UH401 – Senior Capstone: “Engaged Scholarship” SPRING 2025
Location: TBD Time: 2:00-3:15pm Sec: TBD
PROFESSOR: Dr. Tara Mock
OFFICE: Honors Hall 353
PHONE: 205/348-1393
OFFICE HOURS: 12:00-3:15 TWR, or by appointment via Outlook EMAIL: TMOCK@UA.EDU
Prerequisites: Students must have achieved ‘senior’ status, completed 300 level course requirement, and amassed 91+ credit hours.
Course Description:
Engaged Scholarship reflects an opportunity for students to create and execute a project that synthesizes their academic learning and addresses real-world challenges. These projects, rooted in the students' cumulative learning experiences, are designed to take on a "big question" that aligns with community needs and fosters a meaningful connection between theoretical knowledge and practical application. Through this synthesis, students will develop innovative and creative approaches to evaluating problems and devising impactful solutions.
The course emphasizes the application of knowledge to address real-world challenges through community collaboration and problem-solving. Students in this section will spend the semester working on a pre-identified project developed in partnership with an organizational partner. These projects will address specific challenges or opportunities identified by the organization. To tackle these problems effectively, students will be organized into CapTIDE Consulting Teams. CapTIDE (Capstone Team Innovation and Design Excellence) is a collaborative framework that brings together interdisciplinary student teams to develop creative, researchbased solutions for real-world issues. This structure fosters teamwork, innovation, and a practical application of knowledge to create impactful solutions for the partner organization. Projects are limited only by the students’ imaginations, and those enrolled are invited to think expansively about both a topic and an approach.
While the projects are guided by the framework of Engaged Scholarship, students will work collectively within their CapTIDE Consulting Teams to ensure a transdisciplinary approach to problem-solving. These teams will collaborate with the organizational partner through regular meetings and feedback sessions to develop a comprehensive understanding of the identified challenge. Class sessions will address various stages of project development, including initial reconnaissance, the creation of mockups or models, exploration of the existing body of knowledge, construction of a proposal, and the manner and form of final delivery. The process is designed to integrate academic rigor with practical application, ensuring that the projects not only meet scholarly standards but also address tangible community needs effectively.
For this reason, while projects may (and likely should) foreground a student’s position as a subject possessing a particular outlook or worldview, projects should engage the broader, scholarly dimension of the subject matter as well. The engaged scholarship section further emphasizes this integration by asking students to position their work within a larger context of societal impact, creating projects that resonate both personally and collectively.
Credit Hours: 3
Text:
Other readings available online or via Blackboard
Student Learning Outcomes:
By the completion of the Capstone course, the student will (be able to):
1. reflect upon the entirety of their honors experience by evaluating their intellectual, social, and personal growth (Critical and Creative Thinking, Transdisciplinarity);
2. synthesize and integrate prior knowledge and skills from that experience by articulating verbally, performatively, digitally, or in written form, a grounded understanding of or across multiple fields of knowledge (Critical and Creative Thinking, Transdisciplinarity);
3. practically apply knowledge, skills, and/or abilities learned across the honors curriculum by developing a novel solution to a complex issue (Ethical and Empathetic Citizenship, Transdiciplinarity);
4. present their findings in a public forum (Collaborative and Inclusive Leadership); and
5. engage in a metacognitive assessment of the capstone experience and its application to the student’s future goals (Critical and Creative Thinking, Transdisciplinarity).
These principles align with the college’s student learning objectives of transdisciplinarity and the desire to lay a foundation for Critical and Creative Thinking, Ethical and Empathetic Citizenship, and Collaborative and Inclusive Leadership.
The seminar focuses on three stages: planning, praxis, and presentation:
1. Planning: Weeks 1-3
a. The planning stage involves specifying a topic.
2. Praxis A: Weeks 4-7
a. The praxis A stage emphasizes searching the literature for theoretical and methodological frameworks, identifying previous empirical research in the field, and developing a project concept paper. The concept paper summarizes: i. the initial ideas and framework for the project, ii. its connections with transdisciplinarity, and iii. the motivations and competencies of the researcher to conduct the research.
3. Praxis B: Weeks 8-14
a. This phase also includes writing, making, doing, creating, calculating (and any other applicable ‘ing’) your project
4. Presentation: Weeks 15-16
a. The final element of the project involves developing the project for presentation to diverse audiences.
b. Another critical component involves reflecting upon and articulating how the project meets the course’s core objectives.
Policies and Procedures:
Elasticity Statement: Changes to the syllabus may become necessary as the class progresses. Updates to the course schedule will be provided in two formats: in-class announcements and uploads to Blackboard.
Office Hours/ Workshops: Please schedule meetings via Microsoft Outlook:
Email: This is the best method of contacting me. I regularly check and respond to my messages within 24 hours Monday – Thursday. If you email me during the weekend the concern will be addressed Monday morning.
Please email a copy of any requests or agreements made in class or elsewhere. This is your record of our conversation and will help to resolve any end-of-semester questions. Please indicate your section (ex. UH 401 Sec 006) in any correspondence.
Attendance: Attendance records will be recorded daily in the following manner. Reading quizzes or in-class essays will be given promptly at the beginning of most classes. A missed quiz or assignment is recorded as zero unless a valid and verified excuse is presented to me in person. Valid excuses include competition for a University team, the funeral of a close relative or friend, or a debilitating or contagious illness. Means of verification include a letter from a University sponsor or coach, a bulletin from a funeral service, or a note from a physician. If deemed valid and verified, any missed quizzes or assignments should be made up by turning in, within one week of the next day you are in class, a two-page typed double-spaced response to the reading for each day you missed. Each student is allotted two absences without penalty. Each absence beyond two will lower the student’s final grade 1 point.
Participation: Because this is a capstone course, I have designed the syllabus to foster as much independence as possible. Despite that, please know that I am available M-F to discuss the course and your projects. In fact, there are points throughout the semester wherein those discussions are mandatory. Please refer to the course schedule for details.
Classroom Civility: Students should show respect and courtesy to those around them at all times. Productive discussion is an important part of the daily class but being disruptive or antagonizing others will not be tolerated. Students who do not respect the shared learning environment by talking out of turn, being inattentive, consistently arriving late, using inappropriate language, making uncritical statements, or exhibiting hostility may be asked to leave the classroom.
Late Assignments: Late assignments will be lowered one full grade point on the 4.0 scale (i.e. a 4.0 becomes a 3.5) for each day past the due date. An assignment is late after the beginning of class time. You must attend class on the dates that major assignments are due or the assignment is marked late. I will not accept assignments by email unless stated otherwise.
Formatting: Unless stated otherwise, final versions of assignments should be double-spaced, in a standard-size 12-point font, with one-inch margins and numbered pages. You should keep your returned, graded assignments, along with my comments, until the end of the semester.
Please use the citation methods appropriate to your major discipline.
Academic Honesty: Plagiarism is a serious offense that can result in failure of an assignment and even failure of a course, according to UA policy. You should be aware that instructors formally report all incidents of academic dishonesty, which can lead to expulsion from the College. Students should take great care to refrain from the following:
• claim or submit the academic work of another as one’s own.
• procure, provide, accept or use any materials containing questions or answers to any examination or assignment without proper authorization.
• complete or attempt to complete any assignment or examination for another individual without proper authorization.
• allow any examination or assignment to be completed for oneself, in part or in total, by another without proper authorization.
• alter, tamper with, appropriate, destroy or otherwise interfere with the research, resources, or other academic work of another person.
• fabricate or falsify data or results.
Students are expected to be familiar with and adhere to the official Code of Academic Conduct provided in the Online Catalog.
AI use is allowed with proper attribution
All submitted work must be produced by the students themselves, whether individually or collaboratively. Use of generative AI tools, such as ChatGPT, to complete an assignment is allowable but must be properly attributed. Please be cautious, as submissions will be evaluated through AI detection software. When in doubt, please confer with Dr. Mock.
Diversity and Inclusion Statement:
The professor values and supports the creation of a dynamic intellectual community that thrives on the diverse experiences and perspectives of its students. This class acknowledges the richness brought by differences in race, ethnicity, gender, sexuality, age, socioeconomic background, religion, ideology, and ability. By integrating a variety of materials, activities, guest speakers, and visual aids, the professor aims to create an inclusive environment that respects and honors this diversity.
Students are encouraged to engage with the course content critically and to share their unique viewpoints. While there is no expectation for unanimous agreement on the readings or discussions, the classroom will remain a space where all perspectives can be voiced and considered thoughtfully.
UAct Statement
The University of Alabama is committed to an ethical, inclusive community defined by respect and civility. The UAct website (http://www.ua.edu/uact) provides extensive information on how to report or obtain assistance with a variety of issues, including issues related to dating violence, domestic violence, stalking, sexual assault, sexual violence or other Title IX violations, illegal discrimination, harassment, child abuse or neglect, hazing, threat assessment, retaliation, and ethical violations or fraud.
Accommodations for Students with Disabilities
This course is open to all students who meet the academic requirements for participation. Students with disabilities should contact the Office of Disability Services (ODS) to establish reasonable accommodations. Once recorded by the Office of Disability Services (ODS), students with a documented need for accommodation based on the impact of a disability (either short-term or long-term) should contact me privately to discuss their needs as soon as possible.
Pregnant Student Accommodations:
Title IX protects against discrimination related to pregnancy or parental status. If you are pregnant and will need accommodations for this class, please review the University’s FAQs on the UAct website.
Religious Observances
Under the Guidelines for Religious Holiday Observances, students should notify the instructor in writing or via email during the first two weeks of the semester of their intention to be absent from class for
religious observance. The instructor will work to provide reasonable opportunity to complete academic responsibilities as long as that does not interfere with the academic integrity of the course.
Severe Weather Protocol
The guiding principle at The University of Alabama is to promote the personal safety of our students, faculty and staff during severe weather events. It is impossible to develop policies which anticipate every weather-related emergency. These guidelines are intended to provide additional assistance for responding to severe weather on campus.
UA is a residential campus with many students living on or near campus. In general classes will remain in session until the National Weather Service issues safety warnings for the city of Tuscaloosa. Clearly, some students and faculty commute from adjacent counties. These counties may experience weather related problems not encountered in Tuscaloosa. Individuals should follow the advice of the National Weather Service for that area taking the necessary precautions to ensure personal safety. Whenever the National Weather Service and the Emergency Management Agency issue a warning, people in the path of the storm (tornado or severe thunderstorm) should take immediate life saving actions.
When West Alabama is under a severe weather advisory, conditions can change rapidly. It is imperative to get to where you can receive information from the National Weather Service and to follow the instructions provided. Personal safety should dictate the actions that faculty, staff and students take.
The Office of University Relations will disseminate the latest information regarding conditions on campus in the following ways:
• Weather advisory posted on the UA homepage
• Weather advisory sent out through UA Alerts to faculty, staff and students
• Weather advisory broadcast over WVUA at 90.7 FM
• Weather advisory broadcast over Alabama Public Radio (WUAL) at 91.5 FM
• Weather advisory broadcast over WVUA-TV/WUOA-TV, and on the website at http://wvua23.com/weather
In the case of a tornado warning (tornado has been sighted or detected by radar; sirens activated), all university activities are automatically suspended, including all classes and laboratories. If you are in a building, please move immediately to the lowest level and toward the center of the building away from windows (interior classrooms, offices, or corridors) and remain there until the tornado warning has expired. Classes in session when the tornado warning is issued can resume immediately after the warning has expired at the discretion of the instructor. Classes that have not yet begun will resume 30 minutes after the tornado warning has expired provided at least half of the class period remains.
Useful Resources and Links:
Writing Center: https://writingcenter.ua.edu
Blackboard: http://ualearn.blackboard.com
Zoom: https://zoom.us/signin
Library: https://www.lib.ua.edu/#/home
Purdue OWL (Online Writing Lab): http://owl.english.purdue.edu/owl/ Office of Disability Services (ODS): http://ods.ua.edu
Counseling Services: https://counseling.sa.ua.edu
Deliverables:
The readings are designed to make you think about and reflect upon your experiences within the university and outside its hallowed walls. For this reason, the course requires completion of several short assignments (doing) which, along with the readings, help prepare you for completion of your “Engaged Scholarship”. Each assignment corresponds to the readings/lecture for the day and should take no more than 30 minutes to complete. If you find that an assignment requires a lengthier time commitment, please reach out to me to discuss it.
Please see Blackboard for prompts and rubrics for each course deliverable. The assignments are listed under the tab for the week in which they are assigned.
All assignments are due at 11:59pm on the assigned date (unless stated otherwise). Please note that with the exception of the final project submission, metacognitive wrapper, peer assessment, and presentation the cutoff for all assignments is April 18th at 11:59pm. No other assignments will be accepted after this date.
Organizational, Peer group and individualized instructor meetings are required once during the stated week.
All assignments are due at 11:59pm on the assigned date.
Grading Policy
Course Outline
Module I: Planning
Week 1 “Unthinking”
1/9:
• Course Introduction & Overview
Week 2 “Defining the problem: Rethinking (or, thinking about thinking”)
1/14: The Transdisciplinary Scholar
Reading:
• Explaining Creativity (Sawyer 2012) Chapter 1; Why Creativity is the Most Important Skill in the World,
• Paul Petrone; FAQ: Why Is Creative Thinking So Important in the Workplace?, Indeed Editorial Team.
Doing:
• Submit: What is Transdisciplinarity? Reflection (25pts)
1/16: Transdisciplinarity as a foundation to problem-solving/innovation
• Introduction to CAP/TIDE Team structure, team formation, and organizational assignment
Reading:
• Reading on creativity and innovation
• Transdisciplinarity & problem-solving reading
Watching:
• Chimpanzee Intelligence
• TED Talk Radio Hour: “Do all of us possess Creative Genius?”
Doing:
• Team Charter development
• Submit: “Do all of us possess Creative Genius?” Reflection (25 pts)
Week 3 “Getting to the A-ha 1/21: CapTIDE Meeting 1
Reading:
Organizational Research
Doing:
Meeting 1: Introductory meeting (Establish connection and project scope)
1/23: Doing
Organizational overview
Module II: Praxis
Week 4: “Frameworks for Solution Design” 1/28
Intro to reflective frameworks and project-based learning methods.
Problem statement Reading: TBD Doing:
• Submit: “Engaged Scholarship” Problem Statement (50 pts)
1/30:
• Literature Review Reading:
• Machi and Envoy. The Literature Review: Six Steps to Success. Introduction. Discussion:
• Overview of literature review process
Week 5: “The Body of Knowledge”
2/4: CapTIDE Meeting 2 (Needs Assessment and Stakeholder Interview Assignment) Doing:
• Literature Review (no in-person class)
• Meeting 2: Deeper dive into organizational context (Understand in-depth goals, challenges, and organizational culture.)
2/6: Doing:
• Literature Review
• Library Sources & Citation Methods Workshop (Location: Gorgas 1005)
• Submit: Annotated Bibliography (25 pts. Due: 2/7 11:59pm)
Week 6: “The Body of Knowledge”
2/11:
• Literature Review
• Literature Review Matrix (Please bring digital or print copy of your Annotated Bibliography)
2/13:
• Literature review
• Writing Center Workshop Doing:
• Submit: Literature Review Matrix (50 pts, Due: 2/14 11:59pm)
Week 7: “The Body of Knowledge”
2/18:
• Literature Review
• Peer Review (please bring enough printed copies of your draft for other team members)
• Draft Revisions
2/20:
• Literature Review
• Peer Meetings
• Drop-in Consulting (in-class).
Doing:
• Submit: Literature Review Final Draft (100 pts, Due: 2/20 11:59pm)
Week 8: “Even Madness has a Method” 2/25:
• Engaged Scholarship
• Concept Paper, Poster Presentations
2/27: Doing:
• Engaged Scholarship
• Capstone Methods workshop
• Project Proposal (75 pts, Due: 2/28 11:59pm)
Week 9: “Engaged Scholarship” 3/4:
• Engaged Scholarship
• Meeting 3: Progress check - present initial ideas to liaison for feedback on feasibility and alignment with organizational goals.
• Submit: Project Posters (Due: 3/3 11:59pm. Otherwise, you will be expected to print and pay for the poster yourself)
3/6
Doing:
• Engaged Scholarship
• Project Poster Presentations (75 pts.) In-person during regularly scheduled class period. Business Casual.
Week 10: “Engaged Scholarship”
3/11: SPRING BREAK
3/13: SPRING BREAK
Week 11: “Engaged Scholarship”
3/18:
Doing:
• Engaged Scholarship:
o Refine project based on instructor and liaison feedback.
o Team meetings for collaborative adjustments.
• Drop-in Consulting (in-class). Please sign up via Outlook
• Peer Meetings
3/20:
Doing:
• Engaged Scholarship
• Career Services Workshop
3/25:
• Doing: Engaged Scholarship
Week 12: “Engaged Scholarship”
• Meeting 4: Interim feedback - students present refined prototypes to liaison, gathering data-driven insights.
3/27:
• Engaged Scholarship
• Workshop
o Gathering data
o Data analysis and integrating findings into project.
o Running pilot tests, if applicable.
• Submit: Impact Assessment Plan
Module III: Presentation
Week 13: “Engaged Scholarship”
4/1:
• Engaged Scholarship
• The Abstract & Final Presentation
4/3:
• Engaged Scholarship
• Drop-in Consulting (in-class). PROOF OF CONCEPT. Please sign up via Calendly
• Peer Meetings
Doing:
• Submit: Final Presentation Abstract (4/4, 11:59pm 25pts)
Week 14 “Engaged Scholarship” 4/8
• Engaged Scholarship
• Meeting 5: Teams refine project direction based on actionable insights
4/10
Doing:
• Engaged Scholarship
• Peer Meetings
• Drop-in Consulting (in-class). PROOF OF CONCEPT. Please sign up via Calendly
Week 15 “Engaged Scholarship” 4/15:
Doing:
• Engaged Scholarship
• Speaking Studio Workshop
4/17:
• Course Conclusions
• Practice Presentations
Doing:
• Submit: Public Presentation PPT (Saturday, April 19, 11:59pm- Please upload to the Capstone Showcase Box Folder)
Week 16
Capstone Showcase: April 21-25
Doing:
• Meeting 6: Public Presentation & Project Submission (100)
• Peer Presentation Assessment Reflection (50)
• Metacognitive Wrapper [team dynamics] (100)