UH401 – Senior Capstone: “Signature Work”
Summer 2024
Location: Online
PROFESSOR: Dr. Tara Mock
OFFICE: Nott Hall 353
PHONE: 205/348-1393
OFFICE HOURS: By appointment (see below)
EMAIL: TMOCK@UA.EDU
Prerequisites: Students must have achieved ‘senior’ status and amassed 91+ credit hours.
Course Description:
As the etymology suggests, “signature work” refers to any kind of activity that one would take some pride—dare we pen, some honor—in affixing their name to. In UH401, students will create and execute a project (of any provenance or outlook) that could be thusly construed—as “signature.” In practice, this will mean a project that takes on a “big question” derived from the totality of the student’s learning experience, that demonstrates synthesis across that learning experience, and that, on account of this synthesis, attempts a novel, creative approach to evaluating the subject matter. Some examples of “signature work” might include a working prototype, a manual, an outreach or community engagement project, a podcast or another form of new media, developing a videogame and a host of other options. Indeed, projects are limited only by the students’ imaginations, and I invite those enrolled to think expansively about both a topic and an approach.
Principally conceived and executed by an individual according to their interests and aims, a “signature work” project will also be enriched by constant collective feedback. In other words, UH401 is not only an opportunity to design and bring-to-life a project of personal significance; it is also a workshop and a forum for engaging others. There will be, for example, regular class sessions treating the choice of a project, initial reconnaissance, development of an outline/mockup/model, exploring the existing body of knowledge in the fields, the construction of a bibliography, and the manner and form of final delivery. These “methods and materials” classes will be supplemented with peerto-peer presentation and workshops, so that the act of completing the project is never conceived of as being beyond the purview of the project’s engagement with, and influence on, a community of peers. For this reason, and 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.
Credit Hours: 3
Text: readings made available on 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. creatively 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 1-2
a. The planning stage involves specifying a topic.
2. Praxis A: Weeks 3-5
a. The praxis 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 6-12
a. This phase also includes writing, making, doing, creating, calculating (and any other applicable ‘ing’) your findings.
4. Presentation: Weeks 13
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/ Required Project Workshops, Office Hours
There are four (4) required meetings but you are welcome to schedule time to confer regarding your project whenever you wish.
Please schedule meetings via calendly: https://calendly.com/uhcapstoneexperience/office-hours .
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.
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 (see above). Please refer to the course schedule for details.
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 week past the due date. An assignment is late after the beginning of class time.
Formatting: Unless stated otherwise, final versions of assignments should be double-spaced, in a standard-size 12point 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 a generative AI tools, such as ChatGPT, to complete an assignment is allowable but must be properly attributed. When in doubt, please confer with Dr. Mock.
Diversity and Inclusion Statement:
The professor endorses the ideals of diversity, equity, and inclusion and affirms the promise of an intellectual community enriched by a student body who possess differences along multiple dimensions; including race, ethnicity and national origin, gender and gender identity, sexuality, age, class, religion, ideology, and ability. She is especially committed to amplifying the voices and knowledge of those populations historically excluded from participation in U.S. higher education using materials, activities, speakers, and images that foster inclusion, and are respectful of diversity at all times.
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. See full guidelines at Religious Holiday Observances Guidelines
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 weatherrelated 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 “signature work”. Each assignment corresponds to the readings/lecture for the day and should take no more than 30 minutes to complete. If you find that the assignment requires a lengthier time commitment, please reach out to me to discuss it.
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, and presentation; the cut-off for all assignments is July 30th at 11:59pm. No other assignments will be accepted after this date.
Peer group Meetings and Project Workshops are required once during the stated week.
Course Deliverables
All assignments are due at 11:59pm on the assigned date. Grading Policy