May 24 Notes

Criteria for evaluating studio effectiveness session
- Did everyone talk to each other and their presented
- Presenter learn something about reading? Get the reading or by students
- Is group using models (presented by fac. or by students)
- Coherent in depth conversation
- Body language- goal emotional dynamics
o Nodding
o Comfortable/afraid
- Attention to new language/ patterns


Feminist reflective process (you talked about who you were and how that set up to think about writing and realized some of the decisions that you make about what gives convincing arguments come from your home discourse and not really your English writing class.

Associative logic may be the process of organizing reasoning. You start in one place, you start in one place, and then it leads to something else. You come to the conclusion by formulating it on the way.

Academic discourse is different. Your thesis statement is in the front (conclusion). This is completely different from Associative logic.

How is learning about feminist reflective process used in this?
- We can have our facilitators reflect on how writing is connected to their learning and education so that they can use it with their students.
- Studios use this process with their facilitators.
- Discourse conflict
- Difficult ethics
o Space is not only physical
o Conceptual Space (physical and neither the main stream interpretation of physical space, it is a more neutral space where power dimensions are nonexistent)
- What’s at stake /consequences for not using the master discourses?
- We all have discourse conflicts. Being aware increases the conflicts and the fears.
- Choices
- Negotiate view of discourse shifting= audience awareness

Our job is to create an effective support system. We want to provide the kind of support that is really going to work.
We are out there trying to do something that will work. We are looking at the theory that most reasonably sounds like it will work.
What else did we learn?
We are starting to think about objectives and what we want to accomplish.
Formed from multiple perspectives
Outside/ alongside perspective
Inquiry drives studio process
Studios are not a fix it shop
They are a place that encourages reelections, awareness and inquiry
It will shape the process and protocols
The principals for diving the process and protocols are about driving the students to build bridges of their own choices, make their own learning decisions, step into their authorities, and see models for what academic discourses are.
Have students reflect, analyze and make choices.
Their introductory exercise will have us model the introductory in facilitator training and find something important about being a facilitator through the introductory process.


Everything I want to do
• Studio sessions
• Data collection
• Readings (Academic Work)
• 1 on 1 coaching
• Interactive activities
• Writing groups (Academic Work)
• Counseling social problems
• Boundary settings
• Defining rules
• Reprise all these things, have flexibility, build on earlier activities
• Focus on content (Academic Work)
• Teach them to use googledocs
• Google sites
• Create portfolio
• Ordinate to academic technology and laptops