essay on the historical significance of film production choices
investigation of an historical event/development as a historian and as a student of media studies
essay on film interpretation and historical explanation for same event
essay or writing assignment looking at how the changes in film are interconnected to the changes in politics, economics, society, and field of history
Case Study – Group Project
Students will work in small groups to develop case studies to be presented to the class. Students will choose a film and then collaboratively analyze it in its full interdisciplinary context (filmmaking techniques and production choices, social and historical influences, market and economic factors, etc.).
For each historical topic students will read and discuss readings/films and will be asked to consider (compare/contrast) both a historical and media studies approach to the topic.
Exams and Quizzes
Exam questions will assess a student’s overall understanding of the knowledge base of each field, as well as include questions requiring an integrated approach to an answer.
Integrative assignments will be assessed based on their demonstrated understanding of the course outcomes for both stand-alone classes as well as the coordinated studies version. Assignment assessment will be based on a rubric provided to students. We will use a rubric developed by Veronica Boix-Mansilla as a starting place for our own integrative assignment assessment. For assignments, such rubrics will include the English 102 standards/criteria in the following areas: use of argument and evidence, appropriate and accurate use of factual material, understanding of historical and media concepts, appropriate use of language, proper documentation and selection of evidence, and completeness of response.
Example #2 "Earth, Sea, Sky: The Science for a Sustainable Planet"
with Kalyn Owens and Ann Murkowski
Integrating Chemistry, Biology and Environmental Science
Some possibilities for integrative assignments:
a. In-class group Learning Activities: Students will engage in problem solving, discussion, and drawing activities in order to learn basic science concepts as well as to see how chemistry and biology are connected.
b.Seminars: Students will be asked to read appropriate journal articles, government reports, and books and come to class with a written summary as preparation of an in-class discussion that spans chemistry, biology, environmental science, and sustainability.
c. Research-based and Interdisciplinary Laboratory Assignments: Students will engage in design of their own experiments that address an interdisciplinary question. This will provide an opportunity for students to more deeply engage in the scientific process, gain a better understanding of the environmental issue we are studying, and
d. On-line Discussion: Students will engage in on-line reading, watching video clips, listening to news stories, followed by on-line discussion of these artifacts.
e.Group Quizzes: Regular group quizzes will be given to encourage deep thought around the issues we are studying. Interdisciplinary content questions will be asked as well as more open-ended essay-style questions.
f.Capstone Research Project: Students will engage in a capstone project that will require research on an interdisciplinary environmental issue, documentation of compelling evidence for how to move into the future in a more sustainable manner, and a final product that makes this thinking visible and can be presented to the campus community at the 2010 Making Learning Visible Symposium.
Assessment: The primary mode of assessment for these integrative assignments will be through the use of Rubrics that will be created as we teach this course for the first time. We will draw from our experience teaching Atoms to Ecosystems for which we have designed many rubrics for grading project-based work.