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Step 1 - Description, Proposal & Scope Requirements :

Description:

Throughout our course I have presented the argument that the connection between environmental ethics and design is critical as we move forward on the planet with limited resources. Instead of being a depressing fact, this situation should motivate you to use your creativity and the power of innovation to craft smarter designs for the 21st century. As a way of familiarizing you with the controversies and debates surrounding your chosen fields of endeavor, I am asking you to research environmental challenges, debates and design issues that are relevant to your major area of study.

Your task is to design a presentation that highlights a targeted area of concern and raises awareness of the issue at hand. In short, you are to become an expert about one or more environmental challenges in your major area of study or an issue impacting the community where you live or are from. The purpose of doing this project is twofold. First, it satisfies the course objective linking environmental ethics to the various disciplines here at AIP. Second, if you do great research for this project, you should take away an expertise in a burgeoning area of concern within your field (environmental and/or sustainability). The special knowledge you develop in the course of doing this assignment may qualify you for unique projects within your industry and give you an edge in meeting new design challenges of the 21st century. I can think of no better way to link a strong liberal arts foundation to real world issues in the career field that you have chosen to pursue. Please visit the Getting Started on the Project page with tips for sketching and brainstorming ideas.

Proposal:

There are a few steps involved in completing this project. First,you should start by reviewing the course syllabus and the text along with resources concerning environmental issues in your field to get a general idea of the challenges within your industry. Second you should try to narrow down your area of interest to highlight a current challenge, debates or design issue confronting professionals currently pursuing your career path.

Third, you must create a project proposal outlining your multimedia presentation project. the guidelines for completing this segment of the assignment can be found here on our class website on the proposal writing guidelines page. please visit the writing guidelines page before try attempting this segment of the assignment. There is an easy to use template and lots of guidelines for earning a good grade and getting your project started in the best possible way.

Scope Requirements/Media:

See the guidelines below in Step 2. Also, please inform me well in advance of the presentation date so that we can have appropriate media available. Remember you have to have a digital presentation to project on the Smartboard to show the class during the presentation stage of your project.


Step 2 - Presenting your work: visual media requirements...

At the end of the course. we’ll devote the last half of our class sessions to presentations and discussion (Weeks 7-9). Your project may take the form of an advertising/information awareness campaign, animation, film, PowerPoint slide show/text or web site.

Minimum length for individual projects is 2 minute animation/film/slide show, 10 slide PowerPoint or a web site with 10 images and explanations of how they tie into one of the ethical theories studied during the course of the quarter.  For group projects a 5 minute film or 15 slides containing the above referenced content is appropriate.  Please note: Just turning in a minimum length project does not guarantee a passing grade. If you want to earn an A or B your project should meet the guidelines noted in the rubrics below.A short question session will follow. Presentations will be graded on creativity and style, so be ready to "sell" your idea.

 

Grading Criteria: each is worth 1/3rd of the presentation grade

A Word Concerning Presentation Dates & Grades:


Grading your work...Presentation Project Rubric in 2 parts

Multimedia Project Presentation Content Grading Rubric (50 points)


The table below summarizes my method for evaluating the content segment of the multimedia project. When you read the chart below, it should be easy for you to see the criteria necessary for receiving various letter grades.

 
A: 45-50 points

  • Exceeds minimum requirement for length
  • Content includes references and quotes to the material covered in the readings
  • Material summarized or quoted from a primary or secondary source is cited.
  • Student actively interprets material and devises original ethical positions/solutions by synthesizing the new material with personal views.
  • Student creatively introduces nuances/various possibilities for addressing the environmental situation at hand.
  • Student makes additional references to contemporary environmental situations taken from current events and applies reading material to these situations.
  • No grammar, punctuation, usage or spelling errors

B: 40-44 points

  • Exceeds minimum requirement for length
  • Content includes references and quotes to the material covered in the readings
  • Material summarized or quoted from a primary or secondary source is cited.
  • Student actively interprets material and devises original ethical positions/solutions by synthesizing the new material with personal views.
  • Less than three (3) grammar, punctuation, usage or spelling errors

C: 35-39 points

  • Meets minimum requirement for length
  • Content includes references to the material covered in the readings
  • Material summarized or quoted from a primary or secondary source is cited.
  • Less than three (3) grammar, punctuation, usage or spelling errors

D: 30-34 points

  • Barely meets minimum requirements
  • Content does not reference readings or use quotes to support student's position
  • No citations or quotes
  • At least three (3) grammar, punctuation, usage or spelling errors

F: below 30 points

  1. Does not meet minimum requirements
  2. More than five (5) grammar, punctuation, usage or spelling errors


 

Communications/Clarity/Theory Rubric (50 points)

The table below summarizes my method for evaluating your presentations. This is the performance side of the presentation. How well can you present your ideas as an individual or group? Have you practiced? Is is organized well so that the audience can understand what you're trying to convey? When you read the chart below, it should be easy for you to see the criteria necessary for receiving various letter grades.

A

(45-50)

  • Communication: Student communicates in a professional manner; introduces him/herself and the project; does not use slang/street language throughout the presentation; student is also able to answer complex questions about the presentation in a professional manner/
  • Clarity: presentation is well prepared; visuals contribute to clarity and introduce both the artist and the theory for the audience; the visuals were designed versus copied from other web sites/media (e.g., texts, periodicals, magazines, etc.) ; the media presentation is tightly interwoven with the talk such that the audience is not watching the student set up visuals (everything is ready to go and flows smoothly)
  • Student summarizes but does not copy most information from other sources (e.g., text, web, library); student notes these primary and secondary sources in tech course of the presentation (e.g., by providing web links or bibliographic references in the visual presentation)
  • Student is able to connect the artist/style they've chosen to contemporary trends in the visual arts.
  • Relation to theory: student understands how the work of his/her chosen artist or artistic style relates to the ethical theory that he/she is presenting.
  • Student also has good knowledge of the artist/style and historical time period in which the artist/style originated.
  • The comparison between the artist/style and the ethical theory is clear at the close of the presentation

B

(40-44)

  • Communication: Student communicates in a professional manner; introduces him/herself and the project; does not use slang/street language throughout the presentation
  • Clarity: presentation is well prepared; visuals contribute to clarity and introduce both the artist and the theory for the audience; the visuals were designed versus copied from other web sites/media (e.g., texts, periodicals, magazines, etc.)
  • Student summarizes but does not copy most information from other sources (e.g., text, web, library); student notes these primary and secondary sources in tech course of the presentation (e.g., by providing web links or bibliographic references in the visual presentation)
  • Relation to theory: student understands how the work of his/her chosen artist or artistic style relates to the ethical theory that he/she is presenting.
  • Student also has good knowledge of the artist/style and historical time period in which the artist/style originated.
  • The comparison between the artist/style and the ethical theory is clear at the close of the presentation.

C

(35-39)

  • Communication: Student communicates in a professional manner; introduces him/herself and the project; does not use slang/street language throughout the presentation
  • Clarity: presentation is well prepared; visuals contribute to clarity and introduce both the artist and the theory for the audience
  • Student summarizes but does not copy most information from other sources (e.g., text, web, library); student notes these primary and secondary sources in tech course of the presentation (e.g., by providing web links or bibliographic references in the visual presentation)
  • Relation to theory: student understands how the work of his/her chosen artist or artistic style relates to the ethical theory that he/she is presenting.
  • The comparison between the artist/style and the ethical theory is clear at the close of the presentation.

D

(30-34)

  • Communication: Student does not communicate in a professional manner; does not introduce him/herself or the project; uses slang/street language throughout the presentation
  • Clarity: presentation is not well prepared
  • Student has copied most information from other sources (e.g., text, web, library) and only recites the material, in effect becoming a reader rather than a researcher
  • Relation to theory: student barely understands the ethical theory that he/she is presenting and cannot elaborate any further.
  • The theory in question remains unclear even after the presentation is finished.

F

(below 30 points)

  • Communication: Student does not communicate in a professional manner; does not introduce him/herself or the project; uses slang/street language throughout the presentation.
  • Clarity: presentation is not well prepared
  • Student has copied most information from other sources (e.g., text, web, library) without really understanding the material
  • Relation to theory: student does not understand the ethical theory that he/she is presenting and misreads the theorist's position or ignores significant details

 

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