Evaluation

UVic Pol 433 Summer 2022
UVIC2022

COURSE REQUIREMENTS

a) Co-Introduce/facilitate Topic Discussion (15%)
b1) Political Framing Experiment Design (15%)
b2) Political Dumbfounding/Taboo Vignette (10%)
b3) Partially Structured Narrative (10%)
b4) IAT design (15%)
b5) Mirror narrative (10%)
c1) Participation through BrightSpace forum postings (10%)
c2) Participation via Zoom (5%)
d) Summary paper focused on political implications (10%)

Assignment details

Requirement a) Co-introduction and facilitation = 15%)

Up to five students will share the introduction and facilitation role during each Type 1 class.

Introductions should, first and foremost, highlight the main contribution of the required reading as well as identify something of interest in an additional reading. It is not necessary to summarize the required readings in any detail, as we can assume that everyone has done the required reading. Rather, the emphasis should be on briefly situating the reading(s) in our ongoing concern with indirect measurement of implicit rather than explicit attitudes. These introductions, and more particularly facilitation efforts, should point toward further research steps with emphasis on political applications. In this way the presenter should offer a general example to seminar participants as to how to work toward their own research designs for the subsequent class.  Introductions should be concise and to the point, taking no more than 3 or 4 minutes to deliver. That’s around 500 words. A copy of prepared, practiced and timed notes is to be submitted to the instructor on BrightSpace. Presenter/facilitator’s names and student numbers must appear prominently on the first page of the submission. Reading prepared remarks is fine, so long as you practice their effective delivery, e.g., looking up and connecting with your audience. No PowerPoint or other audio/visuals are required beyond a few sheets shared with the class using Zoom’s screen sharing tool. Be sure to have these sheets open on your desk top and available for sharing.

Facilitation should also be pre-planned with two or three written suggestions as to possible prompts or questions to stimulate further discussion, focusing particularly on possible political implications. These should be included in the submission to the instructor.

Co-introduction and session facilitation schedule–Type 1 sessions.
Please email the instructor regarding your preferred dates to introduce/facilitate a topic. Each student will present on only one of the six available sessions listed below. It will be helpful, however, to indicate more than one preference in your message to the instructor.
This chart will be updated with surnames as the schedule fills up.

Class session Topic St 1 St 2 St 3 St 4 St 5
3:
July 12		 Framing/Emotion Doyle Wilczak Cej
5:
July 19		 Dumbfounding Gaina Cameron
7:
July 26		 Semi-structured Rossi Crowley Stevenson
9:
Aug 2		 Implicit/IAT Connolly Kosalko Yilmaz Buisa
10:
Aug 4		 P&P Implicit Alva Ballantyne
12:
Aug 11		 Mirror Neurons Ku Vokey Jiradecharkorn Barker

Requirements: b1-5 Measurement designs

Working either in groups or individually students will create and present five measurement designs for assessing implicit or non-conscious attitudes.

These include:

b1) a framing experiment design (15%)–July 14
b2) a dumbfounding vignette (10%)–July 21
b3) a partially structured narrative (10%)–July 28
b4) an IAT design (15%)–August 9
b5) a mirror narrative (10%)–August 16

Each of these should focus upon a political bias concerning indigenous peoples, homelessness or authoritarianism.

These designs will consist of several elements:

  1. a very brief background on the approach and political concern (1 paragraph);
  2. a concise rendering of the proposed measure or indicator;
  3. a statement of the hypotheses underlying the measure.

Presentation of these measurement designs will consist of no more than a three minute oral summary using no more than one or two sheets suitable for screen sharing via Zoom. Have the .doc, .pdf or comparable document open on your desktop and reading to share prior to class

A copy of the design and presentation sheet, with identifying student name(s) and number(s), should be submitted via BrightSpace to the instructor no later than 11am on the day of the presentation.

Due to time constraints, missed presentations will likely not be able to be made up in subsequent class sessions. If you expect to miss an online session, carefully consider partnering with a student who will be present.

Requirement c Participation & Engagement = 15%

c1. Prior to each Type 1 class session, each student is to post on BrightSpace a short (250 words) comment or reflection regarding the required readings for that session. These comments/reflections should be brief, consisting of only two paragraphs. The first paragraph should be analytic; the second synthetic.  The analytic paragraph should discuss the reading in terms of its constituent elements. In other words, what are the essential components of the intellectual contribution made by the author(s). The synthetic comment/reflection should draw a connection between the reading and the overall focus of the course. Students will be able to see each others comments/reflections only after the forum is closed.

c2. Ongoing participation in class discussion is expected. This requires regular attendance via Zoom. Students will be evaluated on their contributions to class discussion, their displayed understanding of the readings, and their ability to listen and engage with others constructively and collegially.

Requirement d) Summary paper = 10%

At the close of the course students will prepare a very brief (max 750 words) summary of one important thing learned about fast and slow thinking in our course and describe how it has influenced their thinking about politics regarding indigenous or homeless populations or authoritarianism. Papers should be submitted as a .pdf or .doc attachment via BrightSpace no later than 3pm on Friday, August 19. As with all assignments in the course, papers may be either individual or joint efforts. As a rehearsal for the paper, students should be prepared to make an informal three minute presentation on the paper topic during the final class session on Thursday, August 18.

UVic Poli 323 Evaluation/Summer 2021 

Short Papers (55%)

#1 Due May 28 6pm = 15% (submit via Brightspace).
#2 June 11 6pm = 20% (submit via Brightspace)
#3 Presentation in Class June 22 & 24 = 20% (written version due 22 June 1pm).

Quizzes (30%)

May 25-27 = 10%        Study Concepts for Quiz 1
June 8-10 = 10%         UVic Study Questions for Quiz 2
June 17-20 = 10%      Study Questions for Quiz 3

Grading Standards

Participation 15%

Student Instructional Survey (due during first week of class)  = 2%
In-class topic presentation on additional readings (various dates) = 5%
Preliminary “Who’d You Rather (write about)? #1 Statement= 2%
Preliminary “Who’d You Rather (write about)? #2 Statement= 2%
Audience Participation Jun 22 & 24 = 4%
Comment sheets for Jun 22 available on Brightspace at:
https://bright.uvic.ca/d2l/le/content/131180/viewContent/1069581/View
Comment Sheets for Jun 24 available on Brightspace at:
https://bright.uvic.ca/d2l/le/content/131180/viewContent/1069583/View

Evaluation Details

Papers

Student papers for the course are to take the form of an op-ed or guest essayhttps://projects.iq.harvard.edu/files/hks-communications-program/files/new_seglin_how_to_write_an_oped_1_25_17_7.pdf of the sort one might find in the Globe and Mail or New York Times.  As such they are to be relatively short (750 words) and to the point. These papers are to demonstrate how one of the approaches covered in the immediately preceding section of course sheds light on either populism, authoritarianism or polarization. Papers are to be submitted on BrightSpace no later than the date and time specified.

In preparation for these papers, class exercises will be held in the class sessions prior to their due date: (May 27 for the May 28th paper); (June 10 for the June 11th paper). These will take the form of a “Who’d You Rather (write about)?” exercise using Zoom Breakout Rooms and class discussions. Prior to each paper preparation class students must submit via BrightSpace a preliminary indication of their favoured perspective and why. This should consist of no more than a sentence or two.
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Two rounds of Breakout Session will be held. The first in which students are randomly assigned; the second in which students working on similar theorists/perspectives are gathered together. In both rounds of breakout rooms students one student will be selected to coordinate the use of Zoom’s whiteboard to summarize their discussions. At the end of each breakout session, the whiteboard will be shared with the class. The instructor will use Zoom’s anonymous polling tool will to summarize the students’ “Who’d you rather? Preferences.

Here’s a short video on using a whiteboard in breakout groups:
https://blogs.otago.ac.nz/zoom/breakout-sessions/how-to-use-a-whiteboard-in-a-breakout-room/

Topic Presentations

For topic presentations several students will briefly (3 minutes) summarize the relevance of one of the items listed as a recommended reading for the day. Students presenting on 27 May or 10 June may choose a recommended reading from any of the classes in the preceeding Part of the class, e.g., Classic or Mid-Century appoaches. In preparing presentations please do not plan simply to summarize or recount the author’s discussion. Consult with the instructor if you are tempted to do this. Nevertheless, students should be prepared to answer clarification questions about the article that may be raised by classmates or instructor. Presenters may work in small groups or individually and are strongly advised to discuss their presentation with the instructor beforehand. With prior permission, students may select a relevant recent (2016+) article from another source. To stay within the time limits, these presentations should be well-rehearsed. Presentations may be supported by no more than two very succinct slides shared via Zoom with the class. These slides and the text of presenters’ script are to be submitted via BrightSpace no later than the outset of class.

Here’s a video on sharing your screen.  Note how to share a file.
https://www.youtube.com/watch?v=YA6SGQlVmcA

Sign up for a topic presentation date on Brightspace:
Go to the Course Tools menu.
Select Groups.

Final Presentations

Final presentations (and their discussion) will take up the entire last two class sessions (June 22nd and 24th). Presentation parameters will be similar to those for topic presentations though time and slide limits will depend on the number of students enrolled as of 17 June. In final presentations students will identify and briefly discuss one or two things about which they have changed their mind(s) in response to the course content. This will require students to identify what they had previously thought and what they now think. Speaking notes for these presentations are to be submitted via BrightSpace by the outset of class on June 22.

Quizzes

Students will complete three multiple choice online quizzes during the course. These will remain available on BrightSpace for approximately two days for the student’s convenience. The material covered in each quiz will review the essential concepts with which students should be familiar in preparing the paper for that section of the course. A list of study concepts will be provided prior to each quiz.

Instructional Survey

The results of an anonymous instructional survey completed during the first week of class will be used to illustrate many of the approaches discussed in class. This is to be completed during the first week of class. Upon submitting the survey on BrightSpace the students should send an email to the instructor affirming their participation.

Class exercises

Class exercises will generally take a “2 Facts and a Fib” format. Using Zoom’s breakout rooms, small groups students will develop “two facts and a fib” about a theorist, approach or concept. One student in the group will use Zoom’s whiteboard to list the 3 items without indicating which item is the fib.  At the end of the breakout session, this whiteboard will be shared with the class to see whether the other students can determine which statements are facts and which is the fib. Zoom’s polling tool will be used to assess students’ answers.

Additional class exercises may have students work in breakout groups to describe a figure, chart or table or answer a question posed by the instructor, again using the whiteboard.