Activities and Assignments Collection

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  Graphic Design Project: Leveraging Interactive Technologies to Enhance Visual Communication Effectiveness

  Amir Attia

  To engage students in applying a research-driven design thinking framework to conceptualize, design UI, and evaluate an interactive product solution.

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  Argument Grounds

  Patrick Belanger

  To provide students with analytic tools to assess the grounds of various arguments

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  Analyzing a News Article

  Tolga Tezcan

  Students will synthesize academic knowledge (sociological concepts) with experiences (their own news browsing habits and selection). To differentiate between statements of value and statements of empirical fact within a journalistic piece. To engage in self-reflection regarding one’s own vulnerability to media bias and selective exposure.

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  Conspiracy Theories on Reddit

  Tolga Tezcan

  To develop skills in applying sociological theory (epistemic, existential, and social motives) to real-world, user-generated data. To examine underlying assumptions and biases in online discourse. To evaluate the broader ethical implications of conspiracy beliefs on society.

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  Critical Thinking Scale

  Tolga Tezcan

  To enable students to engage in metacognitive self-assessment by evaluating their own thought process using a critical thinking scale. To identify and reflect upon personal strengths and weaknesses in critical thinking skills.

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  Disinformation Case Study

  Tolga Tezcan

  To examine the assumptions, intent, and motivations behind the creation and spread of disinformation. To apply sociological and psychological factors to explain the virality and acceptance of false information.

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  Ethical Reasoning

  Tolga Tezcan

  To learn how to apply different ethical frameworks to analyze a complex, real-world social issue. To engage multiple perspectives and counterarguments before forming conclusions.

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  Formulating Arguments: Deductive and Inductive Reasoning

  Tolga Tezcan

  To help students practice deductive logic by formulating testable hypotheses and deconstructing arguments. To enable students to apply inductive logic by analyzing specific observations to identify and articulate broader social patterns.

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  Exploring Types of Evidence in Oral Communication

  Kristi DiLallo

  Students will recognize the importance of having a diversity of sources in oral communication.

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  Use of Supporting Materials

  Sunita Lanka

  To identify a variety of reliable sources to support / strengthen claims and research, to understand how supporting materials lead to reasonable inferences and provide authentic strength to a claim (analysis), and finally to learn accurate citations.

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  Working with Conclusions through Logical Fallacies: Finding Faults and Rebuttals

  Timothy David Orme

  To help students identify logical fallacies, the harm of those fallacies, and how they might pinpoint them in their own work.

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  Why do we need public art for social justice affirmation?

  DeBorah Silguero

  Students could learn the power of using a researched context speech based on social justice through the arts, to engage the audience in policy reform in areas such as healthcare, immigration, or the criminal justice system to remedy potential biases toward certain demographic groups.

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  Teaching Synthesis

  Sarah P C Dahlen, Jacqui Grallo, Kenny Garcia, George Station, Shwadhin Sharma, and Amir Attia

  Students will learn how to synthesize information from sources.

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  Reverse Research

  Robin de la Llata Aimé

  Students are introduced to academic research and writing with a focus on methods of attribution.

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  Literature Review

  Amanda Pullum

  Students should learn to develop a social scientific research question; distinguish scholarly from non-scholarly sources; locate and evaluate relevant scholarly literature; and synthesize multiple scholarly sources.

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  Analyzing Policy and Stakeholder Perspectives – the Case of the Spotted Owl

  Victoria Derr

  • Effectively reading in our discipline – focused on Text-Based Discussions
    • Collaborative Meaning Making – reading as an inquiry into meaning and a purposeful engagement with ideas. [1]
    • Setting Reading Purposes and Adjusting Reading Processes – reading for a specific, disciplinary-relevant purpose.[2]
  • Identifying and analyzing stakeholder perspectives
  • Applying policy to understand stakeholder perspectives

  [1] Schoenback, Ruth, Cynthia Greenleaf, and Lynn Murphy. 2012. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. WestEd.org.

  [2] Ibid.

  
  
  

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  Active Listening "Debates" - Classroom Activity

  Victoria Derr

  Students will practice critical thinking, active listening, and the development and presentation of arguments and positions through oral and written communication.

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  Spanish for Heritage Speakers: Instructional Module #1

  Gabriela C. Zapata

  By the end of this module, students should be able to:

  1. Identify and name characteristics of the narrative genre;

  2. Identify the rules for and correctly use the preterite and imperfect;

  3. Identify the rules for the accentuation of palabras agudas and esdrújulas and correctly apply them;

  4. Write a narrative of at least 300 words;

  5. Understand the rules behind the production of visual "texts";

  6. Produce a visual narrative using images and video.

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  Spanish for Heritage Speakers: Instructional Module #2

  Gabriela C. Zapata

  This is the second instructional module for the teaching of Spanish to heritage speakers at the intermediate level. The outcomes for this module are as follows:

  1. Students will be able to understand the way in which a persuasive essay is organized and written;

  2. Students will be able to continue applying the rules for the accentuation of palabras esdrújulas and agudas to improve their spelling;

  3. Students will be able to understand the rules that govern the present tense in Spanish and why it is the most appropriate tense when writing a persuasive essay.

  4. Students will learn the rules that govern the accentuation patterns for palabras llanas and hiatos, and they will apply these rules under instructor and peer guidance;

  5. Students will apply the concepts learned to the development of a persuasive essay;

  6. Students will apply the concepts learned to create and carry out an interview with a person of Hispanic origin in order to collect information about his/her work experiences in the United States.

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  Spanish for Heritage Speakers: Instructional Module #3

  Gabriela C. Zapata

  This is the third instructional module for the teaching of Spanish to heritage speakers at the intermediate level. The outcomes for this module are as follows:

  1. Students will be able to understand the way in which a descriptive essay is organized and written;

  2. Students will be able to continue applying the rules for the accentuation of palabras esdrújulas and agudas to improve their spelling;

  3. Students will be able to understand the rules that govern the use of adjectives in Spanish, including the exceptions that break these rules;

  4. Students will review the rules that govern the accentuation patterns for palabras llanas and hiatos, and they will apply these rules under instructor and peer guidance;

  5. Students will apply the concepts learned to the development of a descriptive essay;

  6. Students will apply the concepts learned to create a presentation on a cultural aspect related to their family Hispanic heritage;

  7. Students will learn how to prepare an academic presentation, and they will implement this knowledge in the oral presentation of their work.

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  Spanish for Heritage Speakers: Instructional Module #4

  Gabriela C. Zapata

  This is the fourth module of an instructional course for Spanish Heritage Speakers.

  By the end of this module, students should be able to:

  1. Be able to critically analyze the ideas about bicultural/bilingual identity expressed in a variety of multimodal ensembles, such as poems, photos, and art pieces;

  2. Synthesize the knowledge learned in the previous modules to develop an multi-genre autobiography;

  3. Synthesize the knowledge learned in the previous modules to develop hybrid, multimodal autobiography.