I. Design space to develop your 250-300 word abstract that summarizes your question, rationale, and your findings.

  • What is your question?
  • What is your rationale?
  • What are your findings?

II. Design space to plan out your creative synthesis that will visually represent your findings. Remember to include your abstract in your visual representation.

  • Compelling Question:

    What are the best practices for enhancing the relevancy of literature in a 21st century English class?

  • Gather & Analyze Information:

    Three Tiers:
    Relevant Writing - MGRP, Blogs, etc.
    Fostering Empathy through the literature - research,
    Creating Responsible Global Citizens
  • Taken from 546 - New Literacies and Media, 524 Theory and Research, 508 Teachers as Leaders, and Teacher as Researcher - also inlcude ideas from Adolescent Psych??? and Young Adult Lit.

    ECI 546, 524, 523, 508 and your content specialty courses), individual investigations, and outside experts to explore different aspects of your question. Actively analyze information from multiple sources and perspectives as you explore answers to your question. Make a list here of the information you are analyzing. As you proceed with your analysis make some notes here about your initial findings and where you anticipate needing more information. Also, make sure to note if and how your compelling question has changed.
ECI 546: New Literacies & Media. (To be taken in the student’s initial Fall semester, online). Students will begin the inquiry process, including further development of their compelling question for the NLGL program and creating an individual wiki. They will pose a question that relates to new literacies & media and addresses some aspect of their compelling question for the NLGL program. Students will experiment with media tools that can be integrated into the content area classroom. They will apply these tools in their classroom environments and assess effects on student learning. Finally, they will create a 5-minute video that documents their inquiry process, including their lesson and student learning outcomes.
  • Sample Question: What are the effects on learning of using VoiceThread to address reading fluency with ELL students?
  • Products of Learning: Video documentary of inquiry project process & results; short research paper

ECI 524: Theory & Research in Global Learning. (Spring or Summer semester, online).Students will compare educational experiences; create an international connection/component and a link with a global or study abroad experience of some kind; deepen the inquiry process and consider global context.
  • Sample Question: What can we learn about addressing diverse student populations from teachers in other global contexts (e.g., substitute specific countries or contexts here)?
  • Products of Learning: Comparative study research paper; web-based presentation of global instruction materials

ECI 523: Teacher as Researcher. (Fall semester, online). Students will conduct an action research study (e.g., classroom-based, professional development-focused, professional organization connections, etc.).
  • Sample Question: How does pairing English language learners and native speakers affect online reading comprehension?
  • Products of Learning: Research paper and multimedia poster presentation of course research project.

ECI 508: Teachers as Leaders. (To be taken in the student’s final Spring semester). Students will elaborate the inquiry process in the context of teacher leadership and innovation models.
  • Sample Question: How can I provide leadership around diverse student populations (e.g., classrooms, schools, community, district, national, international venues)?
  • Products of Learning: Individual leadership project and paper; teachers as leaders video review

  • Creatively Synthesize Information:

    Synthesize the information from and across your sources to create a unique response to your question. You should be able to distill your synthesis into 4-6 bullet points (to be included in your written abstract) as well as provide a creative visual representation of your findings. You may use a variety of media and tools to design your visual representation of your Creative Synthesis. Think carefully about the tools that you will use to represent your findings. The first draft of your Creative Synthesis should be developed no later than Midterm/NCSU Spring Break while you are taking the ECI 508, Teachers as Leaders class. Click here to see sample products from former students.

  • Critically Evaluate and Revise:

    Seek out at least two colleagues in the NLGL program in addition to your advisor to provide peer feedback on your abstract and creative synthesis based on the NLGL Creative Synthesis Rubric. Based on the feedback you receive, you may choose to make revisions to more fully meet the rubric criteria.

  • Share, Publish, Act:

    Be prepared to present your Creative Synthesis at the NLGL Design Studio Showcase during your final semester of your degree program, in conjunction with the ECI 508, Teachers as Leaders course.