© 1997 - 2011, Cora Agatucci, Professor of English
Humanities Department, Central Oregon Community College
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Cora Agatucci
Sabbatical Winter-Spring 2005 - Approved Proposal
DATE: 24 November 2003
TO: Maggie Triplett, Humanities Dept. Chair
Faculty Professional Improvement Review Committee
FROM: Cora Agatucci, Professor of English, Humanities Department
SUBJECT: Application for Two-Quarter Sabbatical Leave: Winter-Spring 2005
I propose a two-quarter sabbatical leave in Winter and Spring terms 2005, to complete Short-Term PIP Goal #2.a: Web Publication projects proposed in my Professional Improvement Plan #5, 2004-2008 cycle, submitted concurrently with this Sabbatical Leave proposal.
Proposed Sabbatical Leave Projects
During my proposed two-quarter Sabbatical Leave during Winter-Spring 2005, I will complete projects that fulfill Short-Term Goal #2.a: Web Publication, as proposed in my PROFESSIONAL IMPROVEMENT PLAN #5: September 1, 2004 – August 31, 2008; submitted 24 Nov. 2003. [NOTE: Proposed Sabbatical projects assume substantial completion of Short-Term Goal #1: Webs Inventory, Editing, & Reorganization in Summer 2004.]
Sabbatical Project 1: Update, repair broken links in, & strengthen content of my web pages attracting prestigious links & heavy World Wide Web traffic, beginning with my HUM 211 African pages (see Attachment 1: Web Publications); then prepare and contribute selected HUM 211 instructional materials to TeachAfrica, by invitation of editor Prof. Carmela Garritano, Dept. of English, Univ. of St. Thomas, St. Paul, MN: 15 Oct. 2003 <http://www.teachafrica.net>.
Sabbatical Project 2: Use webs inventory, record of links to my pages (see Attachment 1: Web Publications), WebTrends usage tracking (see Attachment 3: Hit Count 2002 Report - WORD .../WebVisitStats2002final.doc), & informal faculty survey to identify instructional units/lessons/content suitable for development into multiple use “learning objects”—i.e. free-standing web resources re-usable in multiple courses & learning environments to support instruction. Then repackage and centrally locate or index these “chunks” of instruction and student writing examples of demonstrably broad value to other courses, faculty, students, educational institutions, and cyber-community life-long learners. I anticipate that the following will prove to be of sufficiently broad value for repackaging and centralized (re)location or indexing as multiple-use “learning objects”:
a. Types of writing assignments, genres of research-based academic writing, advice & models for APA and MLA documentation styles (seeking advice & collaboration of Humanities Dept., WIC/WAD & COCC Library faculty);
b. Exemplary student writing (reproduced on my existing webs with student permission) and student webs (created for my past HUM 299 & WR 316 academic web writing courses), representing a range of writing genres and course assignments;
c. Genre studies pages, annotated bibliographies & recommended links pages on authors & works of literary narrative fiction, and directors & film adaptations of literature [see also Sabbatical Project 4 below].
Sabbatical Project 3: Create new instructional web pages of multi-course or interdisciplinary value and of personal professional interest; and centrally locate and/or index these pages on Humanities Instructional Resources subweb of the Humanities Dept. web to make them easier to locate and access. (Such web projects always take longer than I think they will, so I will list proposed projects in prioritized order:)
a. Create Writing assignment resource center and Student Showcase, featuring directions for diverse types of assignments from my own and others’ Writing/WIC/WAD courses, good example student writing, resources for writers & researchers, advice on avoiding plagiarism & documenting sources;
b. Create web study guide on literary vs. historical approaches to genre study of historical fiction, focused on selected literary & film texts, in collaboration with Dr. Patricia O’Neill;
c. Conduct research and create hyperlinked bibliographical review of research on methods & effectiveness of web-based instruction, incorporating my own & other COCC faculty experience, to be used as foundation for future COCC instructional assessment project;
d. Conduct research to survey, then create web to categorize, define and illustrate web-based genres of academic writing; and revise/update my hyperlinked essay, “Cyber Rhetoric: A Rhetorical Approach to Writing for the World Wide Web” (2000) < http://web.cocc.edu/hum299/lessons/rhet1.html >
e. Pursue other project ideas as time allows: genre studies on modern short story & film adaptation of literature; study guides for selected works of narrative fiction; film reviews of selected works of world cinema.
Sabbatical Project 4 (in conjunction with Sabbatical Projects 1 & 3): Update online annotated bibliographies & webliographies to support my own and others’ COCC courses: repair/delete broken external links, integrate NEW annotated print sources and links to online sources (e.g. collected from COCC library online databases, MLA International Bibliography, academic journal subscriptions; Internet Scout Report, PBS Teacher Resources, Teach Africa, New York Times online subscriptions), and conduct research, as needed, to replace lost or strengthen existing web resources on targeted instructional topics.
Rationales for Proposed
Sabbatical Leave Projects
Addressing FPIRC Evaluation Criteria
“…[A] sabbatical leave is
granted to a faculty member of the unit only when such leave contributes to
the goals of the college and enhances the professional competence of the
individual granted the leave.” --Guidelines for Sabbatical Leave,
Professional Improvement Guidelines, 2001, 2003. 15 Oct. 2003
URL: <http://employees.cocc.edu/Faculty+Resources/Fac_Guides/Fac_Eval_Standards/PIP_Guide/default.aspx>.
FPIRC
Criterion #1:
“The results or outcomes of the sabbatical . . . will benefit the
department, the students, and the mission of the College.”
FPIRC Criterion
#5:
“The project furthers the
vision of the College.”
--Guidelines for Sabbatical Leave, Professional Improvement
Guidelines, 2001, 2003.
15 Oct. 2003
<http://employees.cocc.edu/Faculty+Resources/Fac_Guides/Fac_Eval_Standards/PIP_Guide/default.aspx>.
Rationale:
Sabbatical Projects serve COCC
Mission, Vision, & all 6 Board
Ends; and Humanities Dept. Mission & Goals #1, 2, 3, 4, 6, 7 & 8
(see Attachment 2:
Humanities Dept. Mission &
Goals).
Web-based instruction
is now integral to my teaching: my students have nearly 24/7 access to my
course-specific webs featuring essential and constantly updated course handouts,
required and supplemental online course pack materials, and Cora’s Online
Reserve materials (access to which is password-protected and restricted to
students currently enrolled in my courses, adhering to COCC Library policies and
U.S. Copyright intellectual property laws). My course webs are used and valued
by students living both in town and in outlying areas of COCC’s district.
My Sabbatical web projects will not only benefit my students, but will also provide my COCC colleagues, their students, as well as regional, national, and international web visitors, with a useful set of online instructional “learning objects” (see Staff Commlines post: Barbara Klett, “Learning Objects,” Nov. 15, 2003), easier to locate and easier to adapt to multiple learning applications.
In 2002, my main web attracted 696,649 different visitors to COCC’s web, and constituted 20% of total COCC World Wide Web (WWW) traffic (see Attachment 3: Hit Count 2002 Report - WORD .../WebVisitStats2002final.doc). Moreover, many of my web pages are honored as recommended links by prestigious regional, national, and international educational institutions (see Attachment 1: Web Publications). Sabbatical Project improvement of my webs will further enhance the reputation and WWW presence of COCC, and locating or indexing these publications in the Humanities Instructional Resources subweb [web.cocc.edu/humanities/HIR] will strengthen the Humanities Dept. web, building upon web work that I completed for my 2002 CCHA-NEH Mini-Grant.
FPIRC
Criterion #2:
“Proposal presents a rigorous
program, which requires the amount of time requested to complete . . .”
FPIRC Criterion
#3:
“Proposal clearly demonstrates that the plan puts in place the appropriate means
and resources to complete the proposed program.”
Rationale:
My proposed
Sabbatical projects are rigorous and time consuming; prioritized to ensure that
the most important projects will be completed within the Sabbatical Project
period; and explicitly build upon and address Short-Term Goals #1 & #2 of
my
PROFESSIONAL IMPROVEMENT PLAN #5: September 1, 2004 –
August 31, 2008; submitted 24 Nov. 2003.
FPIRC
Criterion #4:
“Applicant clearly has the
background and ability to complete the program.”
Rationale:
Yes, I do:
see
Attachment 1: Web Publications
and
Attachment 3: Hit Count 2002 Report - WORD
(.../WebVisitStats2002final.doc).
FPIRC
Criterion #1:
“The results or outcomes of the sabbatical will add to the individual’s
professional growth . . .
FPIRC Criterion
#2: “Proposal…also
includes opportunity for reflection and renewal.”
--Guidelines for
Sabbatical Leave, Professional Improvement Guidelines, 2001, 2003. 15 Oct. 2003
URL: <http://employees.cocc.edu/Faculty+Resources/Fac_Guides/Fac_Eval_Standards/PIP_Guide/default.aspx>.
Rationale:
My proposed Sabbatical Projects will deepen my instructional
expertise, provide opportunities to collaborate with and learn from colleagues,
broaden my interdisciplinary knowledge, and revitalize my professional
enthusiasm and commitment – all of which will strengthen my future teaching
effectiveness in writing, literature, world language arts, film, & cultures.
I love my job and I like to work, but I am burning, burning out. I desperately
need a respite from mountains of student papers coming in constantly from
high-enrollment Writing and WIC courses – papers that not only must be graded
but also require substantial written critical commentary and follow-up
conferences. I just need to be able to do a different kind of instructional
work for a couple of quarters.
Documentation & Evaluation
1. References: IT Coordinator Barbara Klett, Patricia O’Neill, and other faculty and student web users engaged to review and/or contribute to relevant pages in my webs.
2. COCC WebTrends reports for
2003, 2004, 2005, 2006, 2007, 2008
(see
Attachment 3: Hit Count 2002 Report - WORD:
.../WebVisitStats2002final.doc).
[See also New
WebTrends Report, prepared by Barbara Klett, 10/04:
Hit Count 2003 - WORD: .../HitCount2003.doc]
3. 2004-2008 Web-research-based Reports on external links to my web pages, particularly by reputable academic faculty and institutions (see Attachment 1: Web Publications).
4. Major Evaluation Year reports by Designated Evaluator and Peer Evaluators.
5. Student Evaluations administered in all my classes during selected quarters in AY’s 2004-2008.
6. Annual Reports of Activities, and Designated Evaluator’s Comments, 2004-2008.
Return to Cora Agatucci's Professional Improvement Plan & Sabbatical Leave Projects Index page
Sabbatical 2005
Approved Proposal - Cora Agatucci
URL of this webpage:
http://web.cocc.edu/cagatucci/PIPSab/Sab2005.htm
Last Updated:
Monday, 24 January 2005
© 1997 -
2011, Cora Agatucci, Professor of English
Humanities Department, Central Oregon
Community College
Please address comments on web contents & links to:
If you have technical website errors or problems, please contact: