A workshop can be defined as an audience-participative formal presentation of a given subject matter. Workshops are typically based upon the principle of experiential learning, or "learning by doing."  The workshop assignment in this class should follow a "lecturette" - activity format where the latter experientially reinforces the former. This assignment is worth 30% of your final course grade. Please note that workshop grades are group grades. The criteria used to evaluate your group's workshop are explicated below.

Introduction & Conclusion

An introduction should contain the following, not necessarily in this order: a) an introduction of the group members (including the opening speaker) to the audience; b) a statement regarding the goals, objectives, purpose of the workshop; c) an overview or map of the presentation; d) special instructions to the audience regarding parameters for their behavior during the workshop (i.e., note-taking, question-asking). It is crucial that you be enthusiastic here, that you make every effort to capture the interest of the audience. In sum, the introduction should tell the audience in a dynamic way what you'll be doing for the remainder of the time you have together.

A conclusion offers the audience a summary of the principle points covered in the workshop. In other words, the conclusion should remind the audience of what was learned during the period spent together. Strive to end on an upbeat note, confident that something of importance has transpired during the time you have had together. Do not rush through this part of your workshop, or appear to be relieved to be arriving at the close of your presentation. The audience should also be given an opportunity to ask questions during this period. Sometimes groups use the Q & A period strategically, as a filler for an unpredicted short workshop - this is ok, but Q & A should not last longer than 5 minutes. If you use Q & A, make sure that you have a contingency plan for the "unresponsive audience to question solicitation" scenario.

Content

You need to demonstrate that you have researched your topic thoroughly. In other words, it is an expectation for this assignment that you will go beyond what was taught in class or found in the textbook. Duplication of class lecture material is to be avoided at all costs. Exercises from the textbook can be used, as long as they have not been previously used in class by the instructor. The best policy here is to clear all materials with your instructor prior to use. All theoretical content should be organized in a sensible manner, presented in such a fashion that ideas build on one another, and be clearly related to the goals presented in the introduction.

The workshop's relationship to small group communication is of prime concern. Strive to relate and apply the material to group communication as frequently as possible. The golden rule here is: Don't leave the audience to assume the relationship. Stress it, and give plenty examples of the application/relationship.

Workshop Manual

This "booklet" needs to include a) a cover page with title, date, group member names in alphabetical order; b) a second page with the listed behavioral objectives for the workshop; c) a third page with a table of contents; d) a semi-detailed-to-detailed outline or map of the workshop over the next set of pages; e) a section for appendices containing any or all of the following - peripheral workshop materials like questionnaires, exercise instructions, figures and charts; and f) (a) bibliography/reference page(s). All booklets need to be typed and should have page numbers. Strive for consistent font/type throughout the manual. Each member of the class needs to receive a workshop manual at the beginning of your presentation.

Audience Participation

This is worth 20% of your workshop grade. Clearly, this is to emphasize the importance of the principle of experiential learning to this assignment. As we have seen, by definition, workshops are audience participative. A cardinal rule to remember - the workshop is more about your audience learning by doing than it is about your presentation of the material. Approximately 50% of the workshop time is to be devoted to providing carefully thought-out opportunities for the audience to "learn by doing, " or put another way, to have an opportunity to internalize the material so that the learning experience remains with them after the workshop is over. Activities, exercises, and dialogue (e.g.,through questioning) should be woven through the workshop to ensure this. Your text is an excellent source of workshop-type exercises and activities (though you need to clear any you wish to use with the instructor first). Attached is a list of additional sources of relevance that DePaul owns. The first source on this list is especially useful.

Organization

This really applies to every aspect of your workshop. Foresight, detailed, in-depth planning and practice are required to ensure that the workshop runs smoothly and professionally (as with any performance). Hallmarks of effective organization include, but are not limited to a) arranging the room to facilitate audience involvement; b) giving clear instructions to the audience about the activities in which they are asked to take part; c) not falling apart if something goes wrong; d) and cueing audio-visual materials to avoid fumbling and keeping the audience waiting.

Use of time

Your workshop should last between 35 and 40 minutes. You will be penalized for going under the 35 minutes. I will give you a grace period of a minute if you go over. If this happens, I will let you know that you have a minute left and will expect you to end your workshop in that time. If you do not, I will call the workshop to a close. Please plan to complete your workshop in the 35-40 minute window, as, in rushing to complete the workshop, you are liable to overlook or jump over something important (e.g., the conclusion). If you have failed to monitor time adequately and are forced to close abruptly, make sure you do so in a professional manner. The greatest safeguard against going over the allotted time is to rehearse the presentation with a group of friends or family. Only this will give you a true sense of how long it will take the group to go through the workshop.

I will also be looking for an even distribution of time among group members' parts. Specifically, each member of your group should be involved in both the presentation of the material and the coordination of activities. Further, no member is expected to dominate the workshop. In other words, relatively equal contributions are expected from all group members.

Audio-visuals

Audio-visuals are very effective attention-getting tools. They should be used both to make the workshop come alive and to retain audience attention. In past workshops, students have used film video-clips, self-made videos, slides, audiotapes, poster boards, overheads, flip charts, skits and their props to fulfill this workshop requirement. If you need any audio-visual equipment for presentation preparation, let me know and I will find a way of getting it to you. If you need equipment for the workshop itself, let me know ahead of time and I will have it delivered to the class for your workshop.

Group Performance

Try to practice delivering your material so that you "know" it thoroughly during your presentation. This will help you converse with rather than lecture to your audience. It will also allow you to maintain eye contact and enhance your credibility. Avoid memorization, as it will more often than not get you into trouble. Note cards may be used as a support, but reading directly from them is considered unacceptable. Avoid sexist language and other inappropriate language/slang as you talk with your audience.

It is also important that you attempt to act as a team when presenting the workshop. Remember to use transitions (full vs. half) when one speaker ends and another takes over to move to the next part of the presentation. For example, "Now X will talk with you about..." or, give a one sentence summary of your input and lead in to the next part of the workshop with a one sentence summary of what is coming. What is important here is that you use the transition as a device to hold/retain your audience's attention as you move through the workshop.

Originality and Creativity

This can be applied to any of the dimensions of the workshop. What I am looking for is a group signature to the workshop, a creative way to make the workshop come alive. Very rarely do groups do poorly on this dimension as many of the other dimensions involve creativity to a greater or lesser degree.
 
 

Students' Names: _________________________________________________
 
 

Point Distribution

1. Introduction & Conclusion (5 points)

2. Content (5 points)

3. Workshop Manual (5 points)

4. Audience Participation (10 points)

5. Organization (5 points)

6. Use of time (5 points)

7. Audio-visuals (5 points)

8. Group Performance (5 points)

9. Originality and creativity (5 points)

Total (50 points)