final project (50% total--see breakdown of graded stages)

various due dates--see below

what to do

Research and create a final project focusing on one particular aspect of the curriculum for this course, demonstrating a deep understanding of and involvement in your chosen topic. The project may focus on a particular text, a specific disability or cultural paradigm, a time period, or any other disability intersection visited in this class. Regardless of the specific topic chosen, the project should reference at least one assigned literary text and one assigned theoretical text for the course, and should also respond to the central work of the course--questioning the popular definition of the human as perfect and whole. The project is to be prepared and graded in stages, with the final project due by email on Saturday, December 5. Each stage is described in detail below.

requirements

• must include reference to at least one literary text assigned for the course
• must include reference to at least one theoretical text assigned for the course
• must include substantial independent research (approximately half the project)
• must show deep understanding of the chosen topic
• must reflect a disability studies perspective (include a critical understanding of typical disability paradigms)
• if a written paper, must be typewritten
• if a written paper, must be formatted and documented in MLA style
• if an alternative format, level of work must be equivalent to a 7-10 page research paper and must credit sources
• all projects must include proposal, progress report, final project, and shareable digital component

examples--literary research paper

The typical finished project will be a seven-to-10-page literary research paper. For instance, a paper might compare the death of Lenny in Of Mice and Men to the deaths of disabled people in popular film like Million Dollar Baby (2004) and The Sea Inside (2004), using Mitchell & Snyder's Narrative Prosthesis to explain these endings. Or, a paper might examine real-life autistic writing in response to The Curious Incident of the Dog in the Night-Time to determine whether Haddon's representation of autism has been more supportive of or damaging to real autistic people. Or, a paper might use Kesey's One Flew Over the Cuckoo's Nest and theoretical work by Nirmala Erevelles or Chris Bell to explore the intersection of disability and race.

examples--alternative formats

As with the short prompt/response assignments, alternatives to the traditional literary research paper are also welcome. The possibilities are literally infinite, however, the following examples illustrate the range of possibilities:

• for education majors: create developmentally appropriate curriculum materials for a unit on disabled children in literature, including assigned readings, questions for class discussion, group learning activities, and connections to multiple disciplines
• for theater majors: adapt one of the assigned readings for dramatic performance, including background information on characters and setting to aid direction; conduct a public performance or film the performance to share
• for human services majors: work with the Lehman College student disability club (Differently Able Students and Friends [DASF]) to organize and sponsor a public disability culture event
• other ideas: create a website, film a documentary, write and deliver a speech, volunteer with a disability organization, compose a Blurb book, interview a disabled author, make a comic, etc.

Regardless of format, the same requirements apply: although there is no specific size or length requirement for alternative formats, substantial depth and rigor is expected—the equivalent of what would be a 7-10 page research paper. In addition to using at least one literary text and at least one critical text assigned for class, projects are expected to demonstrate an equivalent degree of independent research. That means approximately half the source material for the project should come from beyond the syllabus. In addition, all projects must take definite form; in other words, even if the project involves performance, service, or some other nonmaterial form, there must be a component that documents this experience, demonstrating the student's deep involvement and responsiveness to the question of how disability contributes to defining human identity.

project stages

proposal

(10%; due Nov 4)

Submit a two-page proposal describing your plan for your final course project. The proposal should:

• say what the project is
• identify the project format
• include a working bibliography of possible sources in MLA format
• explain the research plan and/or work schedule
• discuss the reason for the project
• talk about open questions or possible problems with the research/plan

Grading: The professor will respond with written comments on each proposal; the proposal is marked with a ✔ (full credit), a ✔+ (full credit, outstanding work), or a ✔- (half credit). All responsive, on-time proposals will receive full credit.

email progress report

(10%; due Saturday, Nov 21)

Send a short (one-two paragraph) email to the professor describing the work done for the project so far--texts read, people organized, pieces written, etc.--the work that's still ahead, AND problems encountered along the way. For instance, let me know if you are having trouble getting access to a book or person, if part of your plan fell through, if you're having software issues. Progress reports should also include questions for the professor (advice about research, etc.) and conference requests, if necessary.

Grading: The professor will respond with emailed comments; the progress report is graded with a traditional letter grade.

final project (20%) + shareable digital format (10%; due Sat, Dec 5)

Work on the chosen project must be complete and ready to share by Saturday, December 5. Projects in a fully shareable format (for instance, a research paper, website, film, or curriculum) will be submitted in their entirety on this day, either as a digital document, or, a URL. Projects with a live component (for instance, a public lecture or lesson, an event, or a volunteer effort) must send a digitally shareable component on this day, for instance, a written report, a PowerPoint, a poster, or some other digital evidence or documentation of the live project. 

Grading: These two parts will be graded separately. The project itelf will be graded with a traditional letter grade based on the overall quality of the work, responsiveness to the assignment, and level of student effort. This part will comprise 20% of the overall grade for the course; comments will be provided only at the student's request, or, if revision is required. In addition, 10% of the course grade will depend on students providing a shareable digital version of their project which will be posted on the course site for others to read, view, explore, and/or consider. Students submitting a responsive, on-time digitally shareable project or project component will receive full credit for this part of the assignment. In other words, a student submitting a high-quality seven-page literary research paper will receive an "A" for the project; by sending a PDF of the document to the professor by the due date, the student also receives an "A" for the digital portion.

what I'm looking for

The best projects will not only demonstrate the student’s learning, but will also teach the audience something new or present us with the opportunity to understand disability in some fresh light.