Portfolio+Q&A+1

This are rough notes to a Q&A session that took place October 2012. - they should be edited for clarity at some point.

- Will there be proseminar next semester? //nope// - Should we attempt to accommodate Science/Policy/Technology divisions/categories //- use as resources for readings// //- some find the categories useful and meaningful// //- have at least two areas (broad areas) that you have a handle on// //- make it clear in your writing that these are the areas are your focus// //- division b/t sci. and tech.// //- you can make your own divisions.// - To what extent do we include our own interests in the portfolio? - //Abby’s opinion - these (texts) are really short, and shouldn’t be about your interpretations but about what the text says// //- what questions, evidence, methods, larger debate is the author responding// //- grouping shorter writings together -// //- if already have focused reading lists/annotations - try to pick the disparate pieces to compliment the breadth (Pedro's question)// - publications by RPI faculty - not an issue, but if you get it wrong/sloppy that is a problem - don't be dismissive of texts without engaging the texts - best to say nothing about it at all. - should annotations generalize beyond the specifics of the texts? - Any suggestions for avoiding general categories like “theory and methods” - Meet with people/professors if you need feedback on papers for portfolio. - Is there/Should there be a structure in place for this? - We could circulate our own writings. general content: - scheduled a long meeting between the committee and students at the level of whether or not a specific writings should be included - brainstorming gaps in the portfolio - end of spring semester - around that time, if you are putting together those readings, you can schedule a meeting with someone (on the committee if you want) to get feedback - after you have it better organized) - What are the length and content expectations for each introduction for the “longer writers?” - cover letter - explaining what you think you’ve done - spend a lot of time on these. “constructing the process for yourself”  - open to new ideas, situating the areas within your limited knowledge  - imporant to focus on things you don’t like  definiing the braod areas.  - intro texts to specific parts of the portfolio - reflection on the shorter texts  - what ever works best for you is fine. - good responses from a variety of different models  - Abby will make the most recent portfolios available  - cover letter, shorter contextual introductions about time/place/objective of longer (or shorter) pieces, as well as if there is future expections for the longer texts. - try to create some order in the broader areas (if you want) - What is the difference between analytical memo and an annotation? - annotation - specific format from Kim Fortun - if you find it useful - specific questions that you answer - memo - take three readings and short and critical responses to those readings. (David Hess classes) - close readings of a text - We will request free printer for portfolio? What about a department printer and scanner? Wireless printer. - if difficult or hardship, dept. can print (Abby will print) - hard copy pretty mandatory - most students bind their own portfolios - Abby is investigating this more… - Should we spend time re-writing ? - it's better to read more broadly than spend lots of time re-writing - however, if you have gotten feedback about your writing capabilities, then you do need to spend time writing well, editing, improving your mechanics of writing. - What are the different “committees” one needs to pick (lit review, etc). - possibility for three diff. committee. - deadlines for each stage, but lit. review and dissertation are not structured in the same way - by the time your portfolio is finished need to start thinking about how you want your dissertation chair to be…. plus 2 others to define the contours of your lit review. -

- Other issues addressed - - write a syllabus - focus on classes of breadth, not depth - along the lines of your general areas of focus - to demonstrate how you are thinking about the different dimensions of the field - ex: intro to tech. studies. -- locating weekly themes. - well liked by the review committee - see relationships between texts

- Page range. - - strictly informed - the committee wants to do a close read of your portfolio. Considering what is STS and what is not: - pretty open minded - - not "conventionally" bound. - ex. David Banks' inclusion of urban studies reading - think about balancing "outside" readings with the traditional readings - you should definitely use the work from your classes -- suspicious if not - show that you can make good use of the work in your courses. The core work should be taken from your classes - what areas that you have the most material in. viola - you have an area covered - this work is not meant to be independent work - you should included the more unconventional aspects of class work (concept maps, wikipedia entries - should not be a high stress level thing.

pass - fail (or pass with revisions) - ask to redo something, or alternative thing -- when you do that, then you can pass, - specific to each student - not fail "you are out of the program", but you need some help and we are going to provide that. pass with distinction - think of as award. put it on your CV