PART III: Professional Competencies

November 15, 2019

Your purpose in Part III is to propose plans for key competencies you’ll develop in support of your Focus Area. See OVERVIEW below.

Overview to Part III

The following NINE PAGES of the Graduate Learning Plan outline your plan for developing key competencies in the Focus Area in general and, more specifically, in support of graduate-level comprehension and skill-building regarding the eight Professional Competence areas listed below. One page is devoted to each of the eight competence areas—with the ninth page reserved for a supplemental competence in one of the previous areas. A fuller description of each competence area is included at the top of each of the subsequent pages.

AP-510: Ability to understand the main theories/ideas that guide and explain practice in the Focus Area.

AP-520: Ability to understand methods of research appropriate to the Focus Area.

AP-530: Ability to apply specialized skills appropriate to the Focus Area.

AP-540: Ability to engage communication modes appropriate to the Focus Area.

AP-550: Ability to understand the organizational and/or interpersonal dynamics within which practitioners in the Focus Area define and fulfill their roles/responsibilities.

AP-560: Ability to interpret challenges from larger contexts (e.g., temporal, social, or international) facing the Focus Area.

AP-570: Ability to analyze ethical issues involved within the Focus Area.

AP-574: Ability to engage reflection in/on practice within the Focus Area.

AP-585: A second competence (supplemental) in one of the previous areas.

• Professional Competence AP-510 •

Ability to understand the MAIN THEORIES and IDEAS guiding and explaining Focus Area practice.

“can describe and analyze at least two significant ideas (e.g., theories, models, principles, concepts) relevant to the focus area or related fields and explain their implications for professional practice.”

DESCRIPTION of AP-510 (2 cr hrs): Through this competence area, students address knowledge and understanding of theories, models and/or conceptual frameworks—including implications for practice—relevant to their areas of focus. In areas where theories are not well established (e.g., in emerging fields of study or unique combinations of fields), this area includes exploration of theories in related fields. As the student addresses contemporary theories, he/she should be familiar with their relationship to theoretical traditions. Successful demonstration of competence in this area includes:

(a) Knowledge of the differences among the terms—theory, concept, principle and model;

(b) Ability to analyze (compare, contrast, critique—not merely describe or react to) theories or their counterparts including their application to practice.

PLAN for AP-510
(1) Competence Statement	Can articulate the role cybernetics can play in continental philosophy of science and math
(2) Learning ACTIVITIES	PHL 557-101: Topics in Continental Philosophy: Continental Philosophy of Science and Math (at DePaul LAS)
(3) Learning PRODUCT(s)	Final paper will focus on the role of cybernetics, phenomenology, and performance can play in continental philosophy of science and math
(4) Assessor (anticipated)	Professional Advisor
(5) Schedule (anticipated)	Fall 2020 (2020-2021 school year)

• Professional Competence AP-520 •

Ability to understand METHODS OF RESEARCH appropriate to the Focus Area.

“can describe and analyze at least two methods of gathering data appropriate to the focus area and develop a detailed protocol for implementing one in professional practice.”

DESCRIPTION of AP-520 (2 cr hrs): Through this competence area, students address the systematic gathering of data and interpretation of findings as practiced within their areas of focus or related fields. Successful demonstration of competence in this area includes:

(a) Knowledge of the types, purposes, and relative utility of research methods (not “tools” such as library and internet research per se) currently practiced in the profession;

(b) Understanding contingencies involved in the appropriate application of each; and,

(c) Ability to develop a protocol for implementation.

PLAN for AP-520
(1) Competence Statement	Can explain how phenomenology and performance can be used as research methods in a cybernetic science
(2) Learning ACTIVITIES	PHL 557-101: Topics in Continental Philosophy: Continental Philosophy of Science and Math (at DePaul LAS)
(3) Learning PRODUCT(s)	Final paper will focus on the role of cybernetics, phenomenology, and performance can play in continental philosophy of science and math
(4) Assessor (anticipated)	Professional Advisor (professor of PHL 557)
(5) Schedule (anticipated)	Fall 2020 (2020-2021 school year)

• Professional Competence AP-530 •

Ability to apply SPECIALIZED SKILLS appropriate to the Focus Area

“can describe and demonstrate a skill (or set of skills) relevant to the focus area and explain its application to professional practice.”

DESCRIPTION of AP-530 (2 cr hrs): Through this competence area, students identify, develop and demonstrate skills that are particular to their areas of focus and the context(s) in which these skills are applied. The emphasis is on actual demonstration of specialized skills used in practice. Successful demonstration of competence in this area includes:

(a) Selection of a skill (or set of skills) that appropriately represents the profession & one’s professional goals; and,

(b) Application of the skill (or set of skills) at a level appropriate to both professional contribution & graduate study.

PLAN for AP-530
(1) Competence Statement	Can understand digital arts/cybernetics movements as they relate to Mexico and Latin America, using native Spanish-language resources whenever possible.
(2) Learning ACTIVITIES	Spanish tutoring; attending and reflecting on digital arts exhibitions and seminars in Mexico and Latin America
(3) Learning PRODUCT(s)	Collection of short reflections on digital arts exhibitions in Mexico (and Latin America); participation in a Spanish-language seminar on arts in Latin America with a reflection paper
(4) Assessor (anticipated)	TBD
(5) Schedule (anticipated)	Fall 2022 (2022-2023 school year)

• Professional Competence AP-540 •

Ability to engage COMMUNICATION MODES appropriate to the Focus Area

“can describe and demonstrate a communication mode/method relevant to the focus area and explain how its applied in professional practice.”

DESCRIPTION of AP-540 (2 cr hrs): Through this competence area, students identify, develop and demonstrate facility with communication modes relevant to their areas of focus. It requires an understanding of the relationships among key communication variables (the message, the method, the audience and the context), a repertoire of communication strategies, and a dexterity or ease of access permitting the professional to adapt communication strategies to changing situations as necessary. Successful demonstration of competence in this area includes:

(a) Selection of an appropriate communication mode/method in relation to the context (audience and environment) in which the communication will occur; and,

(b) Application of the mode/method at a level appropriate to both professional contribution & graduate study.

PLAN for AP-540
(1) Competence Statement	Can professionally and comfortably communicate cybernetic ideas, in particular, my contributions to the field, to a lay audience in a lecture/speech format
(2) Learning ACTIVITIES	Attending and participating in regular Toastmasters club seminars, following the Toastmasters Innovative Planning pathway curriculum, to build professional communication and public speaking skills while incorporating other resources to build my public speaking and communication skills as appropriate.
(3) Learning PRODUCT(s)	Complete Toastmasters “Innovative Planning” Pathway levels 1-5 (see addendum)
(4) Assessor (anticipated)	TBD, probably a Toastmaster’s mentor.
(5) Schedule (anticipated)	Winter 2022 (2021-2022 school year)

• Professional Competence AP-550 •

Ability to understand the ORGANIZATIONAL and/or INTERPERSONAL DYNAMICS within which practitioners in the Focus Area define their roles and fulfill their responsibilities.

“can describe and analyze an organizational and/or interpersonal dynamic (or set of dynamics) relevant to the focus area and explain its implications for professional practice.”

DESCRIPTION of AP-550 (2 cr hrs): Through this competence area, students address the human and structural issues relevant to professional practice in their areas of focus. This includes exploration regarding how professional practice per focus area is affected by systems, technology, structure, and other people. Successful demonstration of competence in this area includes:

(a) Identification of a relevant dynamic (e.g., open/closed systems, power, trust, culture, conflict, diversity, gender, communication, change, impact of technology, etc.); and,

(b) Description and analysis of the particular dynamic in relation to its impact on professional practice and vice versa.

PLAN for AP-550
(1) Competence Statement	Can understand how the various global “strands” of cybernetics affects the organizational and interpersonal dynamics of cybernetic study
(2) Learning ACTIVITIES	Attending, participating in and reflecting on 2-4 cybernetic conferences (see addendum #2).
(3) Learning PRODUCT(s)	A global “snapshot” outlining the current state of the field, in either essay or podcast format, with a particular focus on how the various global strands (British/European, American, and Soviet/Russian) affect cybernetic practice to this day, based on evidence gathered from attending multiple conferences.
(4) Assessor (anticipated)	TBD
(5) Schedule (anticipated)	Spring 2022 (2021-2022 school year)

• Professional Competence AP-560 •

Ability to interpret CHALLENGES FROM LARGER CONTEXTS facing the Focus Area.

“can describe and analyze a challenge (or set of challenges) from the larger context impacting ∂ßthe focus area and explain its implications for professional practice.”

DESCRIPTION of AP-560 (2 cr hrs): Through this competence area, students demonstrate the ability to situate their areas of focus (including their issues and problems) within one of the following contexts: the temporal context (historical development and future directions of the focus area); the social/cultural context (relationship of the focus area to its societal context); or, the international context (the state of the focus area globally). Successful demonstration of competence in this area includes:

(a) Identification of a significant challenge facing practitioners in the profession; and,

(b) Analysis of the selected challenge within a framework that emphasizes one or more of the aspects listed above (temporal, social/cultural, or international).

PLAN for AP-560
(1) Competence Statement	Can articulate the ways in which using a cybernetic approach can address social and cultural challenges (for instance, around issues of control, queerness, feminism, etc.)
(2) Learning ACTIVITIES	Graduate student independent study (GSIS) with Dr. Steeves (philosophy/ethics professor at DePaul LAS) will cover AP-570 and AP-560. In AP-570 we will introduce some ethical challenges under a cybernetic framework, and in AP-560 we’ll talk about how we might address them.
(3) Learning PRODUCT(s)	TBD by Dr. Steeves (likely an essay suitable to be published in a publication such as Current Affairs, Cosmonaut, etc)
(4) Assessor (anticipated)	Professional Advisor
(5) Schedule (anticipated)	Fall 2021 (2021-2022 school year)

• Professional Competence AP-570 •

Ability to analyze ETHICAL ISSUES involved within the Focus Area.

“can describe and analyze an ethical issue or dilemma (or set of issues/dilemmas) relevant to the focus area—using various philosophical/ethical frameworks— and explain its implications for professional practice.”

DESCRIPTION of AP-570 (2 cr hrs): Through this competence area, students address the relationship between beliefs and assumptions regarding humanity, good/evil, right/wrong, etc., and behavioral outcomes (including areas of conflict) relevant to their areas of focus. Successful demonstration of competence in this area includes:

(a) Identification of a significant problem, dilemma, or circumstance in the focus area requiring ethical decision-making;

(b) Ability to both analyze such using various philosophical/ethical frameworks or constructs and propose an appropriate response/solution.

PLAN for AP-570
(1) Competence Statement	Can articulate the ways in which using a cybernetic approach can create social and cultural ethical challenges (for instance, around issues of control, queerness, feminism, etc.)
(2) Learning ACTIVITIES	Graduate student independent study (GSIS) with Dr. Steeves (philosophy/ethics professor at DePaul LAS) will cover AP-570 and AP-560. In AP-570 we will introduce some ethical challenges under a cybernetic framework, and in AP-560 we’ll talk about how we might address them.
(3) Learning PRODUCT(s)	TBD by Dr. Steeves (likely an essay suitable to be published in a publication such as Current Affairs, Cosmonaut, etc)
(4) Assessor (anticipated)	Professional Advisor
(5) Schedule (anticipated)	Fall 2021 (2021-2022 school year)

• Professional Competence AP-574 •

Ability to engage REFLECTION ON/IN PRACTICE in the Focus Area

“can describe and analyze an approach to reflection and apply such to a particular personal situation involving one’s professional practice in the focus area.”

DESCRIPTION of AP-574 (2 cr hrs): Through this competence area, students address the interplay between thinking, doing and reflecting in order to generate new ways of mentally organizing ideas and identifying new possibilities to inform future practice in their areas of focus. Successful demonstration of competence in this area includes:

(a) Identification of a particular approach to reflection (e.g., experiential learning, transformative learning, emancipatory learning, mindfulness, meditation, contemplation, journaling, after action review, etc.); and,

(b) Ability to analyze one’s own experience through said reflective approach.

PLAN for AP-574
(1) Competence Statement	Can put ideas about cybernetic performance into practice in an exhibition-style space.
(2) Learning ACTIVITIES	Curating and building a cybernetic art gallery in http://gather.town for Horror of the Humanities 2021 with one original piece.
(3) Learning PRODUCT(s)	Developing the art gallery space itself and participating in the Horror of the Humanities opening night event.
(4) Assessor (anticipated)	Dr. Steeves (Professional Advisor.)
(5) Schedule (anticipated)	Fall 2021 (2021-2022 school year)

• Professional Competence AP-585 •

(Supplemental Competence I)

DESCRIPTION of AP-585 (2 cr hrs): Through this competence area, students identify an padditional area from among Theories, Research Methods, Specialized Skills, Communication Modes, Organizational/Interpersonal Dynamics, Larger Contexts, Ethical Issues and Reflection In/On Practice regarding which to develop and demonstrate competence.

PLAN for AP-585
(1) Competence Statement	Can reflect on a cybernetic performance of my own design using the frameworks of cybernetic philosophy.
(2) Learning ACTIVITIES	Reading texts about performance, art, and cybernetics, discussing these ideas with professional mentor and others, and writing a graduate-level reflection on my own performance and the Horror of the Humanities event generally.
(3) Learning PRODUCT(s)	A graduate-level reflection on the Horror of Humanities event, with a particular focus on my own contributions, that might be published in an art journal such as e-flux <https://www.e-flux.com/> or magazine like Logic Magazine <https://logicmag.io>.
(4) Assessor (anticipated)	Dr. Steeves (professional advisor.)
(5) Schedule (anticipated)	Fall 2022 (2022-2023 school year)

PART IV: Plans for Culmination

Your purpose in Part IV is to identify which of the two Culmination Options you are currently considering. Your readers will include yourself, your faculty mentor, your eventual professional advisor and the graduate faculty serving on the Graduate Student Program Review Committee.

To be sure, Part IV’s plans are held as tentative—pending further evolution and refinement as your study in the Focus Area progresses. As possible, you are encouraged to finalize your Culmination Option plans as early as possible in order to integrate all aspects of the Program together and, most directly, to use the earlier parts of your program to build toward the latter. (For a fuller description of Culmination Options, see Guidebook Section F.)

At this point, I’m leaning toward… (Please check one and elaborate.)

_____ Option A—Four Supplemental Competencies (2 cr hrs each)

[AP-586, AP-587, AP-588, AP-589]

__X__ Option B—Integrating Project Proposal & Final Product (8 cr hrs)

[AP-591 (2 cr hrs) & AP-592 (6 cr hrs)]

Listed below are a few initial topics/areas—related to my Focus Area—that I may later propose for exploration via an Integrating Project. Additional possibilities may also emerge through my study in the preceding competence areas.

- Building an exhibition-scale cybernetic system; putting cybernetic ideas into practice through the construction of a system and detailed analysis of the project.

_____ Uncertain

-When ready, replace this italicized material with your response. Briefly explain the nature of your uncertainty.

[NOTE: As you proceed with your MAAPS study, you are encouraged to finalize your culmination plans sooner rather than later. This will enable you to further integrate and/or synergize your learnings across the various parts of your MAAPS program.]

For information regarding approving the Graduate Learning Plan, see Guidebook Section D.

For information regarding implementing or changing Professional Competencies once they are approved, see Guidebook Section F.

For information regarding Culmination Options, see Guidebook Section F.