Assignments and Projects

Assignments and Projects


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

Course Requirements

This course includes three phases:

  1. Class work at Agnes Scott College, including regular class meetings and assignments during the semester prior to travel.
  2. Travel, site visits and service in Trinidad during March 5-14.
  3. Post-travel final project, debriefing and presentation.

A combination of lecture, class discussion, journal writing, guest speakers, and media exploration will be employed as learning tools. Participants will keep a travel journal/ blog throughout the course in which to track their own learning and observations. In groups, participants will research and create a travel guide to Trinidad that displays how they would plan to learn about the country and its people. As the culminating project, they will select a creative medium such as a blog, ezine, documentary, photography scrapbook or album to display their personal learning journeys in relations to those of women in Trinidad and worldwide.

  1. Classroom Leadership (20% of grade):  Attendance and engaged participation. Regular class attendance. Maximum of two excused absences. Preparation of all materials/ assignments. Complete course readings, weekly journal and discussion board entries and excursions.
  2. Learning Community/ Group Project (15%): Work collectively with 3-4 course participants to design a well-researched Scotties Guide to Trinidad. Themes and topic assignments will be made in the early part of the semester. This project includes a class presentation and written handout/ brochure/ blog.
  3. Course Study Guide and Concept Map (15%): In lieu of quiz and exams, you will build a study guide of all key concepts, definitions and excerpts from readings. The study guide will be graded twice: once at midterms and then at the conclusion of the course.
  4. Travel and Service (25%): Participate and engage fully and respectfully with all site visits, service and components of travel in Trinidad and Tobago. Complete pre-departure intention setting, agreements and post-travel reflection activities.
  5. Global Learning (creative/ digital) presentation (20%): Using social media or creative tools of your choosing, document your learning journey throughout the course. Present your final “product”/ elevator speech to peers and share with a wider audience.
  6. GBL 102 Common Assignment (5%):  Detailed instructions will be posted and shared prior to travel.

*A detailed rubric for all course assignment is attached below.

Required Text: Trinidad and Tobago Travel Guide – Tiki Travel 2012
Additional Common Reading: A Small Place by Jamaica Kincaid
All other readings are posted on the GBL 102 Trinidad site:


GBL 102 TRINIDAD Grade Rubric

Guidelines for Success

A—Attend and actively participate in all Journeys GBL 102 events, including class meetings, assigned activities shared events, and excursions. Always be prepared for class meetings.  Complete all assignments in a timely manner.  Complete discussion board posts and respond to additional posts in a thoughtful way.  Engage fully and respectfully with the travel component of the class. Actively research and present small group Scotties Guide to Trinidad. Plan and execute a unique and thoughtful creative/ digital project. Abide by and show leadership/ extra initiative in meeting group and personal travel agreements.

B— More than one unexcused absence from Journeys classes/ events. Complete and share all assignments. Complete discussion board posts and small group projects in a thoughtful way. Attend classes and post on the discussion board with no more than one missing/ late post. Complete small group project and final creative project. Complete travel component of the course. Abide by group and personal travel agreements.

C—No more than three absences. Adequately complete discussion board posts. Failure to complete assignments, activities and travel component of the course. Disengaged from class/ group dynamics. Fail to meet aspects of personal and group agreements.

D—More than three absences.  Complete and post only half or fewer of class assignments. Adequately complete travel component of the course. Violation of personal or group travel agreements or disengaged from critical aspects of the course.

F—More than three absences.  No assignments completed.  Disengaged from the class. Failure to complete and abide by travel or any other critical component of the course.   


A total of 600 points:

120 points Classroom Leadership/Attendance and Participation (20% of the Final Grade)

        75 Points for Completing and posting weekly discussion board entries

        15 Points for extra credit/ initiative/ leadership

        60 Points for attendance Classroom Meetings and Shared Events

90 points for Learning Community/ Small Group Project (15% of the Final Grade)

        50 Points for completing group project Scotties Guide to Trinidad (pre-travel)

        40  Points for presenting/ posting  Scotties’ Guide to Trinidad due Feb. 23rd


90 Points for Study Guide (due March 21st and again May 4)

40 Points for midterm

50 Points for Final (averaged out or upgraded if drastic improvement)

150 points for Travel and Service (25% of the Final Grade)

        40 Points for pre-departure personal and group travel agreements (due Mar. 1st)

        100 Points for successful completion of all aspects of travel (March 5-14)

        10 Points for re-entry reflection on travel (March 21st)

120 points for Final Project (20% of the Final Grade)

        20 Points for project proposal (due March 2nd)

        80 Points for executing and completing the project (due April 28th)

        20 Points for sharing/ presenting final project (due May 2nd)

30 points for GBL 102 common assignment (5% of the Final Grade)

        Completed (April 27th)


GBL 102: Journeys

Common Assignment: “Mapping” a Global Experience

“Students develop new insights about themselves by learning from the stories of others.”

—Steven Duke, Preparing to Study Abroad: Learning to Cross Cultures, p. 117

Course Objectives Addressed by Assignment:

  • Demonstrate knowledge and skills essential for global engagement
    • Students will develop their ability to engage across differences
    • Based on their interactions with and their learning from community members at the Journeys destination students will critically reflect on their own values, ethics, and assumptions.



The highly personalized process of self-discovery is spurred by cross-cultural engagement, but the most important learning often occurs when we examine our experiences of interacting with people whose everyday activities, whose worldviews differ from our own. Critical reflection is a powerful tool that aids the process of developing intercultural understanding, and opportunities to discuss the artifacts we create as we consider our intercultural experiences deepen the meaning we construct of our experiences. This assignment, which asks you to “map” an experience you had during your recent travels, emphasizes the importance of reflection and offers you opportunities to connect your travel experiences with course concepts and to share what you are learning about yourself with your peers and instructors.

“Mapping” a Global Experience:

For this assignment, you will choose one of the digital images your created during your week of travel to add to a map of the world and then annotate the image, offering viewers/readers a “tiny story” about your experience of cross-cultural engagement. The assignment asks you to combine visual and textual elements in an intentional and meaningful way.

Steps in the process:

  1. Choose an image that you think represents an “important” moment from your travels. This step in the assignment is important, and it asks you to examine a variety of images in order to choose one that “says something.” Use the course objectives above as guiding principles and think about how the images you create might address the two points.
  2. After you have selected an image, write a two-paragraph annotation that contextualizes the image and that also offers readers an explanation of the self-discovery the image represents for you. You might think of the annotation as one paragraph (6-7 good sentences) that describes and defines the image and one paragraph (another 6-7 good sentences) that “illuminates” the image, explaining its significance for your own learning. (See the list of questions below to help guide you as you write your annotation.)
  3. Have someone else read your annotation and provide feedback to be certain that it is the best work you are capable of producing, as your submission for this assignment will become part of a public “exhibition.” The tutors in the Center for Writing and Speaking could be especially helpful at this point in the process. The two paragraphs should be the result of several stages of revising longer drafts.
  4. There are two steps in adding your image and annotation to the Agnes Scott College Journeys map. You will receive detailed, step-by-step guidance in a separate document and D-Center tutors will be available to assist you:
    1. Add your image to the shared Google Photo Album for your class.
    2. Enter the link to your image, the text of your annotation, and other requested descriptive informations to a Google Sheet created for your class that will be used to populate the map.

Later in the semester, we will return to this assignment and offer you a chance to view many of the images and annotations that your fellow first-year peers have developed, as well as a chance to discuss what you learned about yourself through the assignment and what you notice about what others are learning.

The result of this assignment will be a map of “tiny stories” about the learning experiences of all of the first-year students who participated in the Journeys course in spring 2017.

Questions to assist you in writing your annotation:

  1. What is depicted in the image you selected?
  2. Who is depicted in the image you selected?
  3. Where were you at the time you created the image and what were the reasons you chose to take a photograph at that moment?
  4. How does this particular image represent something about your experience of the trip?
  5. As you look closely at the image, what do you notice, in retrospect? How is what you see now different from what you saw when you took the photograph?
  6. What themes from the course and your trip do you think the photograph illustrates?
  7. How does the image illustrate an aspect of your identity?
  8. What’s “global” about the image you selected?
  9. What caption would you give the photograph?
  10. How does the image work as a metaphor for an aspect of your learning as a student in the Journeys course?