This document provides information about an upcoming group presentation assignment for Nikki Mattson's Academic Interactions 130 class. It includes details about the assignment such as having groups of 3-5 students research challenges IECP students face transitioning to an American university using information from PSU class observations and interviews. Students are asked to propose solutions and address counterarguments. Guidelines are provided on creating a 7-12 minute video presentation with slides. The document also includes class discussion questions to help students prepare and instructions for choosing groups and writing a contract to guide their collaboration.

1. S P R I N G 2 0 1 5
I E C P
N I K K I M A T T S O N
Academic Interactions 130

2. Agenda
 Conversation Starters
 Notes from PSU comments
 Week schedule
 Group presentation introduction

3. Conversation Starter 130A
 Penn State's College of Arts and Architecture, School
of Music, and Center for the performing Arts
presented Puccini's opera, named “La Boheme”. One
of the world's most beloved operas, Puccini's La
Boheme tells a story of love, life, and loss in
nineteenth-century Paris. My son was lucky enough
to attend a "La Boheme" performance. When they
were rehearsing, I saw a young man who played
piano and accompanied the singer. Do you think
the accompanist or singer is more important? How
do they work together? (XUN XU, MUSIC, A130 A)

4. Conversation Starter 130A
 There are a lot of animals that can distinguish
between colors, such as birds. They have an
extraordinary ability to distinguish between colors.
In your opinion, how do the birds benefit from their
ability of distinguish between colors?
(Biology,Zainab Bu Ali,130A)

5. Conversation Starter 130A
 In Emirates criminal law, if a criminal commits a
crime, he will be punished. Also, if he attempts and
starts to commit a crime but does not do it because
something happens out of his control such as
someone stops him, he will still be punished. Do you
think this punishment is fair or not? And why?
 (Mohammed Albadi, Law, Class A)


6. Conversation Starter 130B
 Most local laws in most countries are written, so the
lawyer can defend his client clearly. I think one of the
toughest aspects of practicing law that lawyers face
in my country is trying a case that does not have
clear written laws; in such cases, the judgment is
made according to the understanding of the judge.
How do you think this affect’s justice? How might it
affect perspectives about justice?

7. Conversation Starter 130B
 Nowadays, there are many attempts to improve our
diets and nutrition by educating people about the
dangers of modern methods for growing and
preparing food. Do you want to make improvements
to your diet and nutrition? Why/why not?
 ( Mona, Nutrition & Food science ) 130B

8. Conversation Starter 130B
 To graduate from my college I studied a lot. That was
probably one of the most challenging parts of my life.
Even though I studied hard, I still had a few failed
attempts at my thesis defense. What problems do
you think I had to overcome? How do you think I
overcame these challenges?
(Ananda, Civil Engineering AI 130B)

9. Classroom Observation Presentations
 They were great!
 lots of smiling 
 great body language and eye contact
 very creative
 voicethread peer comments were excellent!
 Some small things I noticed:
 interact/interaction
 professor
 students
 observed

10. Schedule for the Week
 Monday = Introduce group presentation project
 Tuesday = Continue to prepare for group
presentation project
 Wednesday = Class time to work with your group on
your presentation
 Thursday = Class cancelled so you may meet with
your group and practice/record your presentation.

11. Introduction to Group Presentations
 What is it? (the big idea)
 A 7-12 problem/solution presentation (with PPT
slides) that focuses on challenges that IECP
students may face when transitioning from the IECP
to an American university and possible solutions
to those problems.
 The primary sources of your information should be the
PSU classes that your group members attended and the
PSU student interviews that your group members
conducted.

12. Details
 Group = 3-5 members
 Due 4/10 by midnight (Box)
 7-12 minute problem/solution video presentation
(with PPT slides)

13. Handout

14. Step 1
 In light of your PSU course observations and your
PSU student interviews, brainstorm challenges
that IECP students may face when transitioning from
the IECP to PSU.

15. Step 2
 Narrow your list of potential challenges to
those that you will be able to support with
evidence (quotes/examples/paraphrasing from
your PSU observation or PSU student interview
experiences).

16. Step 3
 Brainstorm solutions to the challenges that IECP
students may face when transitioning to an
American university. Describe details and resources
in enough detail that audience members could
pursue any suggestions that you make.

17. Step 4
 Prepare to give a 7-10 problem /solution presentation that includes:
 an effective introduction
 thorough explanations of at least 3 challenges that IECP students may
face when transitioning to an American University (each challenge should
be clearly explained and supported by quotes/examples/paraphrasing from
your group’s PSU class observation and/or PSU student interviews
 thoughtful proposed solutions for each of the challenges mentioned
 counter objections (state objections that you anticipate IECP students
would have to you proposed solutions + counter the objections with
persuasive speech focused on why your solutions are beneficial)
 an effective conclusion

18. Be Sure to Include…
 at least 3 quotes/paraphrase and/or specific examples from
the PSU Student Interview Project and/or the PSU class observations
with thorough in-speech references
 clear, smooth, and logical transitions from one presenter’s
information to the next presenter’s information. The goal is to give a
logical and cohesive presentation.
 Note: I recommend that you make arrangements to record at
the ITC or One-Button Studio so that the quality of your video
is high.

19. Category Points Teacher Comments
Group Presentation Content
Presentation included… ____/20
 an effective introduction
 thorough explanations of at least 3
challenges that IECP students may face
when transitioning to American
universities
 thoughtful proposed solutions for each of
the challenges mentioned
 counter objections for each proposed
solution
 an effective conclusion
Structure
Ideas were organized and presented logically.
Information from multiple speakers was logically
connected, and appropriate and adequate
transitions were used.
____/10
Delivery
Delivery included:
sufficient volume, an engaging manner of
speaking and body language, clear pronunciation,
and appropriate stress, rhythm, and pacing
____/10
Language Usage
Speaker consistently made effective lexical and
grammatical choices in relation to the topics and
the intended audience
____/10
PPT Presentation
PowerPoint presentation was clearly organized,
enhanced the presentation by highlighting
important information and relevant images, and
contained slides with minimal text
____/10
References
Presentation included at least 3
quotes/paraphrases and/or specific examples that
were correctly and thoroughly referenced during
the presentation
____/10

20. In-Class Preparation
 Part 1 (Discussion)
 1. What are some advantages and disadvantages of group
presentations?
 Advantages
1.
2.
3.
4.
5.
 Disadvantages
1.
2.
3.
4.
5.

21. Discussion
 2. How can you decide who will do the different parts
of your presentation?
 3. How can you connect the different sections of your
presentation?

22. Discussion
 4. What are some tips that you have for organizing
and giving effective group presentations?
1.
2.
3.
4.
5.

23. Discussion
 . What are some group roles that might be helpful
for organizing group work? (leader, encourager,
time keeper, etc.)
1.
2.
3.
4.
5.

24. Discussion
 2. What are some group behaviors that might be
helpful for accomplishing a task?
1.
2.
3.
4.
5.

25. Choose Your Groups
 3-5 people that you will complete this presentation
with
 You will have Wednesday (in class) and Thursday
(outside of class) to work together
 Any other meetings will happen outside of class time

26. Contract Writing
 Create a contract with your group members that will
guide how you interact with each other and complete
tasks. Think about what expectations you have for
each member.

27. HW
 PSU Interview, transcript, and transcript analysis
DUE 3/27 by midnight
 Tutoring and Conversation Partnership recording
and reflection due (3/29) (Meeting 5)