Diego Palacios ENGLa183 Diego Palacios Editing with Digital Technologies Student nec Charlotte, NC 28223 February 29, 2016 Carl Dupont uncc Charlotte, NC 28223 Dear Mr, DuPont: 02/29/16 Letter of transmittal |lam submitting the edits done for the Chapter IIA part of the overall paper. All edits were done on Microsoft Word 13 and commented to show what was changed and other suggestions. | believe you will find these edits have made a significant effect on the paper, both grammatically and technically, as well as aesthetically and the overall feel of the reading, I want to take for this opportunity to thank you for this chance to work on this project and ! am hoping to keep aiding you in this endeavor.Diogo Palacios ouerie ENGL4183 Marked draft of one chapter Project Assessment This edited version contains many diferent changes and corrections done to improve the quality ofthe writing, taking into consideration many factors such as audience of the writing, time available to complete, the instructor's suggestions, and my own experience in technical ‘wnting, My main focus in making these corrections was to help make the reading easier to ‘digest and making sure to guide the reader through proper alignments and aesthetics improvements. With my experience in reading and wring many reports in the computer science field, even relatively uninteresting topies can be mede more engaging when the paper is ‘organized well. This paper seemed to suffer from many awkward indentations, as well as paragraphs and lists being uneven which gave the paper a very unprofessional and rushed design, although itis possible that dfferent version of word were used and caused many of the esthetics problems to arise between transitions. There were also many instances of ‘grammatical errors and questionable choices, such as using many unnecessary adjectives, Sometimes even two ina row. Lastly, there were many ties in this reading that were not well ‘r0uped or defines to appear as a cohesive unt, so I made several attempts at making sure to clstinguish the diferent tiles in the sections addons properties such as numbering, Indentations, bolding, and undertining ‘As mentioned, there were many alignment and indentations issues with the paper possibly due to using afferent versions of word, In arder to mitigate these aesthetics issues, | ‘manually realigned many of the paragraphs and isted that were of. | chose the diferent table styles because the ones used had missing ines and was fairy off puting, as well as making ‘sure the table did not spit into two pages. | also made sure the figures had proper captions and ‘change the sizes of the pictures to fit properly and reduce the amount of white space. On ‘grammatical errors, there were not many speling error but many sentences used double ‘adjectives or adverbs that were unnecessary as the audience are faculty members and do not need to be impressed with exaggeratedly optimistic wrting, There were also many instances of the wring having very rare or overly sophisticated words which may pass over the reader's head, as | found myself having to look up many of the words to understand their meaning Lastly the reading had many sections and ties to go along with them but they were not consistence and it was hard to tell when a section or chapter began and ended. | opted to make defining changes to each ile to make sure that the reader knows when they are going from one ‘section to ancther by using things lke underlining and numbering, This change should help aDiego Palacios overne ENGL4183 Marked drat of one chapter ‘eaders keep up withthe reading and to be able to go back and revise any pars ofthe paper if needed without gating lot While the changes made go a fong way, there are stil same other changes 10 ook forward to forthe portfolo version. ! was unable fo properly make a cover sheet from the one ‘hat was made for he paper. While not necessary it can help to make the look ofthe paper ‘more professional so | wil be looking into some standard cover sheets that may sullthe paper beter based on purpose and audionce. Also, there is a small index of table or content that the paper came and with the newly revised tes, It would be a grest idea to later make the Index for the paper due to all the sections and parts ofthe paper.Diogo Palacios 022118 ENGLATES Marked draft of one chapterDiogo Patacios onenite ENGL4183, Marked draft of one chapter Cover Sheet ae Carl DuPont, carktypont@gmailcom Jeanmarie Higgins, jiggit¢@unce edu Jonathan Mayhom, jpmayhor@unce.edu Draft date February 6, 2016 Status: More information wil be added under Evolution/Story for SLO3 Cultural Awareness ‘Second Case Study for SLOS Cultural AwarenessDiego Palacios ezine ENGLATES Marked draft of one chapter if /| Gites chosen pot cae ie WHAT TO DO IL HOW te Do Prospect ‘A. Student Learning Outcomes (SLO's) 4.Commitment to Success ‘a. Evoluton’Story ‘Comment [3] Added ele prooery marke scien oft chapter ‘Comment [4]: Aes word main 3s fener ached essen Nicommitmant to Success, ‘Comment 5} Aed 0" fo express the feisonsne behaeen concep ana sucess ‘Comment (6): Made "Comment 0 Sossaae bed sed ‘Comment [7] Added commas as exch /|plepoet ce rete compete 2. EvolutioniStory “The Universiy of North Carolina at Cherote seeks o leverage its positon as the state's fain ban esearch university to provide a robust intelectual environment that values soc and ‘utural diversity, ree expression, collegial, integrity, and mutual respect (Univeriy of North Caratia at Chariot), In ore o achieve ts goal successful, the Unversiy seeks to engage incoming students in thar fst semester through the Prospect for Success (PFS) courses in ‘order to integrate these principles into their own concept bf success for them ard the insur that seeks to serve them, This SLO is Commitment to success ‘Comment (8): Aes "nho are help the fn othe canence ‘Comment (9): The word ngher halos ‘emphasize to eeoraco beteen the ‘ype of ludents who wou bene and those ho neu ret ‘According to the Quality Enhancement Plan (QEP) successful students willbe able to: ‘© get specific and realistic goals] ‘« Aceniity strategies for achieving those goals, «* Aeniily support networks for achieving those goals, 472 ‘+ A’2ko responsibilty for achieving success (QEP), ‘Convent (10: While the word eraloeo vetalnPere, a sine word such es || |eemane oun woud do jute Engaged students Whar capable of setting goals, strategizing, and achieving those goals wi || / \Gealsce maybe co now reer form a student body with higher academic achievement inthe freshman year and ahghei |_| : celinood to graduate in a timely fashion (QEP). Inti academic goa ‘Comment (11: Mase peemances Iikelinoed to graduate in timely fashion (QEP). In his respect, the academic goals ofthe Seay ce paromances individual student and the insttutonal should b98l@s08| Utimately, performances outcomes wit //" | ready ps bbe charted as performance metrics reported annually to the University of North Carolina system ‘and success will be measured through|one:Ver, fours/éar, and six year retention rates, as Well Comment 12]: This as ovary a Pulte il ut tesa needs co ‘as alterpted ours per baccalaureate degree (OEP). bi Dosuimrentation/Theory/Stratenies oo far students to sueceed!|they must develop intellectuahand academic competence “Two important ways to define that success areflavorable ar second year of enrol F808 and progressing ‘Comment [15]: Ocuble spacing fed Retention is an important metric forthe University. Research shows that in order fo first-year incorporated into the intellectualDiego Palacios 216 ENGL4183, Marked draft of one chapter one ofthe idl of communities that students encounter, (Baling specially geared to foster a scholarly community in @ student body thats incressingly demographically diverse and is capable of vast cifering conceptions of how such a group should behave (ishlen Boers zivccinssret Comment 171 Wyed vous ns fauna alsa eet a rere Coreen nord Ove) comple res Forte benefit ofthe students, the structure ofthe PFS course is adaptable in ordor tobe institution specie and aiscpino speci, fs Wel a bag bystematc in orcer to eonkmunigatd the ioals of academia ond guide student toward practical methods of establching and achioving 808I8. This entals equipping students with funciona skis to navigate colege He, complete assignments, nd conceptualize kheir course oftUdY, as well as directing students to the resources available at the Univeriy to Suppor them when they exparléned personal, EeTerA mental, soca, and academic challenges ‘Comment (18) Revorced sanence |\,_ | rams ore however 98 dnt ow Students who are ace partner inthe learning experience become exceptional they are able to identity what they want to achiove and have the skis, knoweedge, ané matvation neoded 10 accomplish those goals (QP) (SLO: COMMITMENT TO SUCCESS GOAL SETTING ‘STRATEGIES: ‘CHANGE - Adaptation with | (bang established or ctleved sepa al TORR AE SSRGTE | SHATCUAGSSOVTTTOR| | SHRGGTizes and snc] |) | Canmen 2a; Ave te anda anaeiste Beocitestatges er acho | dscies the neo to make | cme seals anges in oho expences EL ESGRR A ROTGWIAT | 2s AMGUAHA TAWA) | 2 Ressgnzos hoosto make | || Sauron tn coat fosctcanareaieis | peenvtaesteraciov | erenowsiiattotepoence | | eacenmiattorets | Fm | | Comment 125]: Removed the word there T= Goals stated by are Articulates only vague = Shows limited recognition of a3 it el neodses nolspedtcorresate. | statis orachievng goal | he needtomskechangesinioht | | ES ESS nS aa ofexpationce ‘Ferenc aa Tore menarens Tsnewvaencs | D=Newwaenss = No evidence Rewordod on ae ‘evarnpto_ Foundations in Bane |ETTING PERSONAL GOALS Project Comment 291 Gt of pt space, Int nertoa ote aed got df eon mma [At the beginning of the semester 1) Wite a one-paragragh biography as you imagine yourself in ten years. ‘What will your job be? What education will you have attained? ‘Comment (30! lalezed to heb sng 35 ane tileDiego Palacios ezine ENGL4183 Marked draft of one chapter aT Liat fve orsixgols for youre spifeentatagen_ gltMt 76 Zefa orton years ram odayhWhal do you wat achieve? 2) Underneath each goal, write 45 strategic actions you will take to achieve your goals. At the end of the semester: 4) fie oni 6 two paragraph renlction ‘What did | leam about myself as a self-directed goal setter this semester? CEE ‘Comment [31]: Coptalzed ‘Comment [32] Removed reste ne “Aina end of he eomector™ ETE! Emi ‘Comment (33) falczed toned such 25 a.new te ‘Comment [34] Added comma Bs a \exorapt6 8 ‘Commitment to Suecess ~ Collage of Enginooring First Semester PFS Assignment Inthe Wiliam States Lee Colege of Engineering our PFS-based assignment inte intodu to Engineering Practices and Princisles | (ENGR 1201) and tho Introduction to Engineering Technology (ETGR 1201) courses, begins by reminding students tat +The Engineering, Engineering Technology, and Constuction Management mors are not exclusively about science, technology, engineering, and mathematics, and that the careers that come from them wil frce them to engage a very wide varely of people. + Communications, decision makin, and th practice of her profession ae typically done ina very open and observable way. ‘To help students mode! their success.they-are asked to develop a personal growth plan based ‘on the Whole Life Concepts ate leelou. The goal of the Whole Life Concepts Project is for students to eS + Develop an understanding of ther persBaTPSssion and how itcame to be + Identify short-term, long-term, and career goals and strategies, and the impacts they ‘could make. + Understand the nature and extent of technical and non-technical skils and knowledge, ‘and the professional development activites, skis, and knowledge that willbe required to achieve their stated goals and objectives. “This Whole Life Concepts Projects intended to be a research- and wiitng-ntensive projec that requites significant soltceflaction, The outcomes should serve as @ compass for how a student thinks and acts as a professional-in-training, and provide students witha besis for understanding why itis that they are wiling to work so hard to earn a degree. As students ‘compete the project, they are reminded that i they find their passion to be inconsistent with the Impact that thay want to make, now is the time to change course.Diego Palacios. oneit6 ENGL4163 Marked draft of one chapter Hue. Whole Life Goncpts Mode! ute Figure. Whole Le Concepts tat ats 42 hii Sood Ghat Ht sions. LUNC Charlotte students experience inquiry as an open-ended process that explores evidence ‘and approaches to generate ideas and conclusions. Students who are active partners inthe educational experience are often curious. They understand thet knowledge shouldbe Gained trough their academic journey rather than ust received tke agit As they leave the Prospect {oF SUee@6S kasagpcisses| they wil be on their way to mastering the process of nquity which allows tem to constuet knowiedge in ther continued academe journey fae buiDecunientationmmreoristrateaied ‘Comment (36): Repsced "eae" wih “gained fis bate wa he aoa at \, fete G8e Aster her \ Venetians tool or sil and complete projects in ther Bhasen discipline ovss the course of the semester. Set etme ‘The assignment given provides a valuable component of ar curriculum for students to. atezed reflect what they learned be thelsemester. alow, inquiy instructors CONIA Grade their student assignments on the ry process, *\, [omment 201 Repaces specs win evidencelapproaches, and originality. “cir pa vs akon uaa ‘Student learning outcomes for inquiry are evaluated via a reflective writing assignment inthe dlscipline-specific freshman course. These courses typically require students to learn a specific. at freee eee ov Conmen (these Te nh eo, ‘Comment 42]: Removed this fom te eed of the sence he beginingDiego Palacios o2anie ENGLAT83. Marked draft of one chapter (SLO 2: INQUIRY EXPLORATORY | EVIDENCE/ APPROACHES | ORIGINALITY PROCESS zi 63 Changes se tne Ie Declsson andar | T=Dacsenandlorresuls |= Song evaence rcv kino ee page 9 results indicate thatthe | inieateeubstanil exploration | orginal in discussion wes i tie oo toe foals atinguiy evoWved | ofappropriate evidence ot | orresuls ofinqury SE anproathes | [este Sinema dnsment or ZEDReUTo Anat cassion anaorTeauts | 2= Somme evidence of | Leos ‘esUls indicate thatthe | inieale some exploration of | orginaltyn discussion | fools atinguiyievowved | appropriate evidence or ‘| orresuls ofinqury [commen tees pene Se. fon ails approaches etneen tno paogapnbeow = Dwelssinandlar | 1 = Discueelenandlorresurs | W/= Linked evidence of results indicate that thé | indicate limited exploration of | orginal in ciscussion ‘Comment (46): Replced she" wit “Inay ns wa dnt know the gene fe (T= No evidence SNS vaenes C= No evidence txpnng' 2 adn Now wel mi the semen. CEILI ‘Comment [48]: Removed bokeh Nw of the sntoncs, Table 1: Inquiry Grading Rubric | lEvanipl svategies ‘Some example strategies used by instructors to develop the outcome of inquiry are outined hore 1. A short witing assignment asking the student to describe what motivates them to learn fr to be curious. They, would have to give an example of going “above and beyond” the ‘minimum requirements on an assignment. Furthermore, they rust explain how this, ‘assignment fueled thelr curiosity about a particular topic of interest. i 2. A short writing assignment that allows the student to reflect bn what they have learned in |/ ‘a course and how they will utilize that knowledge in theif future academic or professional / ‘Comment [49]: Replaced he! wth hor’ as he senlence Keeps he gender oft aii neal ‘Comment (501: Underined fo make tree he aie and ade space between / Wandineparagtapn bsow. /Comment (51) capitalized disingush coe | / Was anoun coRSSuR / onmen Gz: Royse sete Fore fet cose ety,» BTRECRISTEATS couse ves tam based piece at quits __/'/ | MUM ae Taos trough sephoseioy tat ctowe tow io baietas ardevaini ast cowales— / | tage tle vat eae om design afd implement solutions Thelinsuctor follows up witha short mamo assignment to ask / ews ead f fevr questions about inquiry such 38! ‘Comment [53]: Removed Ther etfs gonaraly aad way to sara seience 41. How can you connect the knowledge and skis leemned from this project to your future cadenicarproeasonal case’? 3 2, Using the methodology within this projecilyou were allowed to generate know ment [54]: Added space btneen ‘woth eta veg rater ar beng guen he aove Hon was ie mehodooay ~~ Nenmanabhensarias similar and differant than your traditional homework assignments that required you to just memorize information? ‘Comment [55] Added conma to hep 3. Now that you have been exposed to this project, what are some of the topics you are ih he on of he sentence curious to learn more about over the next few years and why do you want to learn more about them?Diego Palacios e216 ENGL4183 Marked draft of one chapter For he second case study, a PiSSbedt Tot SUCEESBInstructor has students wre short forum posts ea: ‘Wood eee forum posis ask he _\— (SESTRINERE Students to reflect on wha they learned in class that week and how they will apply what \\\. [Somment (571: Ret have learned to their future academic or professional career. An example rubric used to grade ina elbioed has cra umber of ‘the forum posts in Mocdle is shown below. Saree me eae Foun, cones pablelio Conmerk 6) opulzo capt Bosh fn 200 Weck Fe Hosa 269 Annel ae ESTEE 26% - Demonstrate‘personal awareness Corian lea anare es ful” aap atic and mispelling @rFOrs _ Wmecesay (Atta end of the eemaste, the students are askel to write a onepage ‘Comment (60): 84d desan, puting ts ‘everything they learned over the semester and how its connected fo the infertile woul eal win ‘uur, Students BhoUld be| well prepared to write these final memos in a concise and impactful ea manner since the 14 waeks of forum posts have prepared them forthe assignment, The inquiry REE on ‘rading rubric mentioned in Table 1 above is used to assess the outcomes of this assignment ‘he bopanng of be senlenced and satea ieee tess egies | ee "shouldbe as itlo notknewn the a Evolution’Story stents be thal wey, lean ony be Specultes ‘Cutural Awareness le the undarstanding of yourse and that of others whiose World We ahd ‘experiences citer sa ‘Comment (63): Changed the fon colo: Documentation ‘rom gy to Babe for sanatansy SLO: CULTURAL AWARENESS AWARENESS OF SELF | AWARENESS OF OTHERS | OPENNESS|TO MULTIPLE PONTS OF VIEW, ‘GuSvorgawarenessat | O=Storgawareness oihow | 9= Strona consideration of row cukture and experience | culture and experience shane | multnle points of view ‘shape own perspectives | others! perspectives and ‘Comment (64: Changed the ent rom Ibe! case to upper case theo resto rails ne tne and capactes capacities De Some avarereeeo! | 2= Some avavenessofhow | 2= Sore consideration ot Comment (63) Renoved urge ow cutie and experienes | cuture and experience shape | multiple points of view oLenm epee tale ‘shape own perebectves | others perspectives and center ated ‘and capacities capacities T= Limited awareneesot | 1= Limitedawereness of ew | “= Limited consideration of how culture and exnerienéd | eure and experience shape | multiple points of view shape own perspectives | others! perspectives and ‘and capacities ‘capacities = No evidence jo evidence W=NO evidence Lane abe oreoniteneyDiogo Palacios ozeiie ENGLa163, Marked draft of one chapter elcase sta ee al nga ute taam presentation about a performance tradition unfan rin pais to research, creato, and prosont an introduction to a performance triton, In addition o teaching esearch and presentation skis, these collective presentations become study materials for course exams in theatre history IThaveourse “The Theatie Experience isan intiodction to pardormance, echnology, and history foc new theatre majors. Students complate many assignments, such as writing a shor play, directing & ‘one, ang serving on a departmont running cow for theatre production. introductions to TTheatte History courees are uevall large classes, and go provide litte epportunty for individual projects. This no the case forlThe Theatre Experience since The Prospect for Su provides an opportunity to assign presentation projects in an area of theatre history. Further, ‘adapting tothe SLO of Cultural Awareness focuses this project ina useful wa. Outside of content mastery, the Performance Tradition Presentation aligns with thee key theatre depariment goals: to develop presentation skils (a skill especially needed by directors ‘and designers; to understand that performance happens in many ways and in many places; and 1o work effectively as a member of a team, (The aesianment] ‘each paigfol students fare assigned a different performance tradition, examples include New Orleans Camival, Japanese Kabuki Theatre, or Italian Commedia Del'arte, This assignment als integrates the Inquiry SLO. Students are asked to consult three sources~the' textbook, @ theatre encyclopedia, and one or more books thet they physically check out or download as ‘eBooks from the lbrary (we reserve cass time for this field tp) ‘Students are drecte to use a few, peer-reviewed resources in order to research ter topic. Furterrd, they ae limited to three minutes 1 make thee presentation, To fous tat energies further, they are required to use noesslhan five end no more than ten sides, none of which pa have any txt This assignment yield a few key artilacts-the presentation sides themselves, a single authored.oge paragraph ceflactve essay, anda rewile ofthis same reflective essay h an exam set ragraphs). The reflective essay asks students to answer questions about their resedremprocess, hus relating loth Inquiry SLO) feito ot : Komment (671 ety pati falar Aa ed Bear in ee rex en) ‘Comment (69): Solsed io sstngush fromethr Woe Comment [70:Coptaizes as tis part staan Cee ‘Comment [74]: Caplaied as itis pat \ |orenoun ‘Comment (72: Repiaced Not 0° wih “hiss case as tia ber way to begin he sentence, \ [omment (73): Boies to dstnguish teomobr ies \, | Comment (74): Cnanges ja er te proper ‘Comment [75]: Mado al beginrg Ieters capil ae tis aroun jane sicercnemremse ite rope eonkntion \ \, fenment 171: Reseed Yor fr Soar Ea Reval tah \ [comment (79) added thus rectnet \ | snd geting ro arenes ths nt Soneroe ‘Comment (8 121011 fer consistency wih he rest ofDiego Palacios o2eine ENGL4183, Marked draft of one chapter The assignment given to students) Bee ee Wee ji@a 2.3 paragraph essay (each student must write his or her own essay) that ‘Comment 61: Orgad cores akresterthe anawers othe flowing questions expanding onthe essay yeu wrote for | lgsnareevesremereot he the Performance Traction Presentation Assignment 5 What did you know about your topic before reading Chapter § of Think Theatre? What did you learn from the chapter about your topic? What additional sources did you consult? How did they contribute to your understanding of your topic? ‘© What adcitionalinteresting/surprising things do you know about your topic now? ‘A rewrite Of the essay measures SLO 3, Cultural Awareness: The assignment ‘continues! ‘¢ How might you apply knowledge of this new form into your own theatre practice, either directly or indirectly? ‘© Compare and contrast this performance form with one you were already familiar with—specifically, a football game, or musical theatre, or a cheerleading performance: what similarities and differences are there between the two? ‘* How do these similarities and differences reflect the cultures or societies that practice these forms? IV. How To Do This (implenentation and Execution) aE 2. Refinemen/Evolution/nterpretation © What has worked and what has not? ‘© Pilots and Initial Implementation = Models ‘© Disciplinary Based: “Introduction to ‘© Pre-existing vs. New © Credit Hour Assignments ‘+ What re the tensions? (Will be eiscussed in greater depth inthe Working With University Partners section) ‘= What are the challenges? (Willbe discussed in groater depth inthe Working With University Partners section)Diego Palacios o2ewi6, ENGL4183, Marked draft of one chapter . Documentation/Theory/Strategies © Overview of recent Iterature relating to challenges of fist year students and how first ‘yesr seminars can Impact their academic careers. ‘= Identity the primary challenges and approaches being taken to help of mitigate sloase studies ne © Two Video Testimonials of students and their advisors (would these specially be RG students who experienced a PFS course asa freshmen?) ieee ‘= First generation college student = Legacy college student © Student Practices = Reflection = Case study ~ reflection © Instructor Practices ‘= Common strategies and practices © Visual Jeanmatia willbe adding fo this seeton & case study - creating visual ertfacts kinesthetic & case sty - creating hands-on projects ci fete sonenes Would cons geting ra "+ Integrting your Prospect course int disciplinary goals (beyond the ist year) © Strategies * Flipping the classroom (information out of class, Applicaton in cass) ‘Comment (85/:No ero but cd additon Vi Working with University Partners) - © bibraly © Intematlonalistldents Organization ‘Comment 665 Doles oraeh oer © Preceptors 1+ How t@/eHectivay Utize preceptors Within a Course to support the prospect for ‘success initiative po ‘Comment (87|:Adedbules and organoDiego Palacios oni ENGL4183, Marked draft of one chapter loiwa work Le crecwias “wo! ALB S790. Isler, J. LC. (2005). Todays styear students: In M.L. Uperalt, J. N. Gardner, and 8.0 Barefot! Eds.) Challonging and supporting the fistyear student (27-46). San Francisco: Jossey-Bass, ‘Comment (88): Adoed te or work cad ago. Als, mace he paragraphs with niga indenain. Ishler J. L. C, & Uperaft, M.L, (2005). The keys of first-year student persistence. In M. L. Uperatt, J, N. Gardner, and 8.0. Barefott (Eds.) Chalongiag and supporting the fist- ‘year student (27-46), San Francisco: Jossey-Bass. University of North Carolina at Charlotte (2019), Quaiily Enhancement Plan, Retrieved from inpIprospeet.unce edulsitesiprospect.uncc edufilesimedialQEP'%20Final. pat