• Project Outline 
•  Backward Design of Project Module

• Students Self-Assessment Questionnaire (Qultrics)
• Project Assessment

•  Survey Results
  

• [Sample] Student’s Reflection

[S1] “ Giving presentations is a norm in language studying, whether in class or abroad. However, the most unique aspect of this project was giving a presentation to native Koreans. I found this experience especially rewarding and useful as I wish to take my Korean to a professional setting in the future. Giving presentations in a foreign language to a large audience is a nerve wrecking but necessary experience as my Korean reaches a more advanced level. I think an interesting part of the project was having to do research on the history and background of the part of campus we chose to present. I chose to speak about Hopper (my residential college), but I actually did not know much about Hopper College myself (even though I’m a Hopper student!), so I first researched the background in English and then drafted my Korean version. At that point, I realized that my Korean was reaching a more academic level. I translated historical information and drafted my own version of the historical explanation in Korean. Professor’s feedback was especially valuable to me, as I received feedback on not only grammar and vocabulary, but the content of my writing. For example, I included a lot of historical background about John C. Calhoun, but omitted information about Grace Hopper. Professor noted that I may be asked questions about Grace Hopper and suggested that I do more research on the figure. I realized that my Korean was no longer just about ensuring I had correct grammar and spelling, but also about giving a comprehensive presentation with solid content. I think without the time restriction and with a larger Korean native audience, the experience would have been more impactful, but nevertheless, the project challenged me to explore my Korean in a completely new setting, and I hope to continue using my Korean in various and unique settings.”

[S2] “ I think especially because I’m a campus tour guide, I actually really liked the Bulldog Days campus tour project. I remember it being nerve-wracking and that I was self-conscious about having a real audience, but that those same feelings made the project more rewarding than most assignments. I was struck by how difficult it was to be able to feel comfortable talking fairly formally about something, even about something I knew as well as the school libraries. This summer, I gave full tours in Korean for the first time and was again reminded of how difficult incorporating new, critical vocabulary into my tour was compared to learning a vocabulary list for an exam. I think that having done a small portion of the tour already helped give me the confidence to give these full tours, which turned out to be rewarding experiences even if my Korean was still far from perfect.”