Group Presentation-Current version

Speech Assignment Sheet {THIS DOCUMENT = A "USER'S MANUAL". IT IS AN EXTRA COMPREHENSIVE & EXTRA LONG INSTRUCTION DOCUMENT } [be sure to read it in its entirety]. It may be easier to understand if you print it out .

BE ING UPDATED FOR F'16 / tbd = final topics & discussion questions

last updtd & edited 11/13/16 { groupings/lists/a-o's}

Go directly to Groupings

Group Panel Presentations

              { "...an aspect about an aspect about a topic..."}

[incl 2 prelim submissions: {[1]= C-O-C & Topic Brnstrm + [2]= Prelim. Agenda/Outline ]

15/14th ed

    [[ This multi-part, online document will serve as a "do-it-yourself" guide for your upcoming group activity. It aims to provide all the information and guidelines you will need in order to work in small groups/teams for planning a Panel Presentation. Within this document you will find the usual assignment details & rationales as well as a list of the matchups (groupings). In other words, you should use this assignment sheet as a user's manual to guide you through your various tasks. This unit is being done as a semi-independent study , and much of your work is being done outside of the classroom. This page is quite detailed and attempts to answer all questions you might have as you WORK-IN-GROUPS. Read carefully. Although it is several pages long, you may want to print it out & highlight key points. You may find that you can figure most things out on your own>>]]

Activity Goals

The abililty to Work-in-Groups is essential for many contexts of contemporary society--particularly in your major. It is a form of Oral Communication which blends informing, persuading, and interpersonal interaction. This multifaceted speaking assignment will immerse you directly into the experience so you can learn about the process while actually doing it. Interestingly, it's the interpersonal side of communication that most businesses & corporations are referring to when say they are seeking employees with good communication skills.

HOWEVER, you are forewarned: this way of learning can be frustrating at times because you will be studying group dynamics and processes via a series of activities-- not just by reading about them in the text and/or lecture notes.

[ NOTE: the "Combo" presentation assignment [i.e. individual speeches ] is TOTALLY separate from the Group Presentation assignment [i.e. groups] except that --time wise --we will be doing the former on the same days we are planning the latter]

First, carefully read all 4 items in Unit III in your text [15/14/13e] Chapters 9 & 10 They will help you understand the key underlying group communication principles. In addition, review the several relevant materials within Blackboard (In the "Small Group Communication" section, there are some documents & a free-standing slide show that also clarify what it means to work effectively in groups.) As you know, MINDTAP duplicates the hardcopy textbook content. You are welcome to complete and relevant exercises or action steps, but none are specifically assigned for this project.

Grading Criteria

        Presentations will be graded based on the quality of two factors: the group's submitted materials and on the quality of the oral presentation itself. In most cases, everyone in group receives the same grade. However, if participation levels are clearly uneven, grades will be based on individual performance instead.

Group Procedures

    Together with your groupmates/teammates, you will plan and complete this project expeeriencing & exploring the dynamics & procedures of group & interpersonal communication:

> the summary of submissions' deadlines [click to go directly to this information or scroll down]

> the Group Discussion/Presentation [incl. rationale & presentation format ] [click to go directly to this information or scroll down]
> the list of Groups LS / GS [click to go directly to list or scroll down]

> the planning procedures [click to go directly to this section or scroll down]

      - including Pre-Planning tasks: Our Codes-Of-Conduct + our potential topics

> the topic choice guidelines [click to go directly to this section or scroll down]

> the extra credit Reaction Journal [click to go directly to this section or scroll down]

> the preliminary Agenda/Outline worksheet[click to go directly to this document. Copy & paste & adjust fonts/layout as necessary.]

> the FINAL Agenda/Outline worksheet [click to go directly to this

     document. Copy & paste & adjust fonts/layout as necessary.]

> Guidelines & "tips" for the 3 Delivery formats [click to go directly to this section or scroll down]

                    ABOUT THE Panel Discussion/Presentation:

RATIONALE:

This assignment gives you an opportunity to plan, prepare & present a group presentation on an important issue or problem of the day.[see details below] You have probably already completed similar kinds of activities in other classes; however, for this project, the emphasis is on learning more about the dynamics of communication in groups. The goal is to help you become a more skilled group participant by understanding & applying the principles of Chapters 9 & 10 (10 & 11= 13e).

Most professional contexts now involve group work. For business majors, this activity is especially helpful since, in the near future, you will have to complete group projects/presentations as part of your major's competency requirements. In addition, studies continue to indicate that professional/ career success in contemporary U.S. culture is tied to one's ability to communicate effectively with another person. (The Economist, p.60, 7/27/2002)

In addition, this presentation is being structured in a way to help develop your skills of FOCUS & SUCCINCTNESS.   For several reasons, the presentation slots are relatively brief. However, this time limitation actually is desirable since it so many people need to work on being more DIRECT, more LISTENER-centered & less INFORMATION-centered.

PRESENTATION FORMAT:

When these discussions are presented in front of the class [see course syllabus for specific dates], each one will consist of three segments. The TOTAL presentation time per group is only 12-15 minutes +1 minute set-up time. This means that the group members will need to plan very carefully in order to ensure that:

everyone has a chance to participate orally, (although everyone does not need to speak in each of the 3 segments)

all three segments of group discussion are completed within the 12-15 minute limit.   [tip: similarly to public speaking presentations, one key to success is in selecting a topic that is limited & focused & then developing a well phrased CENTRAL IDEA [via your Discussion Question]. Avoid the temptation to cover a topic that is too broad. Also you don't have time to give your listeners a lot of background.

● The three segments of the 12-15 minute presentation are structured as follows:

Segment 1 {the Symposium} [approx 5-6 minutes] - Members of the group will extemporaneously present OBJECTIVE, INFORMATIVE , BACKGROUND material based on his/her portion of the research. Because of logistics, it may not be possible for each individual to speak during this segment. Be creative.

Segment 2 {the Panel} [approx 5-6 minutes] - Next, the group members will subjectively & spontaneously interact AMONG themselves - discussing their respective viewpoints on the topic & supporting their positions mostly via the researched data that was presented in Segment 1. This freeflowing discussion will be moderated by ___(?)____

Segment 3 {the Forum} [ approx 5-6 minutes] - Next, the subjective discussion will be opened up to questions & comments from the audience members. This freeflowing discussion also needs to be moderated to avoid monologues/filibusters.

[tip:The presentation is structured in this way for a reason:   SYMPOSIUM (part 1) , PANEL (part 2) , FORUM (part 3) . This structure enables you to experience all 3 of the primary group presentation formats & most of the group competency skills.

TOPIC:

Please keep in mind that this activity is more about learning & experiencing than it is about covering any given topic in depth. That's why your topic needs to be VERY limited & focused. We are exploring techniques for working and presenting in groups. We are not attempting to achieve definitive solutions of the problems of the world!

All topic areas should fall into the general category of "CONTROVERSIAL ISSUES OF-THE-DAY". Then each group should select an aspect about an aspect about the selected topic area for the presentation. {e.g.select a specific aspect of an already limited & focused topic: Globalism in the media industries , NAFTA , Standardized Testing in schools , CEO's + Conflict-of-Interest , Glass ceiling for women & minorities , Interpersonal skills are (aren't) increasingly important in 21st Century , Crisis Management , Media Monopolies , Beer Brewery Monopolies , Telecommunications company monopolies , Should we be doing more to protect the Bees? Millionaire politicians, White Collar Crime, Celebrities in the Media: News or Sensationalism, Mentoring Student Athletes, New Stadiums' expensive pricing policies, Building Mosques in sensitive locales, New airline security scans & pat downs, Facebook & contemporary hiring policies, Continued gender differences in the workplace , etc, etc}

It's best for the group to select a topic where the group members do NOT all agree on all principles. That way the differing perspectives to be discussed in segments 2 & 3 will be more "authentic". Also, for greater activism, you may want to approach the topic using the "problem solving" process outlined in your text, rather than simply using an information-sharing approach.

PROCEDURAL GUIDELINES:

     1 -> Choose a leader/moderator. This person will be responsible for ensuring that certain tasks get done both Before & During the presentation. These tasks include ( but are not limited to)

>>

ensuring the completion of the prelim. & final agenda/outlines [ prelim. A/O worksheet linked above & below]

>>

overseeing the research assignments

>>

overseeing the symposium assignments

>>

moderating the discussion during the panel & forum segments

>>

maintaining the timing - per segment & overall

>>

making transitions between the 3 segments,   etc. etc. etc.


2 -> All group members should participate equally.  Although the leader/moderator will double check on things, it is everyone's responsibility to make sure all of the tasks get done. Everyone should be familiar with what your text says about Leadership & about member's responsibilities.

   3 -> On the next, linked page ... you will see a step-by-step review of the group
organizational procedure [click to go directly to procedures sheet or scroll down . It will help you put the text's guidelines to work.

4 -> Required Submissions for the actual DISCUSSION/PRESENTATION :

[-1] Pre-Planning tasks Each group will submit a document containing these 2 preliminary lists: 1 - your group's 5 "Codes-of-Conduct" [ agreed-upon behavioral
norms that will apply to your's group's interactions]
        2- your 4 brainstormed, potential topics. Refer to the general Topic Choice Guidelines before you do your brainstorming for generating this list.
[ Due by email no later than Sun 10/30 - 9pm ] & be sure to use this specified subject line: "LS-Our Group's 2 Lists"

[a] Preliminary Agenda/Outline:

Each group will submit one copy of their
"Preliminary Agenda/Outline" which is   available on line via this link. The filled-in preliminary A/Os can be submitted to me via hard copy OR e-mail [no-later-thanMon 11/14/16-5:00pm]

This submission also serves to reserve your topic-- first come, first served!

[b]Revised-Final Agenda/Outline:

Each group will submit one hardcopy of its revised, final Agenda/Outline on the day of presentation-- as always it is due BEFORE giving the presentation.

Use your professor's annotations to your preliminary Agenda/Outline & revise accordingly.

[c] extra credit--Reaction Journal: [see directions at right]

Directions: Any group member can submit a personal, follow-up Reaction Journal   which is an individual submission-- IN ADDITION TO any work a person does as part of the group collaboration.

► If you're interested in this option, keep a 4-5 entry computer journal. { Each dated entry = 1-2 paragraphs.} This journal should consist of your thoughts & reflections about being involved in this group process.

► At the end of this unit, e-mail your journal to me. [No later than: M 12/12]

Due Date summary:

→ 10/30/16 @ 9pm: "LS-Our Group's Two(2) Lists"

→ no later than 11/14 @ 5pm [earlier is better] "LS-Grp # _____: Preliminary Agenda/Outline Document

→ 11/23 @ 12:30pm Final Version of Group's Agenda Outline [remember the time limit. Don't "stuff"]

→ 12/12 @ 5pm: OPTIONAL Reaction Journal. This is the only individual assignment associated with this project.
.

PLANNING GUIDELINES    [ For the group DISCUSSION/PRESENTATION]

1. All group members should participate equally.   It is Everyone's responsibility to make sure all of the tasks get done.

2. Overall, your laptops will be very helpful for several aspects of the meeting & planning process, including:
         >recording material during your brainstorming and planning sessions,
          > keeping a central location for the bibliography sources
          >communicating among the group members via chat & /or email, etc
            >supplementing the planning time you'll have in class ( e.g. Google docs, Facebook, Blackboard groups, chat, etc)

These strategies should help your group with the planning & research portions of this project.

3. For the most part, your meeting-and-planning time for this activity will be concurrent with the round of "Combo" Presentations which will be occurring in the classroom.

[ NOTE: the "Combo" presentation assignment [i.e. individual speeches ] is TOTALLY separate from the Group Presentation assignment [i.e. groups] except that --time wise --we will be doing the former on the same days we are planning the latter]

step-by-stepPROCEDURES & GUIDELINES for MEETING & PLANNING

{ Verderber-14/13/12e}}

DURING YOUR GROUP PLANNING SESSIONS {which will occur both during & outside of classtime}, BE SURE TO ACCOMPLISH THESE TASKS: <<most of these already have been mentioned above; here they are listed in order>>

1a. If you haven't already done so, exchange phone numbers; you should also know each others' e-mail addresses-- for on & off campus. Also, be aware that you can send group emails to all the group members via Blackboard. In fact, each group can create a Google doc or can have its own communication site within the TOOLS section of Blackboard where you can chat, post, & exchange materials.

1b. SPECIAL pre-Planning Tasks: This semester, you are fortunate to have several opportunities for working with your group. The process starts on Weds 10/28. In lieu of a formal class meeting, each group is responsible for discussing, completing & eventually submitting the following document --to be emailed to your Professor no later than Sunday 11/1 @ 9pm: "LS - Our Group's 2 lists" This is a two(2) part document should include: 5 "Codes-of-Conduct" agreed upon by your group as well as 4 brainstormed, potential topics your group has braindtormed based on the topics guidelines for this project.

2. Choose a topic for your group to discuss & present. Remember, it should be interesting, multifaceted, & "discussable" --and maybe even controversial. Also remember the general principles of topic selection that we discussed in class during the speech construction unit.
[[* Review topic guidelines for this semester as discussed above. Topics are on a "first come/first served" basis, so reserve your grp's topic with me as soon as you decide on it! ]]

3. Decide on your discussion approach. Aim for FACT , VALUE , or POLICY. (see pp. 226+ in text [Note: Despite the implications in your text, Group Discussion Presentations are not always " problem solving" in purpose. Problem Solving can be exciting to discuss and to listen to, but for your topic, it may be more appropriate for your group (1) to share information or (2) to decide on the worth/value of something or (3) to decide on a policy/action-to-be-taken.]

4. Phrase your "DISCUSSION QUESTION" [note: A "D.Q." serves the same purpose for a group discussion that a Thesis Statement does for an individual speaker]. See your text for examples (esp. pp.227 )

5. Complete a "Preliminary Agenda/Outline" worksheet. Submit via e-mail. [click this link for an online version of the form. Copy & paste --without the background ] This will give me insight on the group's progress. (We won't be all together as a class for a while!)
** see the dates above or refer to the course calendar for the details & deadline for this preliminary submission-- the earlier the better.**

6. Determine the amount & type of research necessary to complete Segment 1 of the presentation. Remember, Segment 1 is based on data & evidence, not opinion. It will be presented as a series of "mini" Informative, extemporaneous speeches".

7. Prepare a hard copy of the FINAL Agenda/Outline. This document should be a group effort although it is the responsibility of the designated leader/moderator to make sure it is ready to hand in . As always, it is due just BEFORE the group gives its presentation. Use the format of the Preliminary A/O as your template & make changes accordingly.

8. Remember, Group Presentations differ from individual presentations because they are NOT rehearsed in advance. Of course, each group member should rehearse his/her own individual "mini-informative speech " that will be delivered in Segment 1; however, the best way to prepare for Segments 2 & 3 is just to be very familiar with your additional data and evidence. {{N.B. - Allow approximately 4-5 minutes for EACH of the 3 parts of the overall presentation. This will allow you a little "wiggle room & time flexibility}}

[Yes, debate-refutation, roleplaying, and TV news-formats are some of the variations you could use in your presentations. It's up to you & your imaginations. Visual/presentation aids are welcome.]

Tips on Handling the Multiple Delivery styles of Group Presentation:

1. SYMPOSIUM = you are talking TO your audience as well as TO your fellow participants .[i.e. make your mini-speech extemporaneous & audience centered]

2. PANEL = you are talking TO your fellow participants but you realize the audience is silently listening in, so you should also be talking FOR them.[i.e. as you talk amongst yourselves, still project "E & E" & make volume, language & examples audience-centered.]

i.e. Whenever doing a "panel" presentation, there is the awareness of an audience. If your future professional experiences everinvolve you discussing a topic in front of an audience, remember you are not talking TO them but you are talking FOR them. Be sure to keep that energy & volume up & projected out & keep them motivated to listen even though you are not making eye contact with them.

3. FORUM = as part of your group. you are talking WITH your audience. They are the ones asking the questions and directing the discussion. [ i.e. accommodate their interests but weave in reinforcement of your own central idea]

[ NOTE: the "Combo" presentation assignment [i.e. individual speeches ] is TOTALLY separate from the Group Presentation assignment [i.e. groups] except that --time wise --we will be doing the former on the same days we are planning the latter]

F'16   LS - GROUPS:

Group #1
Lauren BOROWICK ,Brendan FINNEGAN , Steven CATUDAL , Ben JAROS , Cristina HILL



[in-class planning sessions for this presentation = TBA 11/2 & 11/9 & 11/14 & 11/16(brf) )

[the group presentation is on Mon 11/21/16]

TOPIC RESERVATIONs: __ SHU sex-based guest policy ?

DISCUSSION QUESTION: Should Seton Hall change its gender based overnight guest policy?

= this is a Ques-of- FACT -POLICY-- VALUE_ discussion

"2 Lists" /submitted {12-24}

  prelim A/0 submitted

Combo Pres =___M-11/7

---------------------------------------------------------------------------------------

GROUP 1 = "Recognizing Nonverbal Cues" >> FIRST QUESTION: Nonverbal communication serves many functions, including substituting, accenting, regulating, completing, and contradicting. Identify examples of each function in one or both of the scenarios.

Group #2

Madison SCHUCHART , Isioma OYE-ONWUKA , James SHERRY , Nate TREMONTI, Ryan McFARLAND

[in-class planning sessions for this presentation = TBA 11/2 & 11/9 (1/2) & 11/14 (1/2) * 11/16(brf)

[the group presentation is on Mon 11/21/16]

TOPIC RESERVATIONs: Pixar’s Impact on Children (?)

DISCUSSION QUESTION: What effect do Disney-Pixar movies have on children? ______________________________________

= this is a Ques-of- FACT -POLICY-- VALUE_ discussion

"2 Lists" /submitted {compassion}

  prelim A/0 submitted

Combo Pres = W-11/9 _ & M-11/14_& M-11/7_

------------------------------------------------------

GROUP 2 = "Recognizing Nonverbal Cues" >> SECOND QUESTION: Describe specific ways in which Kim's nonverbal behavior differs in each scenario. Pay attention to her body orientation, posture, gestures, facial expression, and paralanguage.

Group #3
Megan SCIME , Michael ANDRUSIEWICZ , Kelly DUNN , John KIROLLOS,

[in-class planning sessions for this presentation = TBA 11/2 & 11/7   &   11/14   & 11/16(brf)

[the group presentation is on Mon 11/21/16]

TOPIC RESERVATIONs: Interpersonal skills are (aren’t) increasingly important in the workplace

DISCUSSION QUESTION: current phrasing:"How do interpersonal skills impact your effectiveness and image on the job?

= this is a Ques-of- FACT -POLICY-- VALUE_ discussion

"2 Lists" /submitted {2:00 am borderline}

  prelim A/0 submitted

Combo Pres = 11/9

----------------------------------------

GROUP 3 = "Recognizing Nonverbal Cues" >> THIRD QUESTION: Nonverbal communication is ambiguous. Identify nonverbal behaviors of Kim (in each version of the scenario) that could be interpreted in more than one way.

Group #4

Henry STECK, Marissa ANIOLOWSKI, Ryan McNEILLY , Regan SCANLON

[in-class planning sessions for this presentation = TBA 11/2 & 11/7 & 11/9 & 11/16(brf)

[the group presentation is on Mon 11/21/16]

TOPIC RESERVATION: The college admissions process in the U.S vs the rest of the world

DISCUSSION QUESTION: current phrasing: What are the differences between the college admissions process in different countries and how does it affect the applicants? Why is it like this?

= this is a Ques-of- FACT -POLICY-- VALUE_ discussion

"2 Lists"/submitted { 24 hrs}

  prelim A/0 submitted

Combo Pres =__M-11/14

----------------------------------------

GROUP 4 = "Teamwork: Bill's Bad Attitude" >> SECOND QUESTION: Identify nonverbal behaviors that express relational level meanings of communication. What aspects of team members' nonverbal communication expresses liking or disliking, responsiveness or lack of responsiveness, and power



last updated 11/13/16

>>	ensuring the completion of the prelim. & final agenda/outlines [ prelim. A/O worksheet linked above & below]
>>	overseeing the research assignments
>>	overseeing the symposium assignments
>>	moderating the discussion during the panel & forum segments
>>	maintaining the timing - per segment & overall
>>	making transitions between the 3 segments, etc. etc. etc.

[-1] Pre-Planning tasks	Each group will submit a document containing these 2 preliminary lists: 1 - your group's 5 "Codes-of-Conduct" [ agreed-upon behavioral norms that will apply to your's group's interactions] 2- your 4 brainstormed, potential topics. Refer to the general Topic Choice Guidelines before you do your brainstorming for generating this list. [ Due by email no later than Sun 10/30 - 9pm ] & be sure to use this specified subject line: *"LS-Our Group's 2 Lists"*
[a] Preliminary Agenda/Outline:	Each group will submit one copy of their "Preliminary Agenda/Outline" which is available on line via this link. The filled-in preliminary A/Os can be submitted to me via hard copy OR e-mail [no-later-thanMon 11/14/16-5:00pm] This submission also serves to reserve your topic-- first come, first served!
[b]Revised-Final Agenda/Outline:	Each group will submit one hardcopy of its revised, final Agenda/Outline on the day of presentation-- as always it is due BEFORE giving the presentation. Use your professor's annotations to your preliminary Agenda/Outline & revise accordingly.
[c] extra credit--Reaction Journal: [see directions at right]	Directions: Any group member can submit a personal, follow-up Reaction Journal which is an individual submission-- IN ADDITION TO any work a person does as part of the group collaboration. ► If you're interested in this option, keep a 4-5 entry computer journal. { Each dated entry = 1-2 paragraphs.} This journal should consist of your thoughts & reflections about being involved in this group process. ► At the end of this unit, e-mail your journal to me. [No later than: M 12/12]

Due Date summary: → 10/30/16 @ 9pm: "LS-Our Group's Two(2) Lists" → no later than 11/14 @ 5pm [earlier is better] "LS-Grp # _____: Preliminary Agenda/Outline Document → 11/23 @ 12:30pm Final Version of Group's Agenda Outline [remember the time limit. Don't "stuff"] → 12/12 @ 5pm: OPTIONAL Reaction Journal. This is the only individual assignment associated with this project.	.

Group #1	Lauren BOROWICK ,Brendan FINNEGAN , Steven CATUDAL , Ben JAROS , Cristina HILL [in-class planning sessions for this presentation = TBA 11/2 & 11/9 & 11/14 & 11/16(brf) ) [the group presentation is on Mon 11/21/16] TOPIC RESERVATIONs: __ SHU sex-based guest policy ? DISCUSSION QUESTION: Should Seton Hall change its gender based overnight guest policy? = this is a Ques-of- FACT -POLICY-- VALUE_ discussion *"2 Lists" /submitted {12-24}* prelim A/0 *submitted* Combo Pres =___M-11/7 --------------------------------------------------------------------------------------- GROUP 1 = "Recognizing Nonverbal Cues" >> FIRST QUESTION: Nonverbal communication serves many functions, including substituting, accenting, regulating, completing, and contradicting. Identify examples of each function in one or both of the scenarios.
Group #2	Madison SCHUCHART , Isioma OYE-ONWUKA , James SHERRY , Nate TREMONTI, Ryan McFARLAND [in-class planning sessions for this presentation = **TBA 11/2 & 11/9 (1/2) & 11/14 (1/2) 11/16(brf)* [the group presentation is on Mon 11/21/16] TOPIC RESERVATIONs: Pixar’s Impact on Children (?) DISCUSSION QUESTION: What effect do Disney-Pixar movies have on children? ______________________________________ = this is a Ques-of- FACT -POLICY-- VALUE_ discussion "2 Lists" /submitted {compassion} prelim A/0 submitted Combo Pres = W-11/9 _ & M-11/14_& M-11/7_ ------------------------------------------------------ GROUP 2 = "Recognizing Nonverbal Cues" >> SECOND QUESTION: Describe specific ways in which Kim's nonverbal behavior differs in each scenario. Pay attention to her body orientation, posture, gestures, facial expression, and paralanguage.
Group #3	Megan SCIME , Michael ANDRUSIEWICZ , Kelly DUNN , John KIROLLOS, *[in-class planning sessions for this presentation = TBA 11/2 & 11/7 & 11/14 & 11/16(brf)* [the group presentation is on Mon 11/21/16] TOPIC RESERVATIONs: Interpersonal skills are (aren’t) increasingly important in the workplace DISCUSSION QUESTION: current phrasing:"How do interpersonal skills impact your effectiveness and image on the job? = this is a Ques-of- FACT -POLICY-- VALUE_ discussion "2 Lists" /submitted {2:00 am borderline} prelim A/0 submitted *Combo Pres = 11/9* ---------------------------------------- GROUP 3 = "Recognizing Nonverbal Cues" >> THIRD QUESTION: Nonverbal communication is ambiguous. Identify nonverbal behaviors of Kim (in each version of the scenario) that could be interpreted in more than one way.
Group #4	Henry STECK, Marissa ANIOLOWSKI, Ryan McNEILLY , Regan SCANLON [in-class planning sessions for this presentation = *TBA 11/2 & 11/7 & 11/9 &* *11/16(brf)* [the group presentation is on Mon 11/21/16] TOPIC RESERVATION: *The college admissions process in the U.S vs the rest of the world* DISCUSSION QUESTION: current phrasing: What are the differences between the college admissions process in different countries and how does it affect the applicants? Why is it like this? = this is a Ques-of- FACT -POLICY-- VALUE_ discussion "2 Lists"/submitted { 24 hrs} prelim A/0 submitted Combo Pres =__M-11/14 ---------------------------------------- GROUP 4 = "Teamwork: Bill's Bad Attitude" >> SECOND QUESTION: Identify nonverbal behaviors that express relational level meanings of communication. What aspects of team members' nonverbal communication expresses liking or disliking, responsiveness or lack of responsiveness, and power