2. Classroom Assessment Techniques: “Group” presentations Social and Legal Environment of Business

3. The Course: Juniors, Core Course; 35-40 students Juniors, Core Course; 35-40 students Subject matter: Legal System, relationship of business, social environment, law and public policy Subject matter: Legal System, relationship of business, social environment, law and public policy Several Subject Areas: Requires lots of new vocabulary, foundation material; Several Subject Areas: Requires lots of new vocabulary, foundation material;

4. The Goals: Basic understanding of structure and mechanics of legal system Basic understanding of structure and mechanics of legal system Recognize connections: business, stakeholders, legal system Recognize connections: business, stakeholders, legal system Develop skills: Develop skills: Finding and Integrating sources Finding and Integrating sources Written organization and expression Written organization and expression Verbal organization and expression Verbal organization and expression Group work Group work

5. The Challenges: Getting beyond the basics Getting beyond the basics Time needed to lay foundation before moving on to “higher level” tasks Time needed to lay foundation before moving on to “higher level” tasks Class Size Class Size Class time taken by presentations; faculty time required for structuring, guiding, and evaluating student group and individual work Class time taken by presentations; faculty time required for structuring, guiding, and evaluating student group and individual work

6. Group Presentations Group Presentations

7. GROUP PRESENTATION BASICS: I considered the following to be critical to ensuring that presentations were relevant and informative TOPIC SPECIFIED; KEY ISSUES GENERALLY IDENTIFIED TOPIC SPECIFIED; KEY ISSUES GENERALLY IDENTIFIED PRIOR INDIVIDUAL WRITTEN RESEARCH REQUIRED PRIOR INDIVIDUAL WRITTEN RESEARCH REQUIRED Individual research paper or outline reviewed and discussed in advance of presentation Individual research paper or outline reviewed and discussed in advance of presentation CHECKPOINTS TO DETERMINE PROGRESS (Some class time devoted to checking progress; drafts required) CHECKPOINTS TO DETERMINE PROGRESS (Some class time devoted to checking progress; drafts required)

8. GROUP PRESENTATION CHALLENGES 1) CONTENT QUALITY: Informative and Accurate Informative and Accurate Well Organized Well Organized Relevant Issues Addressed Relevant Issues Addressed 2) STYLE: 2) STYLE: Colorful, Interesting, Clear Colorful, Interesting, Clear 3) WORTHWHILE FOR AUDIENCE

9. 4) Group Dynamics

10. Initial Changes: (To better focus the research, and to make the presentations more interesting and helpful to the audience) SOURCES PROVIDED ON BLACKBOARD SOURCES PROVIDED ON BLACKBOARD Students required to add 3-4 of their own Students required to add 3-4 of their own MORE EMPHASIS ON STYLE MORE EMPHASIS ON STYLE Examples of prior presentations were shown to class Examples of prior presentations were shown to class

11. Results Were Mixed Content decent overall Content decent overall Style improved somewhat Style improved somewhat Took up MUCH too much time Took up MUCH too much time Group dynamics a continuing problem Group dynamics a continuing problem

12. GOALS FOR BRIDGE PROJECT Better Integrate Presentations with Lecture Material Better Integrate Presentations with Lecture Material Time Pressure a huge problem Time Pressure a huge problem Make research/group presentation less burdensome Make research/group presentation less burdensome Engage audience to greater degree Engage audience to greater degree

13. BRIDGE REVISIONS 1)MORE STRUCTURE MORE SPECIFIC ISSUE IDENTIFICATION 2)REDUCED PRESENTATION TIME Approximately 5 minutes per person instead of 15 minutes Approximately 5 minutes per person instead of 15 minutes 3)MODIFIED OR ELIMINATED OTHER ASSIGNMENTS WHICH WERE NOT RELATED TO THE PRESENTATION Homework assignments and exam essay questions were focused on the presentation topics. Homework assignments required summaries of research sources and outlines of progress on the paper. Homework assignments and exam essay questions were focused on the presentation topics. Homework assignments required summaries of research sources and outlines of progress on the paper.

14. BRIDGE REVISIONS (CONT’D)

15. “Group” Presentation With Individual Grades Seven-eight general “group” topics identified Seven-eight general “group” topics identified Each topic had up to six separate issues Each topic had up to six separate issues Students “select” general topic within first two weeks of semester– no more than 6 students per “group” Students “select” general topic within first two weeks of semester– no more than 6 students per “group” Class meeting time still provided Class meeting time still provided

16. “Group” Presentation Students may choose to present as individuals or with the group Students may choose to present as individuals or with the group Groups may use one powerpoint or individual powerpoints Groups may use one powerpoint or individual powerpoints Each Individual is responsible for his/her issue, but must also coordinate with the group to make sure there is no overlap. Each Individual is responsible for his/her issue, but must also coordinate with the group to make sure there is no overlap.

17. RESULTS (MY IMPRESSION) CONTENT AND QUALITY OF PRESENTATIONS ABOUT THE SAME CONTENT AND QUALITY OF PRESENTATIONS ABOUT THE SAME SLACKER PROBLEMS VANISHED! SLACKER PROBLEMS VANISHED! GROUP ACTIVITY: Despite the option of working individually, most students chose to work together. Several presented a completely coordinated group presentation. GROUP ACTIVITY: Despite the option of working individually, most students chose to work together. Several presented a completely coordinated group presentation.

18. PLANS FOR FUTURE STRUCTURE IS CRITICAL STRUCTURE IS CRITICAL Identify AND ORGANIZE issues, provide foundation research Identify AND ORGANIZE issues, provide foundation research POWERPOINTS HELPFUL: POWERPOINTS HELPFUL: Will require for all Will require for all TOUGHER TIME RESTRICTIONS, GREATER EMPHASIS ON STYLE TOUGHER TIME RESTRICTIONS, GREATER EMPHASIS ON STYLE MORE EXPLICIT DISCUSSION OF DIFFERENCE BETWEEN WRITTEN RESEARCH AND PRESENTATION MORE EXPLICIT DISCUSSION OF DIFFERENCE BETWEEN WRITTEN RESEARCH AND PRESENTATION

19. Next Challenge to Work on…. Engaging the audience– questions and critical thinking… Engaging the audience– questions and critical thinking…