Well, here we go again. Of all the ways I could start a post I think THAT statement might require as much of a "NNnnnnngo on..." as any. This is the first week of my final class in my MEd studies. Yes, I am STILL banging my head against the wall trying to get this master's degree. Other than grade school nothing has come easy for me educationally and it has had almost nothing to do with intellect. Socio-economic status, lack of government or any other kind of support, and just bad breaks have made me think if I had my druthers I'd go back to that naive boy of 18 who thought his brain was all he needed to leave a great big mark on this free, egalitarian world full of honesty and justice and I'd tell him to learn to drive heavy equipment or install air conditioning systems.
But I suppose intellect HAS had something to do with this straight gate and narrow path down Academia road I've chosen in that I'm too stupid to give up. However, today I think I may have come face-to-face for the first time with the very real prospect that I might have to do just that. Eleven arduous courses into this venture in which I've had to suffer the group project bullies who feel safe enough to be their genuine asshole selves behind their keyboards; pedants posing as educators trying to quantify and mathematize things that every true teacher knows defy those processes; courses singing the praises of progressive education that are taught in highly instructor-centered, passive, incessantly rubricked, summatively assessed, hypocritic methods; and maybe worst of all wading every week through "academic" studies like so many Vietnamese swamps trying to push aside the weeds of pretentiously specific terminology designed partly to exclude those outside the realms of the educationally elite, and erudite scientific diction that accomplishes the exact opposite of educating usually in highly structured, highly repetitive, highly anal, preset template form that aside from a few precious nuggets of educational edification are largely ceremonious rights of passage into the academic Mecca of publishing.
Now, to my Kurtzian horror, I am tasked with producing one of these soul-sucking Faustian documents so as to gain the privilege of entrance into the higher echelons of academia that may be available to me if I tuck twig and berries and just get this humiliating paper written and submitted. Honestly, how much better could life be for me if I get my master's now at the ripe old age of 58? I may have missed the boat on this one. But I might just be in that frame of mind because I looked at the "Capstone Project Guide." This is the format of the final project I am expected to formulate and submit in the next 8 weeks. Just the notes on the format of this monster of unprincipled capitulation to all that is wrong with education are enough to make me yearn for the freedom of not being a student any more for the rest of my life. I got to the 7 page point and just lost all hope. These are just NOTES on the final project. It's going to be a study comprised of a curriculum and a rationale. That doesn't sound so bad, does it? But read on...
Originally this thing was designed as a primary study done by teachers on (presumably) their students. I know this because I remember back when I first heard about it saying, "Well it's summer, where the hell am I going to find students to collect data on?" Then I guess the school ran into accountability and liability problems getting permission from students, parents, schools, and whatever other legal or governmental agencies were required to avoid being sued. Our world eh?
So NOW we have to do a fake primary study using secondary resources and data. A ha! Now it's getting more complicated. But still plausible, no?
It WOULD be if the school and teachers could come to a consensus on how to do this damn thing and what should be real and what should be fake. So here's a brief summary of the format. See if you'd touch this thing with a ten-foot pole. (or without the aid of Chat GPT)
1. Highly formatted title page.
2. Abstract. Single paragraph double spaced with no indentation describing in one paragraph (250 words or so) an educational problem you've encountered and the solutions to it you are proposing.
3. Title again. Headings must be centered and bolded using upper and lower case letters. Text below must be double spaced with indented first line. Provide a brief overview of your project including a) (fake) school, b) problem, c) intervention, d) target audience, e) purpose or goal, f) your role in the project. Close by describing how this deliverable is divided into 3 sections: Planning, Implementation, and Evaluation.
4. New page. Planning. State the problem... AGAIN. Include the following: 1. Problem (YET AGAIN) in one sentence. 2. How it manifests itself 3. Evidence to support claims of the problem (how is this different from number 2?) 4. Scope and significance of the problem. 5. With whom and how you collaborated in identifying the problem. 6. Potential consequences if the problem is not addressed.
Now here we get into the problem of what should be REAL and what should be MADE UP. I think the best way to do this would be to use your current teaching situation and write about ACTUAL problems and interventions but use no specific names or information so as to give the appearance of secondary rather than primary research. See how Mickey Mouse this is? I don't know why they don't just let us write a thesis. Do some research and write a paper --- like the format EVERY SINGLE ONE of the previous 11 courses has taken!!! My theory is that they needed to publish lots of papers written by students in order to better qualify for regional accreditation. But they HAVE ACHIEVED that and it's nothing to sneeze at. Same accreditation body as Berkeley and Stanford. So why not just abandon this bullshit and let us write theses? Your guess is as good as mine.
Oh we're far from finished. Organizational Context with a list of details including collaboration genuine or fabricated I don't know, history of this problem in other places YES this means I have to do research so despite having to describe the uniqueness of my project, I have to include past research showing how NON-unique it is. Causes of the problem AGAIN, and possible barriers or challenges.
Intervention. Describe for the fifth time what you are doing only this time they suggest a table, graph or other visual.
Believe it or not... Purpose Statement. State the purpose in one sentence. State your expected outcomes.
Review of Literature. Okay, good. I get to use some of the learning from the other courses to support my study. "Any lit older than 5 years should be labeled "siminal."" So must include RECENT projects and lit and theories related to my topic. Again don't do what they tell me to do and make it something unique or there won't be any.
Project methods.
Stakeholders and audience. How they would be impacted by your project. Just an excuse to use the very academic sounding word "impact."
Intervention implementation plan. Is this like maybe METHODS? Well you need to give details like a timeline (again should I fudge some imaginary timeline of when I did what I did when I didn't? OR should I really do it and pretend like I didn't?) HOW FUCKED UP IS THAT? Wait it gets more fucked up.
There will be three separate sections. One is PRIOR to implementation, one is DURING, and section 3 will be, you guessed it, afterwards. So do I just make up learning outcomes? "EVERYTHING went as planned and all my students are now fluently speaking English!" Woohoo!
Expected Outcomes. Discuss expected outcomes and ACTUAL outcomes. Actual or made up? Make up your fucking minds! "I thought my plan wouldn't be so successful but it turns out I'm a genius."
Provide a lead-in like "The following questions guided this project..." So for the SIXTH time, what are you doing only like we're now playing Jeopardy and phrasing our answers in question form.
Data sources and collection procedures. Describe each data source separately. Must be SECONDARY. Don't forget that.
Data analysis. List the sources AGAIN. Describe how they were analyzed. Ummm I fucking READ them and THOUGHT ABOUT them.
Limitations. Describe the weaknesses in your project. Like the overarching weakness of it being complete bullshittery? Identify areas that could not be improved. The whole thing NEEDS to be improved but I can't do that.
Ethical Issues. How were ethical issues addressed and mitigated? I don't think they will be. I can't possibly do this without Chat GPT.
There are pages more of separate sections like sections 2 and 3 of Implementation, Process Analysis, Data Analysis and many other superfluous sections to add more rigor for rigor's sake. But I want to stay on this ethics section. I am getting a very familiar feeling here that you may recognize from any of my most recent posts. NOWHERE in the course description did it tell me I'd be subjected to this Herculean task of a capstone course. I assumed, like most of the hundred or so students with whom I collaborated during the course, that we'd be writing standard theses. I feel pretty safe in saying that not a single one of my cohorts in this program would rather subject him or herself to such an academic abortion. But I don't think any of us knew what was in store for us. Has the past three years taking this course been yet another in a long list of SCAMS?
I'm sure getting that feeling. How bout you?
At any rate, if nobody notices this and they don't kick me out of the school, there IS a possibility of getting this damn thing done. I am pretty much decided (and this is what I meant by the first line of this post) to drop this fucking course yet again. But in the 8-10 weeks I have to wait till it is available again I can do all the research and data collection FOR REAL here where I'm working, I'll have to make it look like I haven't done it and keep it anonymous by (and I'm not making this up) creating a fake name for the school and the principal for the permission forms I need to fill out. At least the data will seem more authentic that way because it will be.
I have written an email to my prof asking if my current situation and a curriculum adjustment plan on how to make things easier for international students studying in university in Korea and in English will be a viable project topic or not. If not, I officially give up. If she says it'll be okay then I'll need to conduct all this research while teaching the next semester here and implement my strategic accommodations and interventions, record them all, make charts and graphs, and write up this horrifically and unnecessarily complex academic study.
I'm kinda hoping they'll say that since my major is in secondary education and I'm in a university it won't qualify. Then I'll be done. I think, believe it or not, I'd feel better about that than actually having to go through this tribulation. It will certainly not have been a waste and I could write a good educational essay or two, or even a book, including what I've learned that is not sanctioned in any academic way. That would be FAR more satisfying to me!
You know what the crazy thing about this is? I didn't even come close to finishing. There are several more pages of hoops to jump through described in the Capstone Project Guide.
Fuck it Dude. Let's go bowling.



















