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Focusing on PowerPoint,e-mail, Web research, and multi-media presentations at the university level is essential for students since writing in their professions will use e-mail and the World Wide Web and may involve online presentations. According to Mary E. Hocks and Daniele Bascelli, “Because multimedia combines verbal, visual and auditory forms of communication, these projects keep complex writing and planning skills while reinforcing skills of visual literacy.”

PowerPoint Assignment

Skills Developed Through this Project:

Team Work
Critical Thinking and Hypotheses Development
Oral Presentation
Technology (Power Point)
Worldliness through Knowledge Acquisition

Context of Curriculum:

Students are learning about consolidated financial statements and foreign currency translation. When a parent company is U.S. based with financial statements presented in U.S. dollars but owns a subsidiary in Egypt with financial statements presented in Egyptian pounds, these statements must be presented together for financial reporting purposes on U.S. stock exchanges. The students learn the accounting techniques of translating the Egyptian company’s financial statements from Egyptian pounds into U.S. dollars by using foreign currency exchange rates. This allows the overall financial statements (the U.S. parent and its Egyptian subsidiary) to be presented together, all in U.S. dollars.
Students learn the mechanics of consolidation accounting and foreign currency translation but do not really understand why the foreign currency exchange rate of Egypt changes over time. Over a semester period, the Wall Street Journal will have many articles relating to Egypt (or any other country.) After reading these articles, students are more aware of the impact of culture, nature disasters, politics, inflation, religion, trade deficits and surpluses, trade agreements, political unrest, frauds, etc. on foreign currency exchange rates.


From their Wall Street Journal readings, students must develop hypotheses about why their particular country’s foreign currency exchange rate changed during the semester. At the end of the semester, the group must present a 7 minute slide presentation using Power Point.
The project is 10% of their grade and is graded based on a) overall team presentation (this includes professional business attire), b) professionalism of slides, c) sophistication of hypotheses development, and d) individual effort to the team project.

Actual Assignment in Syllabus:

Team Work: Team work is a critical part of the course and involves 10% of the course work. The implicit promise in the partnership of a team is to make a good faith effort to achieve excellence in the assignment. Each team member should attempt to build personal networks with other team members; help other team members to develop whatever skills are needed in the team projects; participate in the projects; and assess each other’s efforts during and at the end of the semester. All teams are assigned randomly.
Foreign Currency Project: In order to better understand the concept of foreign exchange rate determination and the many variables that cause exchange rates to fluctuate, part of the course involves a project utilizing Wall Street Journal readings on foreign countries. Each three person team will be assigned a foreign country to use in this project. Each day each team member should peruse the Wall Street Journal for articles relating to their assigned country. Each team member should perform this task independently of their team mates by documenting the article in their individual journal. Team members should try to avoid using duplicate articles. Each day’s entry should appear on a new page of the journal and should be dated and contain appropriate referencing. (Referencing example: MacDonald, Elizabeth, “FASB Moving Ahead on Rule on Derivatives,” The Wall Street Journal, July 17, 1997, page A2.) You may want to cut out the article and tape it into the journal for future reference. These articles should provide the support for any hypotheses your team makes as causes for changes in your country’s exchange rate. Each team member’s journal should include no less than 14 articles. In selecting your journal articles you should consider the following:
  • The cultural, and other aspects, of your chosen country (political structure and changes, religion, natural resources, history, etc.),
  • Incorporate business/economic statistics,
  • Integrate the culture and business of the selected country,
  • Document exchange rate fluctuations throughout the semester.

Presentation: (on due date)

Each team will present a 7-minute, 3-piece slide show using Power Point to illustrate the concepts learned from this assignment. Include the economic and cultural phenomena that your team believes were probable causes of the fluctuation in exchange rate from the beginning of the semester to the end of the semester. Turn in to your professor the 3 slides and the individual team member journals on that date. This project constitutes 10% of your grade and the grade will be determined based on overall team presentation, professionalism of slides, sophistication of hypotheses development, and individual effort to the team project.

Peer Review Rating Form for Group Work (Susanne O’Callaghan) Students who are teddy bears are those who cannot see anything wrong with a peer student’s work! Students who are sharks refuse to see anything right with a peer student’s work!
Both types of students are at the extreme.

Working in groups helps one learn about interdependence and leads one to mature judgments. Hopefully, you are not a “shark” or a “teddy bear.”

Please rate the students you worked with on group assignments during the semester. Consider their contribution to the project; ability to meet deadlines; cooperation with others; and quality of individual work.

All evaluations will be kept confidential! Feel free to write in any comments you wish about anyone’s contribution or lack of contribution.

FIRST RANKING (Do not include yourself) Allocate 100% to all team members involved except yourself.

Team Member #1's Name: __________________________
Team Member #2's Name: __________________________

Total Allocation    100%

SECOND RANKING (Include yourself!) Allocate 100% to all team members involved including yourself.

Your Name: _________________________
Team Member #1's Name: _________________________
Team Member #2's Name: _________________________

Total Allocation    100%

Other Comments: _________________________

E-Mail Assignments


E-mail assignments are easily worked into a traditional syllabus. I have had students send introductory paragraphs, outlines, and possible paper topics via e-mail at certain intervals before papers were due in class. It affords them (and me) a bit more flexibility, and it works especially well for classes which meet once a week in the evenings. And, since all e-mails are encoded with a time and date sent, I know when they have sent them-if they have been sent by a particular deadline or no. Also, using the "reply" button, I can answer any queries quickly and effectively (or send warnings about tardiness).

Internal: E-mail has been very beneficial for the development of student study groups, as it allows students to communicate with each other asynchronously out of class, and it can also afford the professor a record of that interaction, which is sometimes hard to monitor. Let's say a class is broken down into groups of four students to research and discuss specific topics for presentations, or research papers, or something of the kind. The project timetable is three weeks. The professor requires that each student must send one e-mail and respond to one each week. When the student sends or responds to an e-mail, the mail goes to the whole group and a copy goes to the professor. Each student and the professor then have an electronic (or written, when printed out) records of the groups interaction. This helps in the development of the project, but it also gives the professor an idea of which students have done the most work, etc.

External: It is also possible to have students communicate with other students outside of their own class. I have used this idea to interesting effect by coordinating my ENG 102 class with a colleague's class at Illinois Wesleyan University. We grouped our students randomly into discussion groups (3Pace students to 2 IMU students) and had them exchange ideas about a common topic-in this case it was the difference between a "hero" and an "icon." After at least two e-mails per student to his or her group discussing the ideas, students had to send their introductory paragraphs in to the group for responses. This exercise thus combined a kind of group discussion with peer review, but connected students from different states, who only knew each other through their writing. Ideas of this kind, of course, could probably be easily worked out between classes at Pace using students at different campuses.

Web Evaluation and Research Assignments: Sample student critiques of Websites are also included in Working the Web: A Student’s Guide, by Carol Lea Clark.


The Pace Shakespeare Project ( Welcome to the Web page of the Pace University Shakespeare Project. This Web page is a work in progress and is being created through an on-going collaboration between Pace University students and faculty interested in the life and works of Shakespeare. We have developed an annotated bibliography of Shakespeare sources on the Web which has already had frequent visits recently. Also, we have begun an archive of student essays and a set of film and performance reviews. We'd like to share our research and writing with the Internet community, making it available to other college students, professors and people interested in Shakespeare's life and work.

Below you will find links to the Henry V discussion forum, annotated bibliographies and newsgroup. Students evaluated Internet sites relating to Shakespeare and his plays. They created Web documents to present annotated bibliographies.

Examples of the Shakespeare Student-Annotated Bibliography Page
( The goal of this page is to get people to understand and enjoy the many works of Shakespeare. the author of the Website has a question and answer link available for people with questions regarding Shakespeare. There is also information concerning festivals that are constantly updated. The page is trying to setup a Shakespeare Search engine but is having difficulty doing so. It does offer the next best thing though, a complete works of Shakespeare which you are able to browse through. This site will always be improving as long as people keep showing interest in it.

THE WORKS OF THE BARD ( The point of this page is to help test out a new search engine that would focus on Shakespeare. The site received a four-star rating from Magellan and is among the top five percent of the best home pages on the Web. The page has information on Shakespeare festivals and companies. It also contains online texts of all of Shakespeare's histories, comedies, tragedies and poetry. Finally, the site helps to give more information by offering links to other related sites.


If you are starting out to use the Web for a composition course, it is most helpful to examine the "library" side of the Web. All of the major papers and magazines now have a presence on the Web, and in some cases they contain much more information than the printed versions. This means that the Web can be used just as a library-and in fact many libraries as well as journals are online. Not everything on the Web can be taken at face value, but this is true of traditional publications as well, and part of what we teach our students helps their critical abilities. In a world of Heaven's Gate Websites etc., though, most of our students know this anyway.

The Web is an excellent source for enhancing the readings in a typical freshman writing anthology, and can be easily used as such. Students can use the New York Times site to gather background information, and deepen their understanding of a particular issue.

Example - let's say you have given an assignment in ENG 101 on the issue of "ebonics." Perhaps this topic has arisen from discussion related to an essay in your anthology, and you want students to explore the issue's contemporary relevance. You could send them to

to do a search for a dozen or so recent articles on the subject to inform their argumentation. If this is done early in the semester, it might lead to an interesting research paper.

The Web is also quite useful for gathering background information on a particular author in an anthology. In many cases, people who are anthologized will also have some work on the Web, or there will be some biographical or critical work on them.

Example-your students have read "Killing an Elephant" by George Orwell, and a student is searching for some background material. Pretend that you are the student, and enter a search engine such as "EXCITE." Enter in the key words "George Orwell" and perhaps "Political Writings." Follow the links to whatever text you would like to see. Now, one of the very useful things about the Web is the ability to search a document; if a student wants to explore the idea of shame and action in the Orwell essay, he or she can find the text online and do a search with the relevant words.


The above ideas for ENG 101 obviously also apply to ENG 102, but the study of literary genre in some ways makes the use of the Web even more intriguing from a pedagogical point of view, as the accessibility of literary texts and literary criticism on the Web is probably one of its particular strengths. Indeed, many publishers are nervous about the Web's development on this point. From a professor's view, though, it essentially allows one the ability to expand and add to any anthology-and possibly to do without one (or compose one's own).

Example-Since it is Shakespeare's birthday, and some of your classes are probably engaged in rummaging through his work (as my class is involved in Hamlet), let's imagine an assignment where one student has to research the Elizabethan concept of "melancholy," and another has to find out information about the Elizabethan theatre, and possibly even the "Globe." Try searches on these two topics, and see what you come up with.


Each student will research, using online historical data bases and Web resources, one of the authors of the four required books and the reviews related to that author's books. Students will write up a short analysis of that historian's oeuvre and the reception that the particular book we read received in the literature.


At the end of this semester, after we have read a variety of fiction from the 19th and 20th centuries, we will investigate the most current supernatural fiction published on the Web. At a site like and other sites listed in the course's online syllabus students will access new fiction and will analyze it in a formal written assignment. Evaluate the works in terms of the continuity/discontinuity of technique and tradition that you recognize in it and evaluate its value in comparison to other supernatural fiction explored in the course. Students will be given extra credit for locating and evaluating hypertext supernatural fiction on the Web; this fiction may have many features in common with classic fiction, but challenges traditional reading techniques and approaches to narrative.


The dimensions of this course (Philosophical Problems PHI 110) require knowledge of philosophical positions that cover a broad segment of western history, and the various divisions of philosophy-metaphysics, epistemology, axiology (values) and logic. To become familiar with these important temporal and conceptual divisions and for preparation for your term-paper, students will create a WEB bibliography addressing the following historical periods: ancient, medieval, modern (enlightenment)/contemporary philosophy (three sites for each), and TWO of the four divisions in philosophy (three sites for each).

Provide the following information on each site:

  • category the site best exemplifies (e.g., ancient, epistemology)
  • credibility-author, credentials, institutional affiliation and links to other sites
  • source (primary, secondary, etc.)
  • last updated


The goal of this assignment is to become familiar with online resources that will provide you with tools for expanding your understanding of the geographical and political context in which the Greek philosophers lived and wrote.

Assignment # 1.

Go to "The Internet Classics Archive" (listed under the Web Bibliography on this syllabus). Under the Perseus Project find Thomas Martin's Overview of Archaic and Classic Greek History.

  1. Skim the outline given and find section 12 on the Peloponnesian War and the historian Thucydides. Read the general historical information on Thucydides.
  2. Locate the sources on Thucydides. This link is part of the larger Perseus Project which is found in "The Internet Classics Archive" listed on the Web Bib. in this syllabus.
  3. Find two different views on Thucydides' "historical account" of the Peloponnesian Wars.
  4. Write a summary of the two views and give the sources you used.
  5. Write a paragraph on your sense of Thucydides' work, and post on our Webboard.

Assignment #2.

  1. Explore the historical material about Socrates in Thomas Martin's "Overview of Archaic and Classical Greek Philosophy." See link in assignment #1.
  2. Read the selection by Aristophanes about Socrates and compare it to the description of Socrates that Plato gives in the Apology.
  3. Read the view of Xenophanes in his history and compare it to that of Aristophanes.
  4. Write a thorough paragraph for the Webboard in which you evaluate two of these sources in relation to the other.

Note: You can find the texts by Xenophanes and Aristophanes by searching "The Internet Classics Archive" given in our Web Bibliography as well as in Pace Library holdings.


Research and evaluate Internet Websites for Aphra Behn, English writer, utilizing five different search engines. Then use your evaluative criteria to develop a selected bibliography in MLA style of at least five items.


Research Internet Websites for New York City theatre reviews of Samuel Beckett's "Happy Days" or Krapp's "Last Tape" through 1998 and then prepare an annotated bibliography in MLA style of at least ten items. Attach copies of two reviews, the best and the worst in your opinion.


  1. Subscribe to the Milton-L. Read the list for five days and keep a journal of the topics discussed. Comment on the list. What are your reactions
  2. Sign on to the Milton-L. Post a question (or make a comment) relevant to the ongoing discussion.
  3. Go to the Dartmouth Reading Room for Paradise Lost ( _ room/pl/ book-1//index.html). Compare the annotations for the first five lines of Book Three of Paradise Lost with annotations of the same lines in Hughes. What differences do you find


The following will be assigned on a weekly basis. Go to the instructor's home page and locate the Selected Web Bibliography for Internet Resources for Italian culture and language. Visit any one of the sites listed. Be prepared to return to class to report back in Italian on the kind of information available at this site. You will then be asked to write a one paragraph summary, in Italian, based on the information you found at the site. After the mid-point of the semester, students will be asked to locate their own Web sites in order to complete the assignment. Notable sites will be added to the instructor's list.


Visit Dr. William's home page and locate the selected sites for the French author read in class: Balzac, Flaubert, Zola, and Proust. After visiting these sites, do a Web search through the Pace Library Home Page on any one of the four authors. After selecting a site that appeals to you, be prepared to return to class with a printout of the page. Each student will speak briefly to the class about the information discovered on the Web

INTERNET ASSIGNMENT: SOC 102 (ROGER SALERNO) Go to the Web page for this class ( Study it carefully. Look at the sites already provided for each class topic.

Select one of the topics we will be covering this semester. Search the Web using at least two search engines for sites relative to this topic.

Provide a 100-word description for each of two sites you've explored (e.g. sites dealing with some aspect of family). Copy and submit the first page of each site along with your description.

In this assignment you should state why you think this site is important and why you believe other students should be interested in it.

Keep in mind that you will be using these sites for a short research paper on this topic. The paper will be due the last week of November.


Our class researched Websites and developed criteria to assess reliability, credibility and objectivity of online sources. Each pair of students chose 3 topics to research. Students accomplished the following:
  1. learned about different search engines
  2. developed a checklist to evaluate sites
  3. learned HTML and created HTML documents to present their findings about the topics researched
  4. learned about the World Wide Web and its viability as a research tool
  5. developed the habits of mind to evaluate any reference source

STUDENT PROJECTS We list the student projects by the topics they studied:

Crop circles, Gracie Jiu Juitsu, Animal preservation
Claddagh Ring, Gangsters in Hollywood, Technology in Film
Terrorism on the airlines, Foster care, "Party of Five"
Alfred Dreyfus, Corvette, Unidentified Flying Object
Native American Colleges, Circus History, Titanic Disaster
Astrology, Poetry, Art
Snapple, European Hostels, Black Magic / Voodoo

Webboard Assignments

Every week I will post, on my Webboard, a quote, which all students will respond to, via Webboard. For example, Heraclitus is reported to have said, "you can never step into the same river twice." What do you think he meant, and does it have any relevance for today Also, to which aspect of philosophy do you think this saying best fits and why.


At the heart of the semester, you may find Swift's writing challenging both because of his style and his often topical and therefore unfamiliar subjects and references. And, too, his sharply satirical mindset may take some getting used to. This class will be using Webboard, and an online conferencing system, to provide a new platform for discussion and study outside the classroom. This class meets one night each week, but Webboard will give all of us constant access to each other for sharing ideas and supporting each other in our intellectual activities. Our activities outside the class will enrich the classroom experience for all of us. Our interaction in this forum will take at least two forms. Each week I will post several study questions for online response (rather like a traditional journal but to be shared with everyone) that will focus our discussion and give students the opportunity to try out their ideas on focused topics and in a fairly formal setting. These questions and responses will serve as the starting point for class discussion each week. In addition, students will use the chat function on the Webboard to share their thoughts and problems less formally. A schedule of postings and additional guidance are in the syllabus.


You will use Webboard to critique photographs that I post with specific critiquing criteria. Later, you will critique each other's work. You will need to critique one piece and respond to several others. These discussions will act as a starting point for later class discussions.


Readings are divided into 75-100 page segments. Questions related to weekly reading assignments that form the basis of in-class discussions will be distributed in class and are posted on my Web pages. Each week, 2-3 students will serve as a discussion/Web leader and will be responsible for one section of the reading and the related questions. These students will post, at least 4 days before the date of the in-class discussion, answers to at least 3 of the questions pertaining to their reading on a Webboard. All students will be required to respond to at least one answer per leader prior to the in-class discussion on the Webboard. In-class discussion will focus on the debates generated prior to class. Students' participation grade will depend on not only in-class talking but also in the quality of their contributions to the Webboard debate. Each student MUST lead the class for one week's assignment "Audience" members earn points toward their discussion grade by quizzing the panel about the facts, commenting about the issues, or asking questions about interpretations posted on the Web. (NOTE: you may also earn "audience" points by attending various events announced throughout the semester.) Therefore, discussions can be compared to a talk show, with the professor’s job to moderate the online and in-class discussions.


You are required to write a two to three page essay on the midterm comparing Freud's and Nietzsche's ideas on repression and its role of civilization. This will be due on November 3, 1998. However, before you do this I would like you to share your initial ideas with your classmates.
For this purpose go to the Webboard for this class and respond to the ideas presented by Nietzsche and Freud in Collins and Makowsky. You should write no more than fifty words dealing with their ideas centering on the above noted issue. This must be submitted on October 20, 1998.
By the close of October 27th you must respond (in at least fifty words) to one other student's comments. In this statement you should state your agreement or disagreement with the ideas presented by your classmate. It is important that you be respectful in your comments.


This is a collaboration with a Digital Imaging class at a university in Texas. You will respond to artwork created by students in the other class. Responses will both be visual (manipulating an image and/or using it as a springboard for new images) and verbal. Images will be posted to a Web page and dialogue between students will take place either through e-mail or Webboard.


Using the broadcast and discussion features of Robotel and Webboard, your group will prepare a thirty-minute cyber-presentation on the author and work of your choice. Together (this could be done by e-mail), write a 100-word summary and critique of the author’s life and chosen work with links to Websites. Post this document and the links on Webboard so that other students can see them and use them after your presentation. You will use this summary to present the author and work (with links) to the class. Then you will use a pre-posted discussion question for a live, informal Webboard Chat focusing on students initial responses to the chosen work. Next you will ask students to individually answer three pre-posted discussion questions on the themes, issues or literary elements (symbols, irony, viewpoint) covered in your presentation. The summary and critique should be written together, but each person should also be responsible for researching and preparing a document (outline, notes, microtheme) on a specific aspect of the presentation.

Multimedia Web Page Assignments

INT296-BEOWULF TO LEAR: TEXT, IMAGE, HYPERTEXT (MARTHA DRIVER AND JEANINE MEYER) The best student work is posted as the assignments are completed during the semester.

Student Work - Spring, 1998

  1. Team projects-respond to assigned sections of Beowulf, creating internal and external hyperlinks:

    Welcome to Heorot
    Battle Under the Sea
    The Feast at Heorot

  2. Individual projects-brief passage analysis from Sir Gawain and the Green Knight with two or more illustrations with appropriate captions (possible to link this project with the character analysis):

    The Introduction by Brian Hannabery
    The Green Knight's Challenge by Lourdes Acosta
    The Beheading Contest by Janet Bobr
    Christmas Morning by Anthony Calderon
    Christmas Day by Aisling Murray
    The Castle by David Mossakowski
    The Royal Truth by Teresa Piscioneri

  3. Individual projects: illustrate a traditional character analysis (of a character from Canterbury Tales or the Arthurian legend) with an audio recording of a monologue created for the character, links to relevant external Website, and an image map:

    Sir Gawain by Anthony Calderon
    Sir Gawain by Brian Hannabery
    The Monk by Lourdes Acosta
    The Wife of Bath by Stacy Nikolopoulos
    King Arthur by Janet Bobr

  4. Final project [Group]-choose 1:
    1. Create a virtual museum of the Middle Ages and early Renaissance with a guided tour (audio) and glossary of terms.
      Museum of Illusions by Brian Hannabery, Aisling Murray and Janet Bobr
    2. Create a scene from King Lear with illustrations and links to monologues and character analysis.


Choose a poem from my list on the course home page and create a Web page with a 100-word explication of the poem’s themes and images. Also use interpretive illustrations (from the Internet or scanned), a link to a reading of the poem recorded in Wave sound or Sound Recorder, links to relevant external Websites, and an image map. Include a Bibliography of all books, Websites, and other resources used in the creation of the Web page. Title and date your page.


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