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Students create an audio podcast episode that explores a relevant course topic. The podcast should clearly communicate key ideas or engage in thoughtful dialogue, analysis, or debate, aimed at a defined audience.

Bloom’s Levels

Understand, Analyze, Evaluate

Learning Goal

Students will effectively research, structure, record, and present audio content, developing skills in critical thinking, concise communication, and audio storytelling techniques.

Tools & Resources

Audacity (audio editing)

Adobe Podcast (recording, enhancing audio)

Library audio recorders (recording)

iPads or smartphones (recording)

Training

In-person recording equipment and podcasting basics session (45 min)

In-person Audacity audio editing basics (1 hr)

Optional lab time for support and troubleshooting

Suggested Timeline

Week 1:
Topic selection, initial research, and episode outline/script (bullet points or structured talking points).

Week 2:
Record audio using Adobe Podcast or Audacity; peer/instructor feedback on draft recordings.

Week 3:
Edit audio content, add intro/outro music or audio effects if desired.

Week 4:
Final editing, peer sharing session, submission, listening party.

Possible Assessment Criteria

Clarity and coherence of content

Depth of analysis or discussion

Audio quality and editing

Audience engagement (tone, pacing, storytelling)

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Description

Students create narrative or documentary-style short films using video storytelling techniques. This project typically involves script writing, filming, editing, and production, and requires students to clearly express complex ideas or stories visually.

Bloom’s Levels

Apply, Analyze, Create

Learning Goal

Students develop narrative skills and apply filmmaking techniques, demonstrating creativity and critical analysis through structured storytelling.

Tools & Resources

iMovie (basic editing)

Adobe Premiere Pro (professional editing)

Library camcorders, cameras, tripods (filming)

iPads (filming)

Training

In-person recording equipment and filming spaces session (30 min)

In-person iMovie editing basics session (1 hr)

In-person Premiere Pro basics session(s) (1.5-3 hrs)

Optional lab time for support and troubleshooting

Possible Timeline

Week 1: Pre-production—story pitch, outline/script, planning and storyboarding.

Week 2: Filming and footage collection.

Week 3: Initial editing, feedback from peers or instructor.

Week 4: Finalize editing (music, effects, transitions), screening and submission.

Possible Assessment Criteria

Clarity and coherence of main idea/narrative

Visual quality and composition

Audio quality and narration

Depth of analysis and content accuracy

Technical execution

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Students conduct recorded interviews to capture personal narratives, firsthand experiences, or historical testimonies related to course topics. The final product is an edited oral history that clearly presents the interviewee’s perspective and context, enhanced by thoughtful reflection and framing.

Bloom’s Levels

Apply, Analyze, Evaluate

Learning Goal

Students will effectively plan, conduct, and edit interviews, critically analyze collected oral histories, and thoughtfully contextualize interview narratives within broader course themes.

Tools & Resources

Audacity (audio editing)

Adobe Podcast (recording, enhancing audio)

Library audio recorders (recording)

iPads or smartphones (recording)

Training

In-person recording equipment and interview techniques session (45 min)

In-person Audacity audio editing basics (1 hr)

Suggested Timeline

Week 1:
Identify interviewee(s), conduct background research, create informed consent forms, and develop structured interview questions.

Week 2:
Conduct and record interviews (approx. 20-30 minutes per interviewee), organize and review raw recordings.

Week 3:
Edit interviews (focus on clarity, narrative flow, length); reflect and write brief context/narrative introduction.

Week 4:
Finalize edited audio, present briefly to class, submit.

Possible Assessment Criteria

Quality and clarity of the interview

Thoughtfulness and depth of interview questions

Contextual framing and analytical introduction

Technical/audio editing quality

Ethical and professional interview practices

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Students create a website that effectively organizes and communicates course-related content, research findings, or resources. The website should clearly convey ideas, integrate multimedia elements, and be accessible to all users.

Bloom’s Levels

Understand, Apply, Create

Learning Goal

Students will organize, present, and creatively communicate information through a structured digital platform, developing skills in digital literacy, web publishing, visual communication, and inclusive design.

Tools & Resources

WordPress

Training

Canvas Web Accessibility mini-course (15 min)

In-person WordPress tutorial (30 min)

Suggested Timeline

Week 1:
Identify website purpose, create outline of content, gather or create initial materials (text, images, video).

Week 2:
Organize materials into structured pages, develop draft content, basic website setup in WordPress.

Week 3:
Refine content, create or integrate visuals/media, complete layout and design, peer feedback on website clarity and navigation.

Week 4:
Final revisions, ensure accessibility features are in place (alt text, sufficient color contrast, etc.), finalize design, present to peers, submit.

Possible Assessment Criteria

Clarity and organization of site content

Quality and accuracy of information

Visual design, layout, and navigation

Effective integration of multimedia

Accessibility

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Students create visually engaging infographics to present data, processes, or complex concepts in a simplified and easily digestible format. Infographics should emphasize clarity, accuracy, and effective visual communication.

Bloom’s Levels

Understand, Apply, Analyze

Learning Goal

Students will interpret and synthesize data or ideas and translate them into visual formats, developing skills in information design and audience-focused communication.

Tools & Resources

Adobe Express or PowerPoint

Suggested Timeline

Week 1: Select topic, research supporting data, create outline or wireframe.

Week 2: Draft infographic layout.

Week 3: Peer feedback and visual refinement; integrate any missing data or correct design issues.

Week 4: Finalize layout, submit.

Possible Assessment Criteria

Clarity and accuracy of information presented

Effectiveness of visual organization and layout

Visual appeal and appropriate use of design elements

Accessibility and readability

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Students create visually engaging interactive maps to represent and communicate geographic and/or spatial course-related content. Interactive maps to combine text, multimedia, and analysis to tell compelling stories, illustrate geographic or conceptual progressions, and surface connections across space and time.

Bloom's Levels

Understand, Apply, Analyze, Create

Learning Goal

Students will identify and contextualize key events or locations relevant to a course theme, organize information visually using a spatial or geographic framework, and make connections, uncover patterns, or highlight complexity in place or location.

Tools & Resources

StorymapJS

Google Maps

Google Earth

Training

In-person StorymapJS or Google Maps session (45 min)

Optional lab time for support and troubleshooting

Suggested Timeline

Week 1: Choose topic/theme; research and select key locations with descriptions and sources.

Week 2: Draft map details; locate multimedia assets (images, videos, external links).

Week 3: Add content to StorymapJS or Google Maps tool; preview and revise layout for clarity and accuracy.

Week 4: Conduct peer review for clarity and completeness; finalize and submit.

Possible Assessment Criteria

Accuracy and relevance of details/locations

Depth of geographic, cultural, or thematic context Organization and flow of spatial data

Integration of multimedia and visual clarity

Accessibility and technical usability

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Students build a digital timeline to organize and present chronological events or processes relevant to course content. Timelines should include text and multimedia (images, video, hyperlinks) to contextualize each event.

Bloom’s Levels

Understand, Analyze, Create

Learning Goal

Students will identify and contextualize key events or milestones, demonstrating the ability to synthesize information and present it sequentially using digital tools.

Tools & Resources

TimelineJS

Training

In-person TimelineJS session (45 min)

Optional lab time for support and troubleshooting

Suggested Timeline

Week 1: Choose topic/theme; research and select key events with descriptions and sources.

Week 2: Draft timeline entries; locate multimedia assets (images, videos, external links).

Week 3: Add content to TimelineJS tool; preview and revise layout for clarity and accuracy.

Week 4: Conduct peer review for clarity and completeness; finalize and submit.

Assessment Criteria

Relevance and accuracy of selected events

Depth of historical or thematic context

Organization and chronological flow

Integration of multimedia and visual clarity

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Students use textual analysis tools to analyze textual trends and statistics within a body or corpus of text. Represent and communicate textual details pertaining to course-related content.

Bloom's Levels

Understand, Analyze, Evaluate

Learning Goal

Students will identify and analyze course-related textual content, and will synthesize and communicate findings about their selected text corpus to their class and to the wider public. Students will develop skills in critical thinking, close reading, textual analysis, and representation of textual data.

Tools & Resources

Voyant Tools (web-based text analysis tool)

Google Ngrams (word frequency tool)

Training

In-person Voyant Tools introductory session (45 min)

Suggested Timeline

Week 1: Choose texts/corpus; research relevant tools for effective analysis of identified topics for study.

Week 2: Develop effective list of stop words; identify and further refine trends and topics uncovered via textual analysis.

Week 3: Isolate most effective representations of textual data; preview and revise layout of representations for clarity and accuracy.

Week 4: Conduct peer review for clarity and completeness; finalize web presentation of textual data and submit.

Assessment Criteria

Relevance and accuracy of selected textual analysis tools

Depth of textual or thematic context

Organization and flow of argument based on analysis

Effective integration of desired tools into presentation

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Students write and publish a series of blog posts over the Spring Term, each exploring a course topic, current event, or personal reflection connected to the material. Posts should demonstrate critical thinking, clear communication, and engagement with a real audience.

Bloom’s Levels

Understand, Analyze, Evaluate, Create

Learning Goal

Students will articulate and extend their understanding of course concepts in a public-facing format, practicing reflective and analytical writing, digital composition, and audience awareness.

Tools & Resources

WordPress

Training

Canvas Web Accessibility mini-course (15 min)

In-person WordPress tutorial (30 min)

Assessment Criteria

Quality of writing and depth of insight across posts

Consistency of voice and engagement with audience

Relevance to course themes

Use of media, hyperlinks, and formatting to enhance readability

Accessibility

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Students collaboratively create a multi-article online magazine centered around a unifying theme related to the course. Articles may include research features, profiles, op-eds, interviews, or creative nonfiction. The magazine should include multimedia elements, editorial structure, and cohesive visual design.

Bloom’s Levels

Apply, Analyze, Create

Learning Goal

Students will research, write, and design magazine-style content that synthesizes course concepts and engages a broader audience. They will develop skills in collaboration and multimodal communication.

Tools & Resources

Adobe Express

Training

In-person Adobe Express tutorial (20 min)

Suggested Timeline (4 Weeks)

Week 1: Form editorial teams; define theme, assign article types/topics, begin research.

Week 2: Draft articles; begin sourcing images or multimedia; wireframe basic layout.

Week 3: Peer/edit team reviews; revise articles; complete magazine structure and design.

Week 4: Final edits and formatting; publish magazine, submit.

Possible Assessment Criteria

Depth and originality of written content

Visual and structural coherence across the magazine

Effective use of multimedia to enhance storytelling

Collaborative contribution and editorial participation

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Students create short, reflective, multimedia narratives or video essays combining narration, text, visuals, and video clips to illustrate a clear point of view, tell a personal or historical story, or explore and analyze a course-related topic.

Bloom’s Levels

Understand, Apply, Analyze

Learning Goal

Students will synthesize, interpret, and clearly communicate complex concepts or stories through multimedia, developing critical thinking and digital literacy skills.

Tools & Resources

PowerPoint (presentation to narrated video)

iMovie (basic video editing)

iPads or Smartphones (recording)

Training

In-person PowerPoint training session (30 min)

In-person iMovie editing basics session (1 hr)

(Sessions incorporate research and selection of appropriate images)

Suggested Timeline

Week 1: Introduce assignment; students draft proposals/outlines and script.

Week 2: Collect materials (images, video clips), record narration/video, initial editing.

Week 3: Revise, edit visuals and narration, add text or captions, complete draft.

Week 4: Peer review session; final edits and submission.

Possible Assessment Criteria

Clarity and coherence of main idea/narrative

Visual quality and composition

Audio quality and narration

Depth of analysis and content accuracy

Technical execution

Overall technical quality and professionalism