exercises, in area-group activities, and in contributing to the presentations from intensive workgroups to the whole class.
Assessment criteria: Demonstrated ability to:
  • Sustain exploration of intellectual, academic, and creative issues related to current research and communication demands for Honours-level work;
  • Acquire knowledge and skills required for articulating to the thesis production phase of the Course;
  • Stimulate class discussion;
  • Relate constructively to peers in workshop activities;
  • Develop through critical reflection and group interaction the original ideas of the proposal submitted for entry into honours;
  • Examine relevant literature and select methodology appropriate to area of study and individual thesis or project.

    		•

    Assessment item 2: Online Postings

    Objective(s): a,c,d.
    Weighting: 25%
    Task: To post on the Subject's UTSOnline site at the start of semester initial Thesis Proposals, and to chart the process of this project's refinement during the semester, including reports on Assessment Items 3 and 4.
    Assessment criteria: Demonstrated ability to:
  • Express ideas and intentions lucidly in succinct postings;
  • Understand and respond to criticism;
  • Engage in extended examination and discussion of conceptual issues;
  • Develop and sustain argument and explanation;
  • Synthesise points from a wide range of views;
  • Report succinctly on an intellectual discussion.
    		•

    Assessment item 3: Supervision sessions

    Objective(s): a,b,c,d,e.
    Weighting: 25%
    Task: To arrange and attend 2 supervision sessions with supervisor – the first before the first Non-Teaching Week Break, the second after the presentation of the 're-worked proposal'; and to post reports on these sessions online.
    Assessment criteria: Demonstrated ability to:
  • Take responsibility for organising own schedule and activities;
  • Develop and advance ideas in collaboration with supervisor;
  • Identify problems and unexamined assumptions
  • Report clearly on advice offered and action taken.
    		•

    Assessment item 4: Presentations of reworked thesis proposal

    Objective(s): a,b,c,d,e.
    Weighting: 25%
    Task: To make to the class and interested supervisors two presentations each comprising -
    • clarification of Thesis Topic
    • definition of Thesis Aim/Task/Question
    • statement of means/methods envisaged for achieving this
    • explication of the 'value' [to the student and to others] of the project proposed.
    Assessment criteria: Demonstrated ability to:
  • Articulate ideas and aims with clarity and precision;
  • Support methodological choices cogently;
  • Explicate how evaluative assessments are justified;
  • Explain and defend views in an academic forum.
    		•

    Minimum requirements

    Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

    Indicative references

    The following are recommended hard-copy and online texts and references for this subject:

    Crème, P. & Lea, M. 2003, Writing at university: a guide for students. Open University Press, Buckingham.
    Hogue, A. 1996, First steps in academic writing. Longman, NY.
    Morley-Warner, T. 2000, Academic writing is: a guide to writing in a university context. Centre for Research and Education in the Arts, Broadway, NSW.
    Swales, J. & Feak, C.B. 2004, Academic writing for graduate students: essential tasks and skills. University of Michigan Press, Ann Arbor.
    Booth, W.C., 2001, The Craft of Research, Chicago UP.
    Goleman, D., Kaufman, P. & Ray, M., 1993, The Creative Spirit, Plume Books.
    Parker, J., 2003, Social Theory: A Basic Tool Kit, Palgrave Macmillan, Basingstoke.
    Rudestam, K.E., & Newton, R., 2001, Surviving Your Dissertation: A Comprehensive Guide to Content and Process, SAGE Publications, London.
    Seale, C. (ed), 1998, Researching society and culture, London, Sage.
    Tomasi, L. (ed), 2001, New horizons in sociological theory and research: the frontiers of sociology at the beginning of the twenty-first century, Ashgate, Aldershot.
    Turabian, K.L., 1999, A Manual for Writers of Term Papers, Theses, and Dissertations, Chicago.
    Foucault, M., 1972, The Archaeology of Knowledge, Tavistock Publications, London.
    Foucault, M., 1998, Aesthetics, Method, and Epistemology, New Press, New York.
    Pryke, M., Rose, G. and Whatmore, S. (eds), 2003, Using social theory : thinking through research, SAGE, London.
    Turner, B.S. (ed), 2000, The Blackwell companion to social theory, Malden, Blackwell.
    van Leunen, M-C., 1978, A handbook for scholars, Random House, New York.
    Zerubavel, E., 1999, The Clockwork Muse: A Practical Guide to Writing Theses, Dissertations, and Books, Harvard University Press.
    Turley, R.M. 2000, Writing essays: a guide for students in English and the humanities. Routledge, New York.
    Van Emden, J. & Becker, L. 2003, Effective communication for arts and humanities students. Palgrave Macmillan, Basingstoke.
    Allison, B. & Race, P. 2004, The student's guide to preparing dissertations and theses. RoutledgeFalmer, London.
    Kumar, R. 1999, Research methodology: a step by step guide for beginners. Sage, London.
    Murray, R. 2002, How to write a thesis. Open University Press, Buckingham.
    Oliver, P. 2004, Writing your thesis. Sage, London.
    Achtert, W.S. & Gibaldi, J. 1985, The MLA style manual. Modern Language Association of America, New York.
    Butcher, J. 1992, Copy-editing: the Cambridge handbook for editors, authors and publishers. Cambridge University Press, Cambridge.
    The Chicago manual of style 2003, University of Chicago Press, Chicago.
    Snooks & Co. 2002, Style guide for authors, editors and printers. Wiley, Milton.
    Frow, J & Morris, M (eds), 1993, Australian Cultural Studies: A Reader, Allen & Unwin, St Leonards.
    Stengers, I., 2000, The Invention of Modern Science, Minnesota University Press Minneapolis.
    Latour, B., 1997, 'Stenger's Shibboleth', in Stengers, I., Power and Invention, Situating Science, University of Minnesota Press, Minneapolis.
    Law, J & Mol, A., 2002, Complexities: Social Studies of Knowledge Practices, Duke University Press, Durham.
    Stephen Sondheim, Sunday In The Park With George.

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