syllabus

course objectives

SA498 Senior Research Project is the first term in year long senior project where Studio and Photo students create a significant body of studio work while undergoing scholarly research and the writing of their Capstone Project. 

During the FALL term, the course emphasis is placed on the research capstone project that requires intellectual, rigorous engagement in writing and responding to their ongoing creative work. The Senior project allows for each student to be reflective of their academic and creative training at the Cazenovia College, reflective of their evolution as visual practioners, while having the advantage of developing a Thesis committee composed of two faculty members and one outside professional contact member relative to their field and or interests.   

SA 498 presents the ultimate forum where each student not only begins to work independently as scholarly professionals, but as well, allows for each student to independently imagine themselves in the professional world they are advancing towards. 

The Senior Research project involves two components: the creation of a significant body of studio work as well as a rigorously conceived, planned and thoughtfully written research paper.   

In the Spring term, the student will present their creative work in their BFA Candidate exhibitions in the Art Gallery in Resiman Hall on our college campus.  At the conclusion of their exhibition, each student will present their Capstone research project to their full Thesis Committee (including 2 Faculty Members and 1 Professional Contact, along with the Faculty Advisor) and college community in an oral, multi-media presentation situated within the context of their personal creative work installed in the gallery.  It is at this time that the student defends their Capstone Thesis research papers thoroughly and its connection to their studio work.  

Course materials are on a blog site, making it easy to access from anywhere.
Please bookmark the URL site now > http://sa498fa2015.blogspot.com

Visit it regularly to keep up with new materials launched to the site daily.
Readings from books will be placed on the Reserve Shelf in the college Library.
Please contact me should you be unable to access a computer to keep up with our work.

learning objectives

Each student will be researching an independently designed project and will bring in various ideas that impact the dynamics of the semester.  Rather than operating the course as lecture based dissemination of materials each individual will bring in his/her independent research and creative work to the seminar structure. 
Class time will be spent in discussion, critique, work-shops dealing with research skills, library visitations and resources, as well as student presentations. 

During the term, each student will meet independently with the Faculty Advisor as well as their committee members to discuss their ongoing creative projects and how their research might be enhancing their productive output.  It is anticipated that the student’s research findings will also become embedded during these small group critiques.

As a meta learning environment, it is intended that SA 498 methods and seminar development provides the opportunity for each student to obtain greater visual literacy skills in reading visual expressions, while helping refine critical analysis skills, creative production (when thinking, reading and discussing their own creative practice), problem solving, written and oral communication skills. It is the initiations within the dynamic structure of the course that it will heighten personal writing and spoken communication performance –- all vital, and truly inseparable components in the development of any visual learner. 

working methods 

Students will involve themselves in rigorous writing and research practices throughout this seminar.  By the end of the fourth week, students should have in place two, faculty members who have agreed to work with the student acting as a faculty mentor throughout their senior year.   These individuals will serve as a reader, recommender, responder and on-going member of the student’s Senior Thesis Capstone projects through to the culmination of the Spring term. Faculty selections consist of two individuals.  One faculty member will come from the Division of Art + Design, the second may come from outside the Division,  however one member must be a full time professor of the college.  Each student of SA498 will also have the additional benefit of being assigned to work with an outside Professional contact who has been carefully selected to match the working aesthetic, interest and practice of the student by the Faculty Advisor (me).  The Professional Contacts come from a wide scope of the visual industry including: practicing studio artists, film & video industry, art educators, gallery owners, museum curators to name a few.  In addition to meeting and discussing the student’s ongoing studio practice throughout the context of the Seminar, each student will have at least one independent critique with me. 

The one on one critiques is an opportunity to go in depth with the student’s evolutionary practice and research as they advance through their project and developed research. Appointments will be established of these future critiques throughout the interim of the semester. Each student will meet with their Faculty members twice during the Fall term and twice during the Spring term. The student will meet with their Professional Contacts once in both semesters. The Faculty Advisor must be notified of when and where these meetings occur as well as be given a brief typed, one page summary of each outcome one week following the initial meetings. Contracts will be initiated between the student and their Committee members.  

Fall term 2015 specifics

By the conclusion of fall term each student’s work must meet the following criteria;

Th3 attendance third Thursday Syracuse art scene / exhibition openings + lectures 

Write a brief statement noting one gallery’s exhibition, details of exhibition, installation interest, press materials of interest, one work that really impressed you.  Hand in one week following visit.

Capstone Thesis project 

Thinking, creating and writing go hand in hand in all studio practice.  Research is an expectation of all design students throughout their academic careers.  Writing is another way of investigating one’s expressive voice, translating the visual idea into textual language.  Through the semester students will be writing a number of ‘units’ towards their Capstone project, incorporating thorough research, numerous edits and three large draft versions of their 20 page, minimum, papers. 

Like any well informed and creative production, the work should evolve over a period of time.  

Student writings will be graded from early drafts to edited versions, to the completion of the Capstone essay.  Although it expected that the Capstone project will lead the student into new research and will be graded for content, equally valuable is the Capstone as a works in progress, therefore being graded on the process. 

In all cases, students need to be able to integrate scholarly research, readings, critical notes and discussion with their working thoughts, individual interests as well as incorporating how this research may effect their own creative output.  

In all papers, cite specific connections made between studio practices, theoretical readings and research. 

Keep up with a properly written bibliography, citing research primary, secondary, (tertiary sources in some cases), URLs and other.  

All written pieces must first be read by each student’s seminar partner, corrections made, then submitted to the Faculty Advisor.  DRAFT #3, 4 and FINAL need to be submitted to the Center for Learning & Teaching, warrant an “OK” by them and signed off with signatures of Writing Mentor, prior to handing into the Faculty Advisor.  

This will note their informative reads of your work and any corrections that need to be completed must be made prior to submitting to the Faculty Advisor. Attach the original signature and date from the CLT prior to handing into the Faculty Advisor.

on-going studio engagement
Students will continue to work towards strong, independent work of their choice.  Critiques with their colleagues in class, with all Committee members, and the Faculty advisor will assist the student towards greater refinement and direction.  The student will be involved in writing an artist statement that will be revised as the semester proceeds.

Fall term 2015 specifics

The research paper will be related to the student’s creative work, even though in the early stages students may not find connections. The paper will be theoretical in nature and must be 20 pages in length, minimum. 
It must involve scholarly research and may not simply be a descriptive historical book report or a discussion of the process the student followed in making your creative work.  

• Must include at least 8 primary or secondary sources
• May only include 3 URLs sources
• Make connections to how the research may affects the industry in which the student is advancing toward 
• Connect the student’s subjective response to their research and how it affects them as a maker
• Include visual components including visual references, independent creative work embedded within the context of the paper (Fig. 1, Fig. 2, Fig. 3, et al.)
• Follow MLA  or APA style format

By the end of the Fall term, each student should have completed the following:

• a survey and analysis of pertinent literature and visual works in the field in which the student are concentrating their research efforts
• a creative project proposal package, revised at least once and handed in twice during the term: one prior to the third week of classes and one at midterm
• a well-reasoned thesis, which should be initiated by a good question
• an Introduction page about the student’s research 
• a detailed outline of the student’s research paper
• a constructed Table of Contents
• an annotated works consulted bibliography of at least 8 items (three URL sources allowed)
• four drafts of the student’s research paper—one of first 5 pages or more, the second draft must be at least 10 pages, the third be at least 18 pages and the FINAL at culmination of the term
• on –going, rigorous creative work
• one meeting with a Professional contact 
• two independent (minimum) critiques with the Faculty Advisor
• two meetings with the Faculty contact members
• three in-class critiques among your colleagues 
• attend and discuss Th3 events in Syracuse and the gallery in Reisman Hall
• establish an outside email address that you will use for your professional work
• begin to design a professional web site
• create multi-media presentations of the student’s creative work and connection to research that is being developed 
• a title page noting title of your research, your name, Faculty Contact mentors information, Professional Contact information, your program, and me as the Faculty Advisor, Jen Pepper Associate Professor of Studio Art & Design, Division of Art + Design, CAZENOVIA COLLEGE, Cazenovia, New York and the date submitted, December 2015

Spring term 2016 specifics

By the end of the spring semester the student’s work must meet the following criteria:

• project proposal of the work you wish to carry out for your Senior BFA Thesis exhibition 
• on-going independent creative/studio work
• Professional exhibition resume, an artist’s statement, the development of a professional business card, an exhibitions catalogue (@ BLURB.com or LuLu.com), a updated and managed WEBsite, the professional mounting of their BFA Candidate Solo Exhibition in the Art Gallery in Reisman Hall, exhibition announcement postcards (flyers, brochures, etc.)
• A 2 page Appendix, Afterword, Addendum written following the mounting of their exhibition connecting how the student’s research paper has affected the creation of new studio practice.
• The oral defense of the thesis Capstone project is the forum in which student’s orally and visually present their project, process and written research to their full Thesis Committee Members and Cazenovia College at large.  
• This is the public and final forum of the year that occurs in the SPRING term and it is when each student is graded for your Senior Project/Seminar work during the Spring term. 

professional contact & Faculty Thesis Committee members 

The Professional Contact is someone who works professionally in a field related to the student’s creative topic. He or she will help the student focus on their project proposal, studio/creative work and will critique their work twice during the FALL term and at least twice during the SPRING term.  The Professional Contact and Faculty Committee Members also assist the student in the ongoing development of the student’s Capstone Thesis paper.   The Faculty Advisor for Senior Project will assign professional contacts to each student.   The student must be available for scheduled meetings with them either here on campus or at their professional places of business or studio settings.

the Center for Teaching + Learning (CTL) 

A description from the Cazenovia College catalogue states:

Students are expected to succeed within a challenging intellectual environment. 

It is not unusual for students to need assistance in maximizing their educational growth in a variety of areas during their four years at the college. The Center for Teaching & Learning assists students in these efforts.  Make an appointment well in advance at the CTL/LLC to assist you in the writing process.  The Center should be used throughout your career at the college to help you in the refinement and organization of your writing examples. And in fact, you will have early Drafts of your Capstone Research papers, read, commented upon and signed by a member of the Mentoring staff prior to submitting your written work to me. 315.655.7296

evaluation + grading 

Students should set high standards for their own work. 

Although process is an essential component of the studio a legible, refined and thoughtfully crafted representation is the expected outcome of every work.  

Informed speculation and experimentation are encouraged.   

Students should be able to explain the conceptual ideas underlying their work, which formal principles are being employed and be able to question and incorporate suggestions offered in critique.  

Intellectual understanding and exploration of the readings and projects, ability to initiate research, and individual drive throughout each project are significant factors in grading a student’s level of participation.  

Hard work and improvement are recognized.  In addition to completing exquisitely crafted projects, engaged work and participation will positively impact a student’s grade. 

Lack of preparation, disengagement from his/her work, avoidance of critiques, lack of participation in discussion, incomplete and not prepared work will result in a lower grade.  Should a student be performing below an adequate level, the student will be notified as soon as it is evident and a meeting will be scheduled to address deficiencies. 

work evaluation

40% Initiated and evolution of research, student’s performance & how well the research ‘performed’ throughout the semester

30% ongoing creative work, student’s performance & how well the student’s work ‘performed’ throughout the semester

20% Multi Media presentations delivered in seminar and ongoing in-class assignments

10% 2 Creative Project Proposals, Th3 written critiques, committee member’s critique synopsis 


All students need to earn a "C" or better in order to successfully advance to SA499 in the spring term. 

grade descriptions  

A - Excellent.  Work shows exceptional ability, an outstanding performance in crafting a well constructed, superior research paper and creative work. B - Above average. Work shows excellent ability and interest, a very good performance    C - Average.  Work shows adequate performance + effort   D - Below average. Work is uninteresting and obviously resulting from little effort. F-Failure

Undergraduate Grading Policy 

Grades are calculated in Grade Point Average as follows: 

A   = 4.00  C+ = 2.33

A-  = 3.67 C   = 2.00

B+ = 3.33 C-  = 1.67

B   = 3.00 D+ = 1.33

B-  = 2.67 D   = 1.00 F   = 0.00

A 93 – 100%  A- 90 – 92%
B+ 87 – 89%  B 83 – 86%   B- 80 – 82%
C+ 77 – 79%  C 73 – 76%   C- 70 – 72%
D+ 67 – 69%  D 63 – 66%   D- 60 – 62%  F below 60%

Standards for Grading

A: The typical "A" student will consistently follow all of the steps in the creative process, resulting in work that is beyond the students’ previous technical, conceptual and expressive capabilities.  Equally important, the A student will conduct research, integrate information from other classes and experiences, follow through on ideas, not opt for an easy way out, will hand in work on time and in a well presented manner, will participate fully in class, ask questions and do extra work when needed in the pursuit of knowledge and greater ability.  The work produced is exemplary and sets a benchmark for other students; actively participating in class discussions and critiques with a sustained high level of curiosity. In short, the A student will be a responsible and active learner throughout. Superior work.

B: Attend all classes and complete all assignments on time; follow all instructions, demonstrate above average skills and creativity in completing assignments, turn in consistently good work though some further development of knowledge and skills is possible; frequently contribute to discussions and critiques. Good work.

C: Have less than perfect attendance; complete all assignments with average skills, attitude and creativity demonstrating limited commitment to the learning process, average use of materials, and ideas that need further development. Occasionally contribute to class discussions and critiques. Satisfactory work.

D: Have poor attendance; seldom meet deadlines, have an unconcerned attitude, has less than adequate performance; contribute very little to class discussions and critiques. Barely passing.

F: Have poor attendance; seldom meet deadlines; turn in poor work; have a bad attitude, and/or impervious to the learning process.

seminar policy

The atmosphere in the studio should be one of mutual respect; courteous with colleagues, faculty, guests and with the work at hand. We are cultivating a relationship between you and your work, you and your critic, you and your colleagues.  Your work ethic will show in your projects. Issues will emerge during the course that will prompt a general discussion required by all students.  

attendance policy

Attendance and punctuality are absolutely mandatory and are significant components of your commitment to your work.    It is impossible to learn if you are not here!  Students are to attend class every day and be prepared with materials, assignments, readings and papers always! We have a lot of material to cover this semester; missing one class will impact on your ability to do well in this course. Absences will adversely affect your final grade.   Once you have accumulated 4 absences you will not be successful to complete the course and may be asked to withdraw.  Tardiness and absences will greatly hinder student progress in this course. Students who miss class, in an extreme case, are responsible for notifying faculty prior to class start time.  If a student knows they will be absent, make arrangements with the instructor as soon as you are able to find out what you will/or will have missed. Students who are absent from a class are expected to be prepared with ALL assignments and readings due at the next class meeting.   All assignments are to be completed in a thoughtful and timely manner. 
This responsibility is yours. 

students with special needs Notify the instructor in writing (hardcopy) if you are a student who requires accommodations in classroom studio or outside work due to special needs.  Appropriate accommodations will be made in cooperation with the Office of Special Services at 315-655-7170

academic honesty policy

a note on plagiarism: The MLA Handbook defines plagiarism as follows: “Plagiarism is the act of using another person’s ideas or expressions in your writing without acknowledging the source - in short, to plagiarize is to give the impression that you have written or thought something that you have in fact borrowed from someone else.” 

Plagiarism often carries severe penalties, ranging from failure in a course to expulsion from school. In this course, papers which have been plagiarized will receive an F and may not be rewritten. If you have any doubts whether you are committing plagiarism, cite your source/s.  A college committee on academic honesty reviews reported cases of alleged plagiarism, cheating on exams, undocumented copying of art, and similar forms of academic dishonesty.  A description of plagiarism and other forms of academic dishonesty are to be found in the on-line Student Handbook @ www.cazenovia.edu

It is also understood by each student that the work is completed for this class shall not be used as material work intended to be graded for another class. 

recommended text  +  other resources

• Excellent online Resource @ http://www.writingaboutart.org/ -- Writing About Art
• Keys for Writers by Ann Raimes, reference librarians, and the Learning Resources Center. Students are required to work with a Learning Center tutor on each major draft of their papers. It is highly recommended to work with the same tutor for each draft for continuity purposes. It is your responsibility to schedule meetings with them well in advance of due dates. When handing in your drafts to me, the signature and date visited / discussed with the Learning Resources Center will be made clearly visible on hardcopy of your drafts. 
• The MLA style guide online at http://owl.english.purdue.edu/owl/resource/557/01/