Reflecting on the Journey: Final Project Ideas and Beyond

Hey all! 

As we stand near the semester’s conclusion, it’s both a reflective and anticipatory moment. The journey we’ve collectively undertaken in our graduate course has been of intellectual exploration and growth. As we approach the final group project, I am excited by the diverse and imaginative ideas many of you have suggested for the group project. 

In these final weeks, the spotlight falls on our final group projects, innovative endeavors that encapsulate not just the knowledge we’ve acquired but the spirit of collaboration and creativity that defines our cohort.

Although I missed class last week, I looked over the workshop brainstorming notes from the previous class. I was excited to see that we all have a connection with the most exciting ideas, the learning outcomes, and how we can make this group project count in a meaningful way that matters most to each of us individually. I recognized the profound connections with the themes we’ve explored in class: Identity, Multiculturalism and multilingualism, AI, Voice, Healing, Trauma and writing, and Pedagogy of the oppressed. These thematic intersections provide a wide-array framework for our project, ensuring that it aligns not only with our collective interests but also a pathway for creating something that resonates on a personal and profound level. 

As I consider how we can make this project impactful, I find myself driven by a desire to venture into the creative realm. I envision crafting a project that transcends the typical academic endeavor, a work that involves both academic exploration and personal, creative growth. This project represents an opportunity to generate content worthy of inclusion on my CV, portfolio, or website, serving as a testament to my academic proficiency and ability to engage with thought-provoking themes in a creative manner.

I enjoyed reading through everyone’s final project suggestions. I thought Michael’s idea of creating a curriculum was creative and innovative. It presents an opportunity for us to apply the readings to theoretical concepts we studied throughout the semester in a practical and impactful way. Crafting a curriculum becomes a channel for our understanding of writing pedagogy, theory, and creative expression into a dynamic learning experience. 

I also enjoyed Fran’s suggestion of writing a fictional story inspired by a real-life struggle that we have encountered, then giving our story to a classmate who will read it, digest the emotional appeal, and then write a poem that reflects the emotions they had felt while reading it. 

The idea of swapping papers and having a classmate respond with a reflective poem introduces an outsider’s perspective. This element of the project encourages a mutual exchange of empathy and understanding. As writers, we often get absorbed in our narratives, and having someone else articulate the emotions they felt while reading our stories can offer new perspectives and illuminate aspects of our struggles that we might not have recognized.

The incorporation of poetry as a response adds a layer of artistic expression. Poetry has a unique ability to distill complex emotions into concise and powerful language. The poems generated through this project will serve not only as reflections of our classmates’ emotional responses but also as creative pieces in their own right, offering a different medium through which to explore and communicate the shared human experience.

This project aligns with the goals of our writing and theory course by integrating theoretical concepts into a practical, creative context. This idea is a meaningful and holistic exploration of personal narratives and creative expression. It has the potential to deepen the understanding of ourselves, and the powerful connection between writing, theory, and the human experience.

I’m open to exploring any additional final project ideas that may arise, and I’m excited about working on this group project with all of you!

Final – Group Project

How to create a curriculum. . .

Envisioning this Group Project in Publication

After stepping back and taking a careful look at each group member’s point of view relating to the questions asked about the Final Group Project, listed are my final summarized thoughts/feedback:

Right away, in making this project count, I yet agree with Michael’s upfront and transparent response. “We can make this class project meaningful by expanding our horizons and continuing to teach and inform each other through the process of working on it.” Therefore, I am on board with building a project that will contribute to betterment in some creative way. In other words, I want us to construct a co-written publication ꟷhandbook presenting a new curriculum for educators that provides a different approach to English writing studies. The concepts I want to focus on are multilingualism and multiculturism, artificial intelligence, and voice and healing in writing. I also want to see this curriculum taught in classrooms across various regions from America and beyond and designed to produce seminar and workshop events.

The table of contents should include:

  • Choosing a topic
  • A Teachable’s AI curriculum generator
  • Research our target audience and their pain points
  • Identify a clear purpose and outcomes
  • Create a list of milestones or lessons
  • Group lessons into sections
    • Implemented by each individual’s model of the concept(s):
      • Each group member expresses their experiences
      • Each group member contributes one chapter a piece
  • Estimate the time to complete
  • Compile course content, materials, and resources

By showing up, participating in giving it our all, and taking away essential elements that this group project will offer, I believe that working alongside each other will enable us to glean infamy wisdom and knowledge. Erik’s point is that we should make this project where we can freely express ourselves along with the works that we have read this semester and, indeed, add this work to our Resume/CV via something relatively visible. Moreover, like Rachel’s input, I would like us to feel very proud of this suggested publication and know that everyone had a hand in its creation.

Ty Guy's Space 2023-12-04 14:09:27

Hello everyone!

It seems like during our discussion, the most important points for the project were: Empower people to use their voice through writing, something to put on a CV, and something that adds value to the world.

My idea would be to do a board game. Since we have limited time, I think the rules would combine different board game rules to make a unique game. The game would include writing. It could have parts of Chutes and Ladders. For example, you land on a space that has a chute, you can choose to do a writing activity or fall down the chute which moves you back. The writing activity can be written on a set of cards that have different prompts and you pick a card randomly. The writing activity could be something like “write about a traumatic time in your life for 1 min”.

I think we could include many different writing prompts that focus on healing through writing, using different voices, social justice etc. The game could be kept in the Graduate Lounge for anyone to play.

The theme of the game could be that you are an alien who comes to Earth. The object of the game is to get to the end and you reach your spaceship and return home. During the game we learn about social justice issues, multiculturalism, and trauma through the lens of an alien experiencing human culture for the first time.

Ideas for Final Group Project

First and foremost, Id like to mention that I was never a fan of group work. Maybe it relates back to my desire to handle everything on my own, or my lack of trust in others. Personally, I’m not sure but what I am sure about is that ill most likely figure that out at the end of my thesis project. (all are welcomed to read it when it’s completed)

That being said I went back and reread the initial notes that the class did last time, and recorded everyone notes.(I took some liberties and summarized everyone’s ideas. Apologies if I did not capture your message)


What ideas are exciting to you
Me: Identity, Multiculturalism & Multilingualism, AI
Val: Voice, Healing, Multiculturalism & Multilingualism
Max: Voice, Identity, AI
Tyler: Healing, Pedagogy of the oppressed
Fran: Healing, Identity
John: Healing, Revision
Mike: Diversity, the Power of Writing, voice.
Rachel: Multiculturalism
Cindy: Trauma & Writing, Healing

What learning outcomes matter more to you
Me: Growth
Val: Trust
Max: New perspective and ideas
Tyler: Application
Fran: Finding voice in writing.
John: Application
Mike: The significance of the story.
Rachel: New perspectives
Cindy: awareness of trauma

How can you make this class project count in a way that is truly meaningful to you
Me: Creative freedom & application
Val: Participating/Teamwork
Max: Creating something I am proud of
Tyler: Application
Fran: Application to life and daily living habits
John: Personal growth, gaining insight
Mike: Expanding our horizons, growth
Rachel:  Adding value to the world
Cindy: Connecting trauma to pedagogy

As I’m writing this only Cindy, Rachel, Fran, and Mike have posted their blogs so I only have their ideas to build upon, so bare with me if it doesn’t have the range of everyone’s ideas in mind. That being said, the ideas I’ve read so far have been wonderful. I’m leaning towards Fran’s idea of writing short fiction pieces about struggles. Creating a short anthology about our struggles could: 1) be applicable to our professional futures. 2) relates to trauma AND healing 3) expands our insights and perspectives 4) has the potential to become an anthology magazine 5) has the potential to become a source of solace for readers. This anthology would have a limit of 1000-1500 words, could cover Fiction, Nonfiction and poetry and a variety of topics. Topics such as: trauma, healing, pedagogy, growth, voice, etc. It could also be open for submission by readers, but at that point it would be a full-fledged magazine. Though, I could see it being adopted by the English department.

However, I’m at an impasse between this and Mikes idea of creating a curriculum that works within the constraint of “standards set forth by the state of New Jersey” (O’hara). I think it is a very realistic idea to work within the systems we have installed currently. Though I do not relish the thought of working within the choking grasps of secondary education, its still a wonderful idea.

Regardless of what we choose, I’m eager to see everyone ideas.