Category Archives: assignmentbank

‘Real World’ Communication

Group A:
Ana Alfaro
Cheyenne Anderson-Randle
Nsomah Apambire
Kristina Arnold
Gregory Belluomini
Brittany Boughton

Assignment Objectives: the objectives are this assignment are for the group of students to relate the chapter to characters of the “real world” season and group communication and their chapter. The group is supposed to outline the chapter and the core concepts and how communicate through characters of the show exhibit each characters norms. The goal is the effectively communicate the concepts towards the rest of the class and understand the application of the core concepts. The presentation allows the group to share the concepts through different outlets.
Description: Groups will create a presentation on their second assigned chapter and will relate it to the previous aired season of Real World. Presentations most provide a core concepts of chapter, connection to real world season, and engage the rest of the class.
Assignment Instructions: This presentation is similar to the current chapter presentation and the ongoing the Survivor Blog Assignment. The students will be put into groups and will be assigned a particular chapter similar to the Chapter presentation. By the end of the semester the group would have watched the whole season of Real World. They will be grouped by alphabetical order of last name consisting of 5 to 6 members in each group. The groups will watch the previous season that came out during the last year. Similar to the chapter presentation, it has to follow the most central themes of their particular chapter. Their content must be put on a visual aid such as PowerPoint, Prezi etc. The group would have already presented on one chapter for their presentation and during the “Real world” presentation they will present on another chapter so that most chapters in the book are covered. The presentation must consist of each student covering a section in their chapter and how it relates to the season of survivor and a current world event. At the end of their presentation they must test the rest of the class on what they have learned with a hands on activity not necessary and a discussion. Other perspectives they are supposed to achieve is engaging the class in an activity so that the get hands on experience and not just discussion.

Assignment evaluation:
1. First they will be graded by how the incorporate the sections of the chapter in their presentations.
2. They will be graded on how the sections relate to groups such as themselves and the characters on the Real World
3. Last on the engage the class in an activity to learn their section

New Assignment: “Pitcher Perfect”

Pitcher Perfect

Group E (-03) proposes a business pitch assignment for future students to exercise the core concepts of group communication. In order to make money, businesses typically have a focus group or project group to collaborate and come up with the most successful presentation of their product and its benefits to investors. Students will be split into groups and act as if they are this sort of group for a business coming up with a new product (and experience several concepts covered by the text). The goal is to have the rest of the class hypothetically invest in your group, because in the end only one group will be chosen!

Throughout the process, which may take half the semester or the whole length, short blog posts can be assigned in which the students report how the topics covered in that week’s lecture were reflected in their group work. For instance, the first one may be about group development: how the forming stage was exemplified, and so on.

The course concepts to be clearly experienced include decision making (voting, consensus, etc),

  • Brainstorming/creativity
  • Decision making (voting, consensus, etc.)
  • Verbal and nonverbal communication (in order to assure a successful pitch, groups put a great deal of planning into how they should present themselves come presentation day: speaking style/language, personal experience, etc.)
  • Listening differences (they must be kept in mind so the group can be sure their target audience will accept their presentation)
  • Presentation in groups


  1. Individually, think of what people today—primarily your classmates and instructor—want or need in their lives. You will come up with plenty of ideas.
  2. As a group, decide which one of those ideas you wish to put your efforts into. The goal is to have your product supported by the majority of the audience so it may launch into production!
  3. Create a presentation to convince the audience to support your group. This may include a power point, a model, a display board, or etcetera. Choose a medium that you feel best displays your group’s intentions and your product/ideas clearly. You want your product sold, and this is how to achieve that.


Although the goal is to have your product chosen, grading will depend on the completion of blog posts throughout the course of the assignment, group cohesion, clear presentation of the product (both through language and visual aid), and keeping the presentation within the determined timeframe.

Extra Credit: Group D

Group D Section 3

Group project for the future:

Service Learning Project

Overview: Channel Islands offers a great service learning opportunity through our school. They can get access through on the service learning page about the different opportunities or you could bring in a service learning representative for a quick discussion on how service learning works.

Assignment & Objective: Each group is to pick an organization through service learning that involves group work and communication. No individual service learning (i.e. shadowing elementary students.) The idea is to achieve group service learning like volunteering to feed the homeless or volunteering at an elder home or a cancer walk. They would be given specific hours they have to achieve by the end of the semester, (lets say ten hours.)

Grading criteria: This would involve three due dates: the first being an outline of where the group plans to do their service learning at, when, and how this will imply group communication lessons. The second due date will be a signed form by the service planning instructor they volunteered for, proving they completed the full ten hours TOGETHER. The last being a reflection of how it went and how it benefited their learning experience along with a final presentation on what they did and how it applied any chapters they learned throughout the semester.

Group B Extra Credit

  • Assignment Title:
    • Group Survivor Blogs


  • Assignment Objective:
    • As a Group, members will see how the chapters and content of that weeks discussion apply to real world scenarios. It will allow group collaboration in the analyzing of the episode. It will also allow students to help their peers understand the content from another point of view. Allowing them to understand something further then they already did.


  • Assignment Description:
    • For this Project group members will be posting a weekly blog based off of the course content and the survivor episode for that week. Group members will watch each weeks episode, individually, and analyze the casts communication as groups, or in this case tribes. Then come together with their group members and find out how the in-class content connects with the episode.


  • Assignment Instructions:
    • Students will watch Survivor every week and write a blog as a group. The blog should consist of a short description of the topic that was discussed in the class prior to the episode; as well as provide 2-3 examples for how that chapter applies to the episode. The blog will then be posted to the groups website.


  • Assignment Evaluation:
    1. The assignment will be grade weekly so the group can receive feedback on their blog content to see if it is done correctly
    2. Blogs should consist of a short description of that weeks topics that was discussed in class
    3. Included in the blog should be 2-3 examples of how the topics were shown in the episode

Group B Extra Credit

1. Assignment title: Spot your Group

2.Assignment objectives: Students will interact with members of society as well as applying what they have learned from their chapter that was assigned to them by the teacher. Then students will demonstrate a specific situation that applies to the main message of the chapter. It will give them the opportunity to view group work outside of the class rooms and witness it in real life situations. Through this assignment students will be able to apply course concepts to real world group work, experience group roles in action, and reflect on the stages of group development.

3. Assignment description: Students will do two hours of service learning in a group setting i.e. boys and girls club, feeding the homeless, etc. Then in class they will act out what they did in service learning and apply it to the chapter given. They will pick a situation that happened during their service learning project act it out and somehow connect that to the chapter given. For example, if they wanted to go to the Boys and Girls club and had chapter three. During their visit,  maybe they witnessed a child sitting by themselves they could connect that child to an underpersonal member as stated in chapter three. They would have to act out as a group the situation where the child is sitting in the corner and then half the group would act it out and half of the group would explain the situation and connect the experience to the chapter for there fellow students. This way,  the students are able to learn about the chapter through real life experiences not only visually via demonstration but verbally as well.

4. Assignment instructions: In order to be successful in this assignment, students must fulfill the two hour service learning requirement and the students must connect it to the course. Time limit is 7-10 minutes. Must use presentation aids and have a well prepared skit.

5. Assignment evaluation: Organization, clear ideas, easy to follow, perception of team work. They have to have the service learning plan printed off the CIlearn printed and signed. This will be graded out of 50 points.


Karina Gilad & Katherine Dombrowski


Gregory Moss

Group D

Title Greg’s Awesome Project Idea AKA: Country Government Project

Description: Groups will create fictional countries and governments within those countries, and will need to deal will a series of events thoughout the semester in which they will need to solve as the government of that country. Presentation of the history of the country at the end of the semester.


Instructions: Ok this is my idea for a project for a future Jaimie Group Comm Class. The groups will be randomly selected in a similar fashion as our groups were selected this semester. Each group will be responsible for creating a fictional country, which must include a name, flag, national bird, ect. Each country can either be assigned a government type, or can create their own type of government based on what Jaimie thinks would be best. For example: Democracy, Monarchy, Militaristic. Based on their countries type of government each country will be given a set of postions of government within their own countries and will need to decide, vote or if given a form of government that is not a type of government where people get to choose then the group will be pre assigned positions in the group. Each position has roles in which the group member must fill. Example: King, President, Vice President, Prime Minister, Generalissimo, Senator of State, Chancellor of Economy, Ect. After the first assignment where countries are established and group are set up, and these would be reflective on a google doc similar to the one we have now,  and groups would be responsible for connecting these roles to the book. Following that assignment thoughout the semester the group will be given a set of events that happened in their country, similar to SCAP breakup, these events can be the same across countries or be different for fun. Conflict events like earthquakes, tidal waves, volcancos erupting, groups will need to be able to solve these issues using strategies from the book and reporting on a google doc. More types of events could be: financial crisis, riots, war, unions, and to deal with these issues they must honor the roles in which they are held too, based on whatever role they have the must connect their roles responsibility to the event and how they should react individually and as a group. After each historical event, each group member must perform a “Job Evaluation” on how their government and members of government did through said event. You could even throw a wrench in half way through the semester and enforce possible role changes exp: another election, hostile. takeover, etc. At the end of the semester each group must present the history of their country as it happened throughout the class. The End.

Objectives: This project will be applied to course work because each event that will happen will need to be connected to a chapter within the book on how their governments will respond to the issue. The emphasis of this project would be group roles, and could put people in roles that they would not normally connect with and would get the opportunity to adapt that that role. As the country changes so will the group, allowing them to grow and expand.

Evaluation: As mentioned an evaluation of the group members and government as a whole will be turned in after every event, and following the last project should there have been a role changing event that took place.

This is just a general idea, I could possibly brainstorm more ideas for events, but it should be realitivly easy to borrow from things that have happened throughout history.