Group Collaborative Research Project: Nonverbal Intelligence for the 21st Century:VIRTUAL VERSION

GROUPINGS + selected topics + presentation dates

END PRODUCT + submissions + presentation length + due dates + timing

SAMPLE TOPIC AREAS + specific topics

MEHRABIAN "Side Jobs" {look on the left} to be converted to a question on the Final Exam

Group's goal: To present, support, & instruct their classmates about the group's answer to this core question: "What is the most important NV skill (that someone should be able to encode as well as decode) in the contemporary world?"

Activity's rationale: Intensive research into NV as a distinct realm of Communication is relatively recent-- only for the past several decades. This is surprising since NV coding actually constitutes the original means (primal) which humans have used to communicate. This means that, in the contemporary 21^st century world, our use of nonverbal communication retains some of its primal/natural/innate origins. However, these days we often need training or awareness-building in order to fully perceive, understand, & utilize these out-of-awareness nonverbal instincts.

End Product: a 15-20 20-25 minute VIRTUAL presentation in which the group...click for list of groups & presentation dates names updated. dates pending

► explains the significance of their chosen item

►provides argumentation [ including supporting source citations ] as to why their chosen item qualifies as the MOST important NV skill for the 21^st century

► leads the class through an activity/exercise designed to build that skill. (or at the very least, to increase awareness of the skill)

► submits to the professor: < all of these are due for email submission just prior to giving the presentation >

(1) a presentation outline

(2) a Bibliography- [ can place at end of outline

(3) (as applicable) the slide deck/screen shot of key visuals

(4) (if applicable) a copy of any handout being "distributed" to the class [ e.g. polls-to-take, emailed diagrams, guidesheets-posted-in-Teams, etc.]

► All submissions due on your day of presentation / BEFORE giving the presentation { Dates = class sessions on W 11/18(YY & XX) & M-11/23(WW & ZZ) }

How to Get to the End Product: Each group will figure this out for itself. There will be some class time allotted for groups to meet & plan but group members will need to be in contact outside of class as well.

Some SAMPLE 21^st Century skills: {For time efficiency, consider selecting from this list. These model how the selected topic should be experiential & practical) (However, feel free to use an idea that is not on this list)

>Any of the topics from the "Nonverbal in the News" page

>Experiencing the "Double Bind" : Understanding the dynamic of Contradiction: when the Nonverbals conflict/contradict with the verbal message. Knowing how to "read" a company's climate and attitudes to employees through the NV messages sent in the design.

>Can the body lie?: Understanding Neurolinguistic Programming[NLP] & the possibility of detecting a liar; Gender patterns & differences

>Gender & the Nonverbal: Understanding how patterns of NV can differ along lines of gender. Also, how many products and artifacts should be designed in gender-specific ways (e.g. The "Floral Kiss" PC) ( Manspreading on the bus & subway) {if links are broken, just run a search on your browser}

>Nonverbal Stereotyping: Knowing the role that NV plays in perception: especially stereotyping and attribution. How to avoid. How to take advantage of I.P.T. ( Implicit Personality Theory)

> Context: high, low, & otherwise: Having the ability to maneuver throughout the higher<->lower context spectrum; Context & (co) culture; Hand Gestures - cross cultural awareness

>TAKEN-F20:Frames, Signs & Semiotics: Knowing how to see the subtle ways these NV codes communicate about how things work, where to go, who's in charge, & how to perform

> Appearance / Attire / Accessories: Exploring Impact vs. Intention; Self Presentation in the Workplace

> picking up on Social/Emotional cues: Metacommunication & more; Emoji as an other alternatives to NV Social-Emotional cues; Metacommunication & relational communication.

>Facial Expressions: Going beyond the gender stereotypes; speech-independent universality isn't always universal

Evaluation Criteria	Excellent <16-20pt>	Proficient <11-15pt>	Competent <6-10pt>	Minimal/Unsatisfactory <0-5pt>
Significance of chosen item-----------15%	Gives a concrete explanation of team�s selected nonverbal skill & its channel &/or categorization; indicates high level of analytical thinking	Gives a very understandable explanation of team�s selected nonverbal skill & its channel &/or categorization; includes analytical thinking	Gives an explanation of team�s selected nonverbal skill & its channel &/or categorization; is more descriptive than analytical	Omits or provides only a superficial explanation of team�s selected nonverbal skill & its channel &/or categorization
Argumentation & Rationale [including supporting research source citations]------- 20%	Gives a clearly structured argument showing why the selected skill qualifies as the MOST important NV skill for the 21^st century {C-D-W- format preferred} *[3-4 source citations included]*	Gives a reasonably structured argument showing why the selected skill qualifies as the MOST important NV skill for the 21^st century *[2-3 source citations included]*	Gives a minimally structured argument showing why the selected skill qualifies as the MOST important NV skill for the 21^st century *[1-2 source citations included]*	Omits or provides only vague logical reasoning underlying the selection of this NV skill *[0 � 1 source citations included]*
In-class activity/exercise ------20%	Conducts an audience-centered & interactive teaching exercise designed to increase skill/awareness in selected item; all team members are poised, well prepared and participate cohesively; audience is handled skillfully & professionally; Activity includes explicit rationale, procedural explanation & debrief	Conducts a teaching exercise in a thoughtful manner; team members appear reasonably prepared; more so than not, there are indicators of organization and most transitions were easy to follow, but at times ideas were unclear	Conducts a partially effective teaching exercise; team members somewhat prepared but do not exhibit concrete knowledge or professionalism; activity components, procedural explanation, and debrief not fully clear or tied into the expressed rationale	Conducts a class activity that does not align with principles of informative communication; data presented is either inaccurate, insufficient and/or does not align with the researched knowledge in that area
PROJECT OUTCOMES- Hardcopy Submissions 20% (1) a presentation outline (2) a Bibliography [APA format] (3) Slide print out/screen shot of any key visuals � [ 6 slides per page] (4) a copy of any handouts	All four(4) required items are submitted before the presentation; use specified formats/style sheets; no errors in spelling, grammar, etc.; content is completely accurate; All facts are precise and explicit; utilizes more than enough resources to make project effective	All four(4) required items are submitted before the presentation and are formatted according to listed specifications; spelling/grammar errors are minimal; content is mostly accurate with only a few inconsistencies or errors; good breadth of research	At least items 1 & 2 are submitted before the presentation and are formatted according to listed specifications; content is somewhat accurate but there are more than a few inconsistencies or errors; research breadth is adequate; and are formatted according to listed specifications; minimal spelling/grammar errors	Noticeable spelling or grammatical errors; Substantial inaccuracies and/or misleading content; Did not utilize resources effectively; Content reflects little or no fact gathering on the topic;
PROJECT OUTCOMES- Oral Presentation------- 25%	Team gives a 25-30 minute, cohesive presentation; Organizational format is easy to follow format and strategically appropriate for selected topic; Eloquent transitions are used to enhance clarity and flow; Uses the full spectrum of appropriate Oral Communication techniques and principles (including with presentation aids) ; incorporates research that goes �above and beyond� (e.g. includes personal ideas &/or examples, extra sources, self-conducted research)	Team gives a 25-30 minute, cohesive presentation; Organizational format is appropriate and mostly easy to follow; displays reasonably effective presentation techniques and principles (including with presentation aids); uses appropriate research and materials to support project;	Presentation is noticeably longer or shorter than the specified slot (25-30 min.)- indicating inadequate planning; Somewhat organized; ideas are not always presented cohesively or coherently; Transitions are not always smooth; Presentation aids are adequate but do not reflect �best practices�	Presentation is noticeably longer or shorter than the specified slot (25-30 min.)- indicating inadequate planning; Overall flow is choppy and/or confusing; Format is difficult to follow; Transitions are abrupt or not used at all; written components are not accurate or coherent



	Draws an explicit connection between the contemporary communication skills and the selected nonverbal cue

F'20 Teams:
Mehrabian "Side Jobs" cancelled			Presentation date	Workshop topic area	Team's advance prep. assignment for the audience Come in with an open mind!

explain what so many people have gotten wrong about Mehrabian's oft-cited statistic	TEAM WW	Faith K. Kathleen C. Natalia A. Oluwatomi A.	DAY 1_(W-11/18)	*Color & Mood*
summarize Mehrabian's findings in your own words	TEAM XX	Brian S. Gabby M. Kim S. Kyle W. Sebastian P.	DAY 1_(W-11/18)	Frames, Signs & Semiotics
devise a better way to represent what Mehrabian discovered [percentage-wise]	TEAM YY	Arundhati J. Carmen John M. Haley B. Justin D.	DAY 2_(M-11/23)	Selfies
devise a way to illustrate or demonstrate Mehrabian's other, primary insight [that gets much less attention]	TEAM ZZ	Alli O Chris. d. Gianna S. Kadeem L. Natalia R. .	DAY 2_(M-11/23)	*First Impressions*
1st day 2nd day					--------------------- --------------------- --------------------- ____________