Assignments Across Disciplines

Permanent URI for this collectionhttps://hdl.handle.net/1807/99063

Assignments Across Disciplines (AAD) is a collection of peer-reviewed post-secondary assignments created by Professor Andrea Williams with contributions by University of Toronto faculty and students. AAD aims to improve teaching and learning by creating a database of exemplary assignments that can be adapted to various teaching aims and contexts and give instructors credit for sharing their assignments and related teaching materials. Dr. Williams has received support for this project from the University of Toronto's Learning Education Advancement Fund. As you browse this collection please keep in mind: 1. You can search assignments by Title, Abstract, Course Code, Keywords, Discipline, Type of Assignment and Year. 2. Each assignment has a short description and instructor commentary. 3. Each assignment and its accompanying materials (grading rubric, syllabus, etc.) are available in full text (PDF) format and can be downloaded for free. If you have questions about Assignments Across Disciplines, please contact al.willliams@utoronto.ca. For more information please visit https://sites.google.com/view/assignmentsacrossdisciplines/.

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Now showing 1 - 20 of 51

Last Class Workshop
(2022-06) Styles, Erin
This assignment asks students to come to the last day of class (whether virtually or in-person) having reviewed all aspects of the course (lectures, guest lectures, readings, and major assignments) in order to provide formative feedback on the course with the aim of improving future versions. Students are expected to bring at least one written page of thoughtful and specific feedback about the class. The class is student-led, with the instructor facilitating student discussion. This assignment can be used in any course and in any discipline or field.
"Explain it to me like I'm a..."
(2022-06-29) Moon, Nathalie; Bolton, Liza; Christensen, Rebecca; Moon, Michael; Pejcinovska, Marija
Students work in groups of four to create a 12–15-minute video presentation explaining a statistical concept to three different target audiences. Students choose their group based on a statistical concept such correlation, linear regression, or statistical independence and create presentations explaining their chosen concept in a way that is appropriate for (1) a ten-year-old child, (2) a first-year statistics student who enjoys math, and (3) a researcher with an advanced degree in a subject other than statistics. Students show their recorded video in a class film festival where they have Q&A sessions. Students receive a group mark on their presentation and complete a mandatory assessment of themselves and their group members. The group assessment is not graded but students incur a penalty if they do not complete it.
History Term Project
(2022-05-25) Bredovskis, Eriks
Students do a term project that shows their research abilities and knowledge of nineteenth-century Germany. Students either choose from a list of projects or create a new one with instructor approval. For their project students must use primary and secondary sources and may 1) write a 12-page paper; 2) create a graphic novella; or 3) create a digital project. The 12-page written work may take the form of a traditional term/research essay, a lesson module, or creative non-fiction. The graphic novella must be relevant to 19th-century German history, incorporate collages and follow one of the following formats: 1) 12 panels with a caption narration for each; 2) a set of 8 art collages; or 3) a tour itinerary and description of ten significant historic sites. The digital project may take the form of an online primary course exhibit showcasing an historic theme or an 8-minute short video documentary that examines a significant moment, phenomenon, or person in nineteenth-century Germany history. Students must consult the instructor throughout the term about their chosen medium and their approach the research topic.
Virtual Fieldtrip
(2022) Anderson, Melissa
In partners students create a guided fieldtrip using Google Earth. They must describe the geological features of a site (chosen from a list of locations provided by the instructor or another location with instructor approval) using presentations, photos, and text. Groups create the virtual fieldtrip on Google maps, which must include an introduction to the location, two location stops, and a final stop. Groups then assume the role of course instructor by explaining the interactions between geology and humans and by posing relevant questions to their classmates about the field trip. Students may choose to provide peer feedback about the virtual field trip for bonus marks.
Video Podcasts
(2022) Anderson, Melissa
Students work in groups of two to four on a research topic of interest to them. Groups create 12-minute video podcasts outlining the key components of their topic using relevant course content and submit a 2-page handout on the relevant research for their topic. Content included in the handouts is tested in class quizzes.
Research Essay Assignment – Part two: Essay (draft and revision)
(2022) MacDonald, Brock
This is the second part of a two-part essay assignment (the first part involves a listening response and essay proposal). For part two students write a draft of their research essay on the topic they proposed in part one. The research essay involves an in-depth examination of their chosen composition in which they critically evaluate it and explain its relevance. For their essay, students are expected to use the feedback they received on their proposal and to do further research on the topic. Students may also use relevant course content, readings, ideologies, and theories to formulate their essay. The essay should includes a Works Cited list with at least eight sources, including five scholarly.
Research Essay Assignment – Part One: Listening Response and Proposal
(2022) MacDonald, Brock
This is the first of a two-part essay assignment (part two is the final version of the essay). This assignment has students listen to an archaic piece of music and describe their thoughts and emotional experience of the composition. The rest of their paper addresses a tentative research topic of interest to them, which they use to write part two of the assignment. The response to the composition makes up half or three-quarters of the assignment and the rest of the assignment explains their research topic. Approximately 750-1000 words.
Mapping the North Parry Sound shoreline trail 
(2022) Gregory, Daniel
This is the fourth of six modules (module 1 involves virtual outcrop mapping; module 2 involves orienteering exercises; module 3 involves structural mapping; module 4 involves online field mapping; module 5 involves online core logging; and module 6 involves the Anaconda method of mapping). This module has students construct a stretch map of a lake. Students complete a series of 5 tasks. Task one has students write notebook entries for a set of 15 sites—the notebook entry must include structural measurements, a sketch, and a written description for each site. Task two has students draw outcrops for each site using a set of "air photos," videos, and photographs. For task three students write descriptions of a sample of 10 rocks. For task four students create a legend of the rocks and plot structural measurements of the sites on the map outcrop. Finally, students use the information gained from the maps and field notes to write a geologic history report (1/2 – 1 page) of the area. Students must provide evidence for their assertions and indicate their confidence level for each hypothesis.  
The Anaconda method of mapping
(2022) Gregory, Daniel
This is the last of six modules (module 1 involves virtual outcrop mapping; module 2 involves orienteering exercises; module 3 involves structural mapping; module 4 involves online field mapping; module 5 involves online core logging; and module 6 involves the Anaconda method of mapping). In this module, students develop their mapping skills. There are three tasks. For task one students read about and apply the Anaconda method of mapping by building a bench map outcrop of three benches. For task two, students use the information gained from the bench map outcrop to write a geographical history report (1/2-1 page) of the area and give evidence for their assertions and confidence in the hypotheses. In task three, students estimate the area size of the zones provided by using the vein densities of the bench maps.
Virtual Outcrop Mapping
(2022) Gregory, Daniel
This is the first of six modules (module 1 is virtual outcrop mapping; module 2 is orienteering exercises; module 3 is structural mapping; module 4 is online field mapping; module 5 is online core logging; and module 6 is the Anaconda method of mapping). The purpose of this module is to have students learn how to write field notes. Students are to enter an assigned virtual room of 3D outcrops and must identify the geological structures found in the virtual room. Students submit field notes taken, and answer questions provided for each outcrop. Students discuss the results with peers.
Letter Assignment
(2022) Bell, Brigidda; Rony, Kozman
For this assignment, students write a letter to a historical figure, Paul of Tarsus (also known as Paul the Apostles). The assignment has four parts. For part one, the Occasion, students respond to a series of prompts to guide them in writing a short project proposal for their letter. For part two students write a first draft of the letter (400–500-words) using academic resources, which they must annotate. For part three students rewrite the letter in 500-800 words, create a bibliography and footnotes and implement the feedback they were given in part two. For part four students present their letter orally in class, and then use the feedback from their classmates and instructor to write their final letter submission.
Online Diamond drill Core logging 
(2022) Gregory, Daniel
This is the fifth of six modules (module 1 is on virtual outcrop mapping; module 2 involves orienteering exercises; module 3 involves structural mapping; module 4 involves online field mapping; module 5 involves online core logging; and module 6 involves the Anaconda method of mapping). In this module, students further develop their skills in lithological description, rock identification, cross-section building, logging diamond drills, and writing a National Instrument (NI) 43-101 style project report. Students work in partners or groups, but submit individual geographical reports and core logs. Each partner or group must submit one cross-section.
Learning to triangulate a position: Finding the lost hiker 
(2022) Gregory, Daniel
This is the second of six modules (module 1 is virtual outcrop mapping; module 2 is orienteering exercises; module 3 is structural mapping; module 4 is online field mapping; module 5 is online core logging; and module 6 is the Anaconda method of mapping). This module provides students with a set of maps which students use to find a lost hiker. Students must complete four tasks: 1) locate a referenced landmark, 2) draw lines from the landmarks in their bearing direction using grids, 3) find the lost hiker using the crossed lines, 4) report the Easting and Northing of the hiker’s location. Students must hand-in the maps with lines drawn on them and a list of coordinates for each map. Students must also submit answers to the questions provided in the assignment. 
Structural Mapping with 3-D printed blocks
(2022) Gregory, Daniel
This is the third of six modules (module 1 is virtual outcrop mapping; module 2 is orienteering exercises; module 3 is structural mapping; module 4 is online field mapping; module 5 is online core logging; and module 6 is the Anaconda method of mapping). This module has students use structural measurements to construct a map and cross section using the kink method. Students are to measure the orientations of six sites using blocks of geographical outcrops provided in the assignment using Stereonet. Students then use the map and cross section to write a brief report on the history of the geographical area. Students submit their Stereonet output of their map and cross section with their report.
Remix the Midterm (Term Paper)
(2022) Grimes, Sara
Building on the course themes, students write a term paper that consists of a substantive “remix” of another student’s mid-term essay. Students choose a topic from the course concepts which is discussed in class brainstorming sessions. The class then chooses (by majority vote) a community agreement or set of ground rules for completing the assignment (e.g. anonymity vs. author identification), which draws on some of the relevant ethical questions and debates addressed in the course lectures and readings.
Consultancy Report
(2020) Foscarini, Fiorella; Klumpenhouwer, Tys
For this two-stage assignment, students write a consultancy report focused on records management issues in response to one of three case studies or scenarios. For stage one, students analyze the context, including stakeholders, and explain to an academic audience the relevant business, legal, and cultural issues informing records management of the case. Students use instructor feedback on stage one to complete stage two, which has them write a formal consultancy report on the same scenario. This report is written for a general audience and includes a detailed analysis of the retention requirements and risks for the case and offers recommendations with a timeline for implementation.
Final Essay: Moral Difficulties in the Enterprise
(2021) Istrate, Emanuel
Students write an essay (200 – 300 words) on a recent piece of news related to ethical choices made by an enterprise, including start-up companies, non-profits, arts institutions, community outreach organizations, and social activism organizations. In their essay students must either explain why the enterprises’ choices (course of action) were ethical or not. Students should use both course readings and at least four other sources (such as information on what others did in similar situations) to justify their arguments.
Economic Policy Paper 1 
(2019) Shiamptanis, Christos
This is the first of two linked assignments (the second is Economic Policy Paper 2). This assignment asks students to analyze and evaluate articles on simultaneous expansionary fiscal policy and contractionary monetary policy. Students must refer to the articles and lecture notes in their paper and may use graphs to support their argument.
Economic Policy Paper 2
(2020) Shiamptanis, Christos
This is the second of two linked assignments (Policy Paper 1 is the first). Students write a policy brief on Covid-19 government policies in which they explain and analyze both the long-term and short-term implications of the coronavirus on economic growth. Students are to use lecture notes and refer to economic models discussed in class.
Research Projects: Development of Natural Resources
(2020) Anderson, Melissa
This assignment asks students to become “class experts” on a natural resources topic such as forestry, fisheries, and soil. With a partner, students alternate between writing a handout and delivering a short oral presentation: each student pair writes two handouts (two pages each) and gives two presentations (5-8 minutes each) on a topic they choose from a list provided by the instructor. The content from the handouts and presentations is assessed in the final exam.

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