The following page provides information about course projects and evaluation criteria for those projects. You are encouraged to talk with me about the development of your course projects and your standing in the course.

course facilitation project--collaborative (45%)

seminar event project
--individual and collaborative (55%)

In the course facilitation project, you and your peer will facilitate one of our class meetings.The primary goal for facilitation is to stimulate productive discussion of the course readings and their implications for work in our field. Thus, class activities should focus on issues raised by the readings and create opportunities for all members of the course to contribute. Small group work, mini-workshops, larger class discussion of your particular example(s) are encouraged.

preparatory conference
One week prior to your course facilitation day, you will meet with me to share a first draft of your detailed class agenda. In advance of the meeting, you should read all the course readings, locate a potential example(s), start writing down issues you want to raise in your facilitation, and begin mapping out a detail agenda for the class day.

On the day before our conference, you should email me: 1) your potential example(s) and 2) a Word file draft of your course facilitation agenda.

email to listserv
By noon on the Thursday before your class facilitation day, you should email our class listserv with the issues you want us to consider for your facilitation day. If you want us to bring anything to class as part of an activity you are preparing, you also should let us know at that time. You also can tell us a little bit about the agenda for the day.

course facilitation agenda
The day of your facilitation, you will provide your agenda at the beginning of class. This 1-2 page single-spaced agenda should include the following information: brief overview of the day's agenda, listing of the issues you want us to consider for the day, context of the example(s) you are sharing with us, and background information about the authors of the readings. Using this agenda as a point of reference, rather than a script, you will initiate and facilitate our discussion of the assigned readings and your example. Remember you can include a range of pedagogical practices such as break out groups, hands-on activities, or other classroom methods to encourage participation.

spatial-visual example(s)
To help us engage the readings and your activity for the day, you will give us example(s) that illustrates a particular issue in the readings. You can use your example(s) to prompt discussion or even as part of another class activity. To find example(s), you can draw from a variety of contexts and formats. Just make certain to select something that you can
feasibly share with class. For example, you can provide copies of a text or image, photos or video of a physical space, access to a virtual space, a representative portion or replica of an artifact, etc. Remember if you need us to have technology access you must plan for this access weeks before your facilitation day.

Your facilitation of discussion will be evaluated based on your level of preparedness, the quality of your agenda, appropriateness of your example(s), thoroughness of your attention to the readings, and your commitment to engaging others, and your collaboration with one another.

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The seminar event is your opportunity to translate the theories we have been reading into meaningful pedagogical practices, ones that will impact the entire UA Writing Program. You and your colleagues in the course will develop the content for and format of the event. Supported by the UA Writing Program, the event's target audience is spring '09 English 102 and 104 teachers. Our goal is to offer this target population ways of integrating spatial and visual rhetorics into their own 102 or 104 pedagogies. This integration is meant to help the instructors as they plan their spring classes and encourage them to participate in the UA Writing Program's Spatial and Visual Writing Showcase held each spring.

The event you will plan and host asks each of you to contribute individually to the event in terms of some type of presentation--a paper, panel, roundtable, installation, performance, among other possible offerings--and collaboratively in the planning and executing of the event itself. In other words, you will develop the content for the event as well as its form. Anne-Marie Hall, Director of the UA Writing Program, and Chris Minnix, Assistant Director of the Writing Program, will provide us with some guidance and even financial support to host the event. I will be sharing documents related to the First Year Writing Showcase as a means to help us identify the best type of event and its appropriate content.

in-class brainstorming and event claiming & naming
On August 25th, I will introduce the project, asking each of you to think about the type of event you believe will best suit our audience's need and your own ideas for a presentation. We will have a formal class discussion to brainstorm our ideas on September 8th. After that discussion, we will have another week to consider the best approach to the event. Our decision of event will consider audience needs, colleague presentation ideas, resources on the First Year Writing Showcase, our budget, and input from the UA Writing Program.

preparatory conference
Once we have finalized the forum for the event, each of you will need to begin thinking about the type of individual contribution you will make. Although we will already have discussed the possibilities in our event brainstorming session, now you will need to provide more solid details about your individual contribution and its place in the whole of the event. Thus, early to mid-semester, I will schedule 20-30 minute conferences with each of you. These conferences will be an opportunity for us to discuss your presentation. You should come to the meeting with possible ideas about the presentation you want to create. Be ready to talk about the concept you want to explore, how its serves our target audience, the purpose of your presentation, and the way you will present it.

Your presentation should be able to be experienced during the event our class has planned. Depending upon the range of presentations proposed, we will seek out an appropriate venue. I suggest that you speak with me early in your brainstorming if your idea seems to need particular accommodations. In addition to thinking of the content of the presentation, you also should consider how best to convey its message. Remember you are educating other teachers about visual and spatial rhetorics in a way that will help them in their own classrooms. Do you want to read/perform a paper? Conduct a mini-workshop with a handout? Create an installation that demonstrates certain principles of visual and spatial pedagogy? Create a framework for analysis that you instantiate in a new media format? You have a range of possibilities, and as a class, I assume that each of you will find a message and medium that help you best think through your ideas.

event preview
One week before our event, we will have a class preview. Depending upon the event forum, we will structure the preview accordingly. In other words, I expect that the preview will approximate the event as closely as possible. There may be issues that we will need to address as we experience one another's presentations. This preview is also a way to offer valuable pre-event feedback. All of you will need to be full participants in the preview, meaning you will be both author and audience during the preview. My hope is that you will be supportive and engaged just as we anticipate with our event audience.

The event will be your chance to present your ideas about visual and spatial rhetorics to our UA Writing Program community. You should expect to have a receptive audience of colleagues who want to discuss and learn more about visual and spatial theories. Your performance should be structured to elicit engagement with your ideas, and it should offer something to its audience. Think carefully about the ways your presentation will have import beyond the day of the event to benefit writing teachers and students.

reflection on your presentation
Each class member also will reflect on her own presentation. After hosting the event, each class member will write a one-page, single-spaced reflection. Your reflection should discuss what you wanted to achieve in your presentation and the ways in which those goals were realized, or not, in your presentation and its performance. What did you learn through the process of teaching others about visual and spatial rhetorics? How did the audience engage your work? What might you have done differently now that you have completed the presentation? What advice would you give to someone else working with your issues in the same medium? This reflection will be a way for me to gain insight into your creative process and its instantiation. Your reflection will be due one week after the seminar event.

The seminar event will be evaluated based on your level of preparedness, your engagement with the issues that your presentation addresses, the appropriateness of your presentation for the audience and purpose, participation in the preview and final event, insights in your reflection, and the quality of your presentation. As we work together to conceive and plan the event, we also will articulate specific criteria for the presentations based upon the medium and issues with which you are working. You are always welcome to speak with me about any aspect of this project as it unfolds.

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last updated 8.8.8

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