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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 through strategic use of audio storytelling techniques.

See More Details about a Podcast Project

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Students will organize, present, and creatively communicate information through WordPress, developing skills in digital literacy, web publishing, and visual communication.

Read More about a Website Project

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Students create narrative or documentary-style short films using video storytelling techniques. This project involves script writing, filming, editing, and production, requiring students to clearly express complex ideas or stories through visual media and demonstrate mastery of both technical and creative elements.

Read More about a Film Project

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Students write and publish a series of blog posts over the 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.

Read More about a Blog Project

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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 analytical framing.

Learn More about an Oral History Interview Project

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

See More about an Interactive Maps Project

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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 through strategic integration of multiple media formats.

See More about a Digital Story / Video Essay Project

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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 pieces. The magazine should integrate multimedia elements, professional editorial structure, and cohesive visual design that engages broader audiences.

Read More about a Magazine Project

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Students will identify and contextualize key events or milestones, demonstrating the ability to synthesize information and present it sequentially using digital tools while developing chronological thinking skills and multimedia literacy.

Learn More about a Digital Timeline Project

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

Read More about a Textual Analysis Project

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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.

Learn More about an Infographics Project

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Connect the Project to Learning Outcomes

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Connect the Project to Learning Outcomes

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What should your students learn, or demonstrate proficiency in, through a project? How can you map your desired outcomes to a specific project?

Examples:

Develop oral communication skills to convey historical knowledge [History Department Learning Outcome] → consider a podcast

Develop an ability to use design critically [Digital Culture & Information Minor Learning Outcome] → consider an infographic, magazine, website, or digital story/video essay.

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Finding, evaluating, and ethically using information

With almost any project, students must find, analyze, synthesize and present information. To support this process, consult a librarian, integrate a library research guide into Canvas, or schedule a librarian class visit.

Students’ digital footprints

If assigning a project that will be public-facing and live online, think implications for students’ digital footprints. There are opportunities for academic portfolio building, but also the possibility of abandoned projects.

Students' author rights

Just like faculty, students are the owners of their intellectual property. How can you help them understand their rights? (Hint: a librarian can help!)

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Once you have mapped a project to your outcome, consider your information, technological, and space needs and reach out for support early in your planning phase.

Explore the tech capabilities of classrooms and labs to find a space that may be suitable for presentation or digital lab work.

The following are available in the Harte Center on Leyburn Library’s Lower Level 1. Reserve these spaces via 25Live:

Video Recording Studio [Leyburn 101]

Video Editing Suites [Leyburn 123, 124, 125]

Presentation Practice Space [Leyburn 140]

Email helpdesk@wlu.edu to reserve technology like projectors, camcorders, and voice recorders.