Assignments and Projects

Assignments and Projects

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Detailed instructions and rubrics (where needed) will be provided for each assignment.

  1. Classroom Leadership (total 25% of grade):

Attendance (10%) Regular and consistent class attendance and participation.

Presentations and in-class activities (5%) Each participant will present a reading summary and facilitate a short discussion (according to guidelines) at least once during the semester. Engage with class excursions, films and additional activities as assigned.

Guidelines: Share your synthesis of the readings for your selected week/ theme. Then, raise good questions. Here is an important resource  to help you with your readings responses and class presentation.

Reflection Journal (10%) Each week, assigned readings will be posted to the course website. Participants are expected to complete all readings before each class session for which they are listed, and come to class prepared to present and discuss them. For eight (8) weeks, post a written reflection to the class Discussion Board. Reflections ought to be at least 200 words and may respond to assigned reflection questions, activities and readings. Rather than summarizing the readings, offer critical comments, points of discussion and draw connections across key course themes and concepts. Ask new questions — this is key to our learning.

Excellent (A grade) posts meet these criteria:

  • Show your understanding of concepts. Demonstrate that you have completed a close reading of the texts by quoting evidence, details and points from the readings.
  • Be thoughtful and reflective. Your posts ought to articulate your unique understanding of the readings and include points to support your viewpoints. Critical engagement does not mean that you need to agree with other course participants, but rather show your own views as clearly as possible.
  • Draw complex connections. Rather than summarizing the readings, you are able to share new and critical perspectives linking various aspects of the course.

Reflections are due before the class session for which they were assigned (i.e. by 1 p.m. on Tuesday). Note that you are only required to complete 8 entries.

 

  1. Learning Community/ Partner Project (15%): This is our Midterm project. Work collectively with another course participants to research gender gaps in education in one of the following regions of the world Sub Saharan Africa, Caribbean and Central America, South America or South/ East Asia. Share your findings in a 10- 12 minute verbal presentation and written form of a 1-2 page summary report along with data/ illustrations and a map showing global gender disparities in education. Due October 4th.
  2. Gendered School Autobiography in 3 parts (total 45%) – See detailed instructions and due dates below
  3. Global Learning (creative/ digital story) presentation (total 15%): Using your weekly reflections and digital tools of your choosing, document your learning journey throughout the course. What did you learn from this course (include personally impactful ideas, topics, personal insights and experiences)? What academic and broader lessons will you take forward from this class? Present your final “product” (e.g. blog post, photography, artistic rendition or digital story) to peers and share with a wider audience (on social media using #globallearning) or as an entry in your digital portfolio.Screen Shot 2016-08-24 at 1.50.02 PM

 

NOTE IMPORTANT DATES:
9/20 Part 1 of Biographical Project due
9/30 2:00pm – Class “Social”: Authors’ Tea at Global Village
10/4 Midterm Project Presentations (in class)
10/18 Mix it UP Lunch 11:30-12:45 pm with Global Village Project & Dr. Coia
10/25 Research / Interview Day — Dr. Sethi is away that day
11/1 Part 2 of Biographical Project due
11/22 Biography project: Peer feedback and discussion
11/29 Part 1, 2 & 3 of Biogrpahical Project due (with revisions)
12/8-12 Global Learning final Assignments & self-evaluations due
  

EDUCATIONAL AUTOBIOGRAPHY  — PART I —  GUIDELINES

Writing an educational autobiography: connecting personal experience to the social, political and cultural meaning of education. You have been asked to write an educational autobiography and over the past two weeks, you have engaged in identity mapping, reflections and reading a variety of stories such as Malala and The Red Pencil. This is a set of guidelines (rather than strict requirements) for the assignment:

Format: Select a compelling format to tell your unique story. You are encouraged to make it your own. No set style, format or length are required. Be original and creative. Examples – set of poems, a short story, a blog, e-zine or even a graphic novel/ account with illustrations.

Purpose of the assignment: To encourage you to connect one of their own personal or educational experiences to a larger social issue in education. Start with your own life – tell a concrete story or set of experiences from your own life rather than general opinions or views.

Form of the assignment: An educational autobiography (with a focus on gender).

Audience: The ideal reader for this assignment is someone you wish to interest in an educational event that has impacted your life in a meaningful way. (Another important reader is your instructor – who you could think of as a friendly but knowledgeable and critical reader.

Criteria for assessment: Is it a compelling, thought-provoking, meaningful, concise narrative or story? Does it make links to between personal experiences and global perspectives in education? Do you, specifically, make connections to gender with intersectional understandings of identity markers? Does your account explain/explore/examine connections with course themes? Is it a sufficiently complex experience to analyze? Does it use the readings to develop a critical stance on the issues?

Tips and advice: This work is personal and authentic. You demonstrate your willingness to stretch beyond your comfort zone, take a risk, and share the experiences that have REALLY shaped who you are and have led you here today. This assignment focuses on NARRATING rather than analyzing a story. Narrating: telling the PERSONAL STORIES that got you here. Analyzing: pulling things apart to examine and give a detailed explanation of why you’re here. You are invited to write clearly with a purpose and write stories that detail your personal experiences.

You are encouraged to consult Dr. Sethi in office hours or by appointment to discuss your ideas or address any questions you may have.

Part 1 DUE SEPTEMBER 20TH 

 

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