In your learners section, the following things need to be defined in more detail: 1. What is cultural capital? 2. What are the communication skills you are assessing (presentation, written, all of the above)? In your design section, the following things need to be defined in more detail: 1. "high society", 2. "underserved", and 3. why you believe exposure to museums will help students with their communication skills. What does the literature say? (Even if no one is speaking to it directly, what empirical evidence have you seen that makes you believe this will be an effective intervention?)
Have you addressed whether there are some "unfixable" root causes here? For example, although you don't mention this explicitly in your proposal (and maybe you should?), Baltimore City public schools are ~81% black and 10% Latino. If 90% of the students the program is selecting from are students of color, then that seems to be important for what you are defining as cultural capital. Finally, what if there is less of a learners "don't know" and more of learners "don't buy into the idea that they need to change their speaking skills" (if we are taking presentation skills as the type of communication you are measuring). See what the literature has to say about that issue, and maybe the Canvas will develop differently.
Potential additional literature:
High school students of color talk about accusations of “acting White”; DA Bergin, HC Cooks - The Urban Review, 2002 - Springer
Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge; DD Bernal - Qualitative inquiry, 2002 - journals.sagepub.com Beyond self-concept and self-esteem: Racial identity and gifted African American student; TC Grantham, DY Ford - The High School Journal, 2003 - JSTOR
Think about your research questions: they seem to be getting at the potential long-term effects of an intervention in communication strategies instead of how to increase communication skills for these students. Think about the difference between your questions and the following: How do students take up cultural capital as promoted by cultural institutions like museums and businesses? or even What is the relationship between students and cultural institutions as mediated through communication skills?
As you can tell, these questions aren't perfect, either. But I think they get to learning questions that are implicit in your design that need to be made more explicit.
I love the concept and see how this could be very beneficial for students. #yay #good
I'm curious if you have learners in mind that have already completed an internship experience. I know you mentioned that you've done some work with students in the past to help them develop skills. I'm just curious if those students are in CPS (for the purpose of completing a project in one year). #lookout Maybe, you already have in mind specific CPS Juniors that have completed a Summer experience.
What if one of the "fixable root causes" is confidence or something else internalized? #warning Will you be able to come up with a solution for this in your project? Maybe you can add an objective in the presentation you design that at least speaks to building the confidence to speak in front of others? Perhaps the skills you plan to teach will build confidence already for those who do not already have it.
I know we aren't to method yet, but can you interview students who either don't like to give presentations or have received bad grades on them? Perhaps they can tell you what they didn't do well or what they don't like about presenting.
Stakeholder: add hosting organization
Who: maybe make it even more specialized- something like "students entering the eleventh grade who participate in an __ week summer internship program".
Task: The task you listed may be an instructional activity rather than a learning task- what about your task, as it currently exists, can be assessed? What about their presentation skills would (or would not) demonstrate that learning occurred?
Mistakes: I think this also may be an issue of you specifying what went wrong with the task rather than instruction. I think your first fixable root cause "Don’t have enough experience presenting to a group of people" can be a key mistake to outline. Lack of experience is a large part of what impedes students ability to give good presentations.
Value Proposition: Should be listed as why the key stakeholder should be invested in your proposed solution/intervention.
Your research question is very interesting and I'd make the goals of your research question more apparent in the tasks/mistakes section.