Tag: unit 3

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Unit 3 Reflection

The work for my Unit 2 Project informed the ultimate aim for my final project. After Unit 1, and throughout Unit 2 my research got extremely broad. I was interested in how what we learned from our readings could affect the world at large, and wanted to find out more about that. After researching from that perspective and getting a much larger view of the discussion, I realized I needed to dial in on something more specific. But this wasn’t hard to do necessarily, because the question I theorized in my Unit 2 reflection – could openness and trust in communication be the answer to conflict in diverse settings? – really starts at an early age. The tools discussed in the articles I read about diversity and inclusion trainings at jobs could be done during schooling, and not just revisited once in the workforce.

Once I began to think of my theory in this way – starting at a young age – I realized the answers to my questions were simpler than I thought. Most of the work done to fix racial conflicts is cleanup. It’s fixing wrongly formed habits and opinions that began at a young age. So my findings and implications from my research could be applied to youth, instead of aiming at the whole world, like it felt like I was beginning to do in Unit 2.

Out of doing this work, starting in a small topic, expanding to a larger discussion, and dialing back into a small topic, I learned many useful tools for doing research. One of the newest techniques to me was in the “complicating your research” activity. I never thought to look for what I wasn’t looking for to find what I am looking for, but it proved to be useful in finding holes in my research. I learned how to utilize a counter argument to my advantage. It was interesting to take my research and reword my findings into a way specific for my audience. Doing the steps for this assignment made this process very clear, and I could see what I learned transform into something I could then put into an informative piece for others.

The value this assignment had for me was in my topic. As I discussed in previous blog posts, racial conflict has always been an interest to me and what could possibly help solve it. This interest guided my research and brought me to my ultimate project/idea. It’s interesting because the idea of implementing diversity/cultural classwork into K-12 education has been tossed around in national conversations recently, and actually became a reality for states like New Jersey. I thought of something like this as a huge step for change, but not as impactful as I believe it to be now through my research. The articles I read show a clear solution to conflicts in groups with diversity, and those conflicts can be avoided early-on instead of cleaned up after the fact, like the majority are today. Without the small topic to broader discussion to small topic style of research we did in this class I’m not sure I could have come to the same clear conclusion. The work I did in this class will most definitely inform my work with research moving forward, and I’m happy to have gone through this process.

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Week of 7/27 Discussion

Safely back to school after coronavirus closures

This powerpoint is similar to the style of powerpoint I’m doing for my Research Project, with a similar audience. The topic is on how to safely return to schools after closures from coronavirus. It’s an informative powerpoint for students and teachers, with a writing style similar to what mine is for my project. I really like the layout of this powerpoint and its integration into the website. It looks extremely professional and well done, and the writing is all very professional. What I can take from this powerpoint and bring into my own is the layout for how the powerpoint progresses. The slides are simple and ask simple questions and provide simple answers. What’s different about this one from mine is it’s more of an interact style of powerpoint, simply just due to the fact corona would prevent it from actually being presented to anyone. I want to use its simple style, and utilizing single-word slides for my own project like this one, because I think it does a good job of engaging the audience.

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Research Project

For my research project, I constructed an informative powerpoint meant for Primary School Educators and Administrators. The power point is the product of research based on group work in diverse settings, such as the office or class room. The goal of the powerpoint is to inform my audience of the findings of my research, which indicate a positive relationship in group communication between openness and trust, and successful group outcomes. The theory is that if these two variables promote successful outcomes in diverse settings, the tools to practice these techniques should be taught at a young age, and not at the college or professional level. My research indicated that minority employees have negative experiences with “Inclusion and Diversity” trainings that are common for the workplace in today’s world, because they only singled them out more and put them in uncomfortable positions. The goal with starting students on cultural awareness and group diversity work early, is that the micro-aggressions that come to light in adult life in the workplace can be prevented from happening in the first place. As mentioned in the powerpoint, opinions and communication skills are formulated at a young age. The goal of my powerpoint is to help students grow into healthy contributing members of a diverse society. My powerpoint promotes and outlines the idea of yearly, state-required course learning for students in the grades K-12. With my audience in mind – youth educators and administrators – my powerpoint discusses my research, its findings, implications, and how my suggestions can be implemented into my audience’s work.

Research Project
Annotated Bibliography
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Project Proposal

My project will be aimed at Elementary School educators and administrators in order to teach them about the research I’ve done of success with diversity. My research will outline ways in which youth educators can better prepare students for the world as people with good communication skills and understandings for other cultures.

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Week of 7/20 Discussion

  1. In How To Create A Culture Manifesto for Your Organization (And Why It’s a Good Idea), Mollie West compiles the mission statements from various companies and how they used them, in order to convince readers of the importance of Culture Manifestos. She makes the strengths and uses of the company’s manifestos clear though laying them out in bullet points. She goes back and forth between her own analysis of the manifestos, and information on the manifestos themselves. The companies are laid out in different sections in bold underline and make it easy for readers to scroll through them and read her reasoning why they’re effective. She aims to reach an audience with influence in companies in order to help influence their systems with her recommendations.
  2. In analyzing West’s article for her target audience and her style she uses to reach them, I’ve thought about what type of audience I would like to reach with my research project and why. Because college is the stepping stone into the real world, and college graduates will have a great influence on the world they step into after college, I first believed college students would be a good target audience for the information I’d like to share with my research. But college students already have strongly developed opinions, and this will miss many young adults who choose not to attend college. The type of information I’d like to share will have to do with the trust and openness in communication discussed in my research that has a possibility to help better hone diversity. Learning to do these things in groups may better prepare people for the world beyond their childhood homes. Because of this, and reconsidering, I decided this type of basic communication skill should be something taught to everyone, and at a young age, maybe as young as Elementary school. The research I’ve done, if it ever came to permanent findings for a solution to race conflict, could be developed into programs designed to help young children learn, understand and celebrate other’s differences.
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Week of 7/13 Discussion

  1. “Skillfull,” linked in Alison Wynn’s Individual Change Won’t Create Gender Equality in Organizations, is an organization with the intent of connecting the 70% of Americans without college degrees with employers, educators and lawmakers based on skill sets. The website has resources for employers as well as the unemployed to get involved. What this adds to Wynn’s article is an outlet for the disparities she discussed to be helped. Women, or disadvantaged people can use this resource to pursue their endeavors.
  2. Her target audience in citing this website is women without college degrees. I gather this from the website’s mission statement which says, “Skillful works with employers, educators, policymakers and others to help the nearly 70% of Americans without college degrees get good jobs based on the skills they have or the skills they can learn – creating new opportunities for success in the digital era.” Wynn’s article is about a disparity of women in tech, and this linked article provides a resource for people without college degrees to get jobs in tech. Further, the website’s resources provide a place for women with a desire to get involved in tech to sign up, people who may have come straight from Wynn’s article.
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Final Reflection, Jackie

Over the past 12 weeks, this class has helped me refine my writing skills, while also learning to think more critically and in depth about social issues.

In Unit 1, I was moved by the articles  we read of those who had experienced discrimination in the workplace based on their arbitrary traits. I found myself drawn to the article about individuals in the workplace who have disabilities. Having worked with children with special needs and my sister who is a severe and profound special education teacher, I connected the most with this article. This inspired my work in Unit 2, as I wanted to dive into this aspect surrounding the workplace as I am approaching the period in my life where I will be entering the workforce.

Instead of focusing on the general discrimination by people, I decided to focus on the built in discrimination against those who have a disability — the design of institutions. This became more difficult to research as the specifics of what I was looking for were harder to word. I had to filter out disability caused by the workplace, and find sources regarding resources that those with special needs require and if the workplace has fulfilled those needs. I layered my research by also bringing to light policies that were in place to help those who need assistance.

When actually conducting my research and beginning to plan out my project, I used what we had already learned in the course to guide me. I was influenced by the power of rhetoric, the importance of writing genre and specificity over generality to guide my writing. What is a topic most people forget about? What is something that would create a call to action? What will make my audience think critically and deeper, like I have?

I learned that writing does not always have to be informative with a formal tone, and something that is tedious. Rather, I came to the conclusion that it could be an expression of how I felt, and read almost like a journal of my internal thoughts. I found myself looking for comments from my peers, excited to see what they thought of my work and what they also learned from what I spoke about. I found myself looking through everyone’s responses and interested by what they found or took from the same piece of work I read. Did we view things the same way? Did they pick up on something I missed? I am normally not good at receiving feedback, however the criticism I received shaped my own writing from an outside perspective.

I found that it was important to listen and read the comments left on my post, as these people were my target audience. If what I was saying was too wordy, or harder for them to follow, I would go back in my writing and create a more concise sentence, or completely reword an entire paragraph. This in turn taught me that an outside perspective is just as important as my own, and representing these two ideas although difficult, creates stronger writing skills.

Most importantly, this assignment pushed me to think about other social issues. In the time period we are living in currently, there is a greater emphasis on viewing an oppressive system and bursting the bubble that I live in, even though I am not aware of it. Just as I have educated myself on racial discrimination in our system, I decided to educate myself on an issue that I have not yet thought twice about. Although I am an ally, I did not realize that I was not doing my part, when I have a voice and the ability to. In doing so, I realized that I enjoy conversational toned writing and I find that that is the style that I can truly express who I am and my unfiltered but filtered thoughts. This course and assignment taught me to truly think about topics that need more coverage, and do the work myself in order to not only critically think about myself, but the society we live in.

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Final Reflection-Michaela

The research in Unit 2 was extensive leading me to a big selection of material to choose from. The way that I narrowed that down and focused on one topic is by focusing on sources and content that was reliable, from credible sources and accredited authors. I also choose to pinpoint the information that I found interesting along with what my classmates seemed to engage with most on the blog. Using tools from this course such as templates from “They Say I Say” and tips from the blog about genre and considering my audience. From those resources, I was able to create a presentation that I think has a clear purpose of educating those entering the workplace about empathy and perspective and a consistent voice that targeted my audience of college juniors and seniors.

As a college senior myself hoping to start a job when I graduate I learned a lot from researching the topic and creating a presentation for an audience that I am apart of. I learned how important it is to have empathy and perspective, especially when attempting to partake in an environment where all different people coexist. Since I am apart of the audience I was writing for I learned a lot about writing for my age group. I tried to keep my language and format short and sweet, with keeping the reader engaged as a big focus. Adding large clear graphics with my text was something I felt strongly about adding because I had read so many scholarly articles and journals during this class. Though I found those articles deeply interested I also know I am more motivated to read something eye-catching that highlights the important information to show the purpose. Summarizing the most important information from all of the great sources I found was a challenge, there were paragraphs of information throughout my research that I felt would add to my presentation, but after I referenced the tips about summaries that we used in this class I had a clearer focus and was able to pinpoint what was the most beneficial.

The blog was very helpful when crafting this project especially when I ran into challenges. If I was stuck on something I could look back on past posts from peers as a reference point. Along with the posts, feedback and comments were critical because without the critique I could not have improved on my draft, it allowed me to see what was working and what wasn’t. Many of my classmates are also apart of the audience of my project because some are college students so their opinion was of great value.

Overall this course taught me how to write with my own voice while keeping the purpose of my work clear. The readings given were valuable in a multitude of ways from the topic to the structure of the actual source. As a design major writing is not usually apart of our course work so the practice that I got from each week’s assignments made me more secure in my work. Before this class, I approached writing as a task that I never knew how to start but I now have the encouragement and resources to know how to start and complete my writing with confidence.

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Final Reflection – Mike

With all of the craziness of the past week, it was oddly calming to have the final presentation to put together. Sure, the specter of a looming due date creates stress in its own right. However, there was something incredibly fun about refining my presentation, shifting slides around, finding some new images and of course, recording the narration. The fact that it was solely my vision and didn’t require any negotiation or compromise did make this task distinctly different than the rest of my week!

If you’ll recall, when first approaching our research assignment, I started out thinking I wanted to explore identity politics, and “cancel culture”. As a big Harry Potter fan (I’m a Ravenclaw, thank you for asking.), I was troubled by the news JK Rowling was making earlier this summer for making insensitive comments about transgender people. I was caught up with the idea of whether it was still okay for me to love the Potter books and movies, but be angry with Rowling for her actions. I thought a lot about whether my anger even mattered.

I took that thought and moved it a bit closer to home. I shared with you all my story about “Crossbar”. Would the owner, who made racist comments on Twitter, ever really know that I chose never to return to his bar? The conclusion, which was pretty easy to surmise, was no. That is, it wouldn’t make much of an impact if I’m the only one who decided to stop going.  However, what would happen if I convinced others not to go as well? That sounded a lot to me like a boycott. Another term for boycott is consumer activism. Now, that was a topic worth exploring.

The research led me down a number of paths, and I quickly had to narrow my focus. I found the exercises we used to track and summarize our sources to be incredibly helpful in identifying which of my sources would be the most useful. Thanks to having done that work, it made my job of picking which sources to cite for my final project much easier. That work helped to shape how I wanted my presentation to go. The essay about Walmart and Target and the chapter about the shift from political engagement to voting with wallets were the keystones of my argument. I was able to search for items which helped round out that argument. Adding in some cool images to catch the eye of my audience was fun. Recording my narration was the final piece of the puzzle.

Apart from the obvious, like the mechanics of recording narrations for PowerPoint, I learned quite a bit while preparing this presentation. For example, I had personally observed that Wal-Mart and Target were very different shopping experiences. However, before this summer, I had no idea that there are real reasons for those differences. Also, I vaguely knew that the Quakers had been abolitionists, but had never known about the “Free Produce Society”.

Taking a writing course this summer has definitely had some “real world” impact, but perhaps not in the way I would have expected. Part of my job involves conducting investigations and putting together summaries of my findings. Well, it seems that a few of the narratives I wrote in July were deemed “too flowery” and “read too much like a college essay.” HA!!!

I thought they were really great pieces of writing, but have learned when collaborating, it’s important to not get too hung up on things like that. It’s a good thing this class has forced me to exercise my self-editing muscle. (he types un-ironically as the word count keeps creeping ever-higher.)

I truly appreciate the lessons I learned this summer. I feel as though my writing has gotten better over these past several weeks. With plenty of classes left to take before graduating, and plenty of narratives left to write, that can only be a good thing.

 

 

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Reflection, Isaac Haseltine

The topic of discussing diversity and inclusion in organizational cultures was an entirely new subject of research for me. As a design student, the only papers I have written are about art movements and design history. These topics included much easier research, especially since it is something I was already highly interested in. While gathering sources for this project I noticed how much of a difference there is when researching a serious worldwide problem versus a subject you are already involved in. I pulled the most information from the sources that I could fully comprehend. Some of the articles I found were over 30 pages long, this made it difficult to get a full understanding of what they are talking about because of the large quantity of information. Many of my sources supplied me with great research and analysis that fit under my topic, although the level of detail that went into them would sometimes be too much, and if I were to try and use the information I would have to add an entirely new section to my final project. The sources I mainly used were the ones that included firsthand experiences from students and teachers, these supplied me with the personal connections shared by the type of person I wrote the policy framework for, as well as great analytical research filled with realizations of the firsthand accounts that I wouldn’t have been able to notice. These experiences were crucial for my paper because I wanted to highlight what the average teacher’s mindset is, and what it can become(open-minded or close-minded). 

 

This project meant a lot to me and my academic writing skills because it opened the door to an entirely different field of study I had yet to interact with. I learned a lot about in-depth research since I had not really ever done it before. I also improved my skills of writing for a particular audience in a specific genre. I haven’t had to apply a strong focus on my audience or genre ever before, but this project really forced me to put me in the mindset of a teacher while I wrote. This is especially important because I have been told numerous times in the past that my writing comes across like I’m writing a speech, and I obviously didn’t want to do that here. I tried my best to write the framework as if I was a professor who had done their own study and analytical research. This meant I had to watch my grammar and wording carefully to make sure I sounded as professional as possible.

 

The discussion portion of our class was good practice for the final project. Coming into this class I felt slightly anxious that my writing would be sub-par compared to a lot of my classmates, although reading the blog posts I noticed how important it is to read a variety of writing styles. I was able to pick up on good and bad examples of academic writing that I wouldn’t have realized in my own writing. Overall, this project was a huge step for my writing and research skills. Instead of growing from preexisting skills, I basically started from scratch which helped me realize the level of which I was at before and after the class.