Team Projects

Models
Team Policies and Agreement
Coping With Hitch Hikers and Couch Potatoes on Your Team
Evaluation of Team Functioning

Since this class by necessity only represents a limited selection of texts, and theories, it leaves a whole range of critical areas untouched. This is your opportunity to explore the the topic of the Spiritual Journey with three of your peers.

Each team has 30 minutes to present a project in class and get feedback from the audience (see syllabus for presentation dates.) Each team will also submit a material product that documents your work. You are free to choose the FORMAT of your oral presentation as well as that of the final document. The following three examples are among a wide range of possible documentation and presentation formats. They are meant to inspire your creativity, not to limit it!

  • You may decide to co-author a research paper, an option that seems appropriate for projects that involve literary analysis. You may use the 30 minute class time allotted to each team to present your findings and get feedback from your classmates. You will be given time to incorporate your peers' suggestions for strengthening your argument before handing in your final paper.

  • You may decide to prepare a detailed proposal that convincingly argues for the inclusion of your topic or approach into a college course such as this. To make a persuasive argument you may want to illustrate in detail what new understandings you hope students will gain through an exposure to your topic. You can, for example, design a 90-minute class session, complete with learning goals, preparatory readings, class room activities, assessment, and bibliography. If you choose such a lesson plan as your final product, you may want use your 30 minute in-class presentation to show case it and teach your peers the most important point of your area of study.

You may use any digital media (e.g.webpage, powerpoint, etc.) or a traditional paper format to document your project.

NB.: I ask each group to meet with me before reading days to discuss your project (for details see checklist below.) It is your responsibility to set up an appointment with me. You will also post a 500-word proposal on toolkit and give feedback on the proposals of your peers. Make sure that you provide your classmates with reading materials one week before your presentation.

Project Checklist

___ at your first meeting, please discuss, Team Policies and Agreement and Coping With Hitch Hikers and Couch Potatoes on Your Team.

___ by September 19: Make an appointment with the instructor.

___ Between Sept. 19 and Oct. 5: Meet with instructor to discuss your team project.
        Please bring a draft of your goals, project title, outline, time-line, distribution of         responsibilities, and preliminary bibliography.    

___ by Sunday Oct. 14, 6 p.m.: Post 500-word proposal of team-project.
       
by Sunday Oct. 14, 6 p.m.: e-mail evaluation of team functioning
        by Monday, Oct. 15, 6 p.m.:Post feedback on proposals.

___ by October 19, 8 a.m. email bach@virginia.edu any reading materials you wish to         upload to our webpage and include a list of media needed for your presentation         (DVD player, laptop, projector)

___ between Oct. 31 and Nov. 7: Team Presentations. Please check syllabus for your         specific time.

___ by Monday, November 14, 4 p.m.: e-mail your completed peer evaluation form with         your reading response.

___ Nov. 17: Final Document due in class

 

Project Evaluation Criteria

Points
Criteria
5

Meeting with instructor:

  • bring a draft of your goals, project title, outline, time-line, distribution of responsibilities, and preliminary bibliography
15

500-word proposal:

30

Oral presentation

  • timely posting of reading materials one week before presentation
  • adherence to presentation time-limit (25-30 min)
  • clarity and organization of presentation
  • creativity in presentation style
  • public speaking skills (clarity of speech and expression, volume, eye contact)
  • effective interaction with the audience
  • incorporation of peer feedback on proposal
50

Final product, depending on project goals

  • clarity and organization
  • originality of insight
  • creativity of approach
  • effectiveness of communication
  • complex thesis
  • effective incorporation of in-class feedback
  • peer evaluation

 

Resources:

The Robertson Media Center provide access to video, audio, and image collections, medial-equipped carrels, group viewing spaces, and equipment to create electronic materials. The Center's staff offers support for the digitization and editing of images, sound and video and assists students with digital projects

ITC provides useful information and support for many computer, scanning and web related questions