Assignments/Course Evaluation

20% Participation (discussion leader, in class activities and ELI)

60% 3 Analytical Essays (Includes a 1st draft and revision) at 20% each

20% Group Project Project: Rubric


Participation 

Active Class Participation – 10%

This class requires your active participation. Each member of our learning community needs to be actively engaged in the learning process. Each student is here to contribute to the exchange of ideas. Ask questions. Be curious. As a student in this course you will create your own communal context for learning by engaging in conversations with others. As such, being prepared to participate in discussions and activities is paramount. This entails having read, annotated, and thought about the required materials carefully before class starts.

100-90% Exceptional. The student is consistently actively engaged in the course and leads discussion of the exchange of ideas. Exceptional contributions may also include leading discussion voluntarily, making connections between the weekly readings, referencing the readings in an analytical manner, considering multiple perspectives, encouraging the contributions of others, validating other’s ideas and other’s work, bringing in outside materials that are of interest to the collective whole, and habitually engaging in reflexive dialogue with peers in the course.

89-80% Proficient. The student is engaged in the course and regularly participates in the exchange of ideas. Satisfactory contributions may also include frequent, voluntary contributions to class discussion, valuing other’s viewpoints, asking questions, collaboration, offering reasoned arguments, new insight and demonstrating engagement with the course and its content.

79-70% Underdeveloped. The student indicates comprehension of course material in class discussion. Contributions consist of description, summary, or personal anecdote. Participation indicates little substantive engagement with the course materials, consideration of alternative perspectives, and/or connections between larger ideas in the course.

69-0% Limited engagement. Participation is limited. Student repeats other’s responses and displays little evidence of engagement with the day’s material. The completion of the reading assignment is questionable. When a student indicates a lack of interest in the learning community by tardiness, distracting others or not bringing necessary materials to class, they will receive a low participation grade that day, guaranteed.

Reading Presentation – 10%

Once during the semester you and a partner will lead a thorough discussion of the day’s reading material (approximately 15-20 minutes). Employ the following tips to create a useful and engaging presentation for your peers.

  • Do the readings ahead of time
  • Think about what kind of presentation would engage you/your peers
  • Incorporate relevant examples/cases “in the wild” to illustrate points
  • Include images, short video, slides (please upload to your blog before presentation)
  • Create an aesthetically pleasing design (slides or handout) for your presentation
  • Examine the major points or problems you think are worth discussing
  • Discuss the major points or problems you think people ought to know, learn about, or have thought about by the end of the discussion
  • Link concepts to the week’s additional readings when appropriate
  • Ask intellectual questions of the class that would be interesting/engaging to discuss

Analytical Essays 

Includes a 1st draft and revision in ELI at 20% each. Assignment guidelines and evaluation rubrics will be introduced with each project.


Data Storytelling Project

For the final project, students assemble into teams to brainstorm and prototype an interactive narrative experience that tells a story with data, around data, or about data. It could be a data visualization on the web, a physical installation using using hardware and human bodies, or an interactive documentary experience.

Data Storytelling Rubric

Overall Design 25%

  • 100-90 Multimedia elements are integrated to create a seamless whole; planning and intention behind the overall creation is purposeful and clear; story communicates a powerful sense of significance
  • 89-80 Multimedia elements are well integrated some of the time to create a seamless whole; planning and intention of the overall creation is understandable; story communicates a general sense of significance
  • 79-70 Multimedia elements are somewhat integrated; Planning and intention behind the creation is vague; story communicates a vague sense of significance
  • 69-0 Multimedia elements are not integrated effectively; Planning and intention behind the overall creation questionable/not demonstrated; project does not convey an effective story

Technical Assembly 25%

  • 100-90 Multimedia elements exhibit mastery of technique (navigation is obvious, image resolution is clear, grammar is correct, videos are shot and well executed, sound is flawless, hyperlinks work)
  • 89-80 Multimedia elements exhibit proficiency of technique (navigation, image resolution, videos, sound, or links need some work)
  • 79-70 Multimedia elements of the project are missing or exhibit limited technique
  • 69-0 Multimedia elements of the project are missing or exhibit questionable technique

Knowledge Integration 25%

  • 100-90 Connects ideas and synthesizes diverse perspectives from course to create something new
  • 89-80 Analyzes and applies learning from course; critically examines ideas, concepts from course
  • 79-70 Comprehends and applies learning from course (uses ideas to convey, express)
  • 69-0 Comprehension of course material is not demonstrated

Audience Engagement 25%

  • 100-90 Project delights, inspires, interests or enlightens audience; creates meaningful value
  • 89-80 Project evokes responses or sparks conversation; creates meaningful value
  • 79-70 Project conveys vague audience response or value
  • 69-0 Project offends or conveys questionable value