IN THIS CHAPTER we

In the spirit of reflective practice, we have developed some sample projects as starting points for the integration of project-based learning into a course. Whether instructors choose to implement one or two shorter projects into their semester course, or create one project for an entire course, reading and reflecting on these examples will provide opportunities to imagine how project-based learning can be used to achieve learning outcomes during an undergraduate course in medieval studies. This chapter presents project exemplars with targeted strategies to assist in their effective development. Though they are able to be executed in their current form, it is the intent of this chapter to provide models for instructors to adapt to their own course needs. If desired, instructors may copy or adapt any and all components of these projects for their own courses. The semester project is ideal for deployment in a course that can dedicate significant time for student classroom work, feedback, and presentations. Typically, this will be a survey course such as “The Middle Ages: 1000–1500 CE” or “Medieval Civilizations.” Below is an example of a project that spans the entirety of a course semester and comprises a bulk of the course grade. The exemplar course in Table 6.1 comprises 1,000 points with 800 points connected to the project with explicit scaffolding included as formative, low-stakes assessments intended to develop students skills throughout the project. In the explanation of these assessments, note that the left column is sample text from a syllabus, while the right column is an explanation of the course component.

ASSESSMENT ELEMENTS 1–2: Quiz and Exam

There are two traditional assessments in this course. Each will have a 48-hour timeframe to be taken online. DO NOT leave this until the last minute. Technical difficulties will not be accepted as an excuse for not completing these assessments.