Division II Project Requirement

Project Requirement for Div II

Background

In Spring 2021, the Hampshire faculty approved a new requirement: During Div II, all Hampshire students must complete a “supported project.” Such projects are intended to strengthen the project throughline during Div II and help students prepare for more independent work in Div III.

WHAT is a Div II Project?

The supported Div II Project produces a tangible outcome (a policy, report, proposal, product, art piece, performance, community event, etc.). Supported projects help students improve their project development and management skills under the guidance of faculty, staff, and/or community partners and peers. Through this process, students develop the skills to complete an independent project and to relate their work to a broader community context.

HOW do students undertake a Div II Project?

A Div II Project can be undertaken through a variety of curricular structures. It may be done independently with the guidance of an appropriate supervisor or as part of a project-based course. Each project must be at least one semester long or comprise at least 180 hours of work. Projects may be completed during any semester of Div II.

Special Project: To count as a “Div II project” your special project must be completed before the Div II pass deadline.
Project-based Course: These courses are structured around generating and executing projects. Students are responsible for shaping their own project scope and timeline. Examples are:

Project Courses are tagged with the “project” designation on the Hub and require one faculty member.
Semester Unbound requires two to three faculty members.
Project Seminars are collaborative projects guided by one faculty and/or staff.

Independent Study: A semester-long project guided by a faculty member

WHERE are project ideas initiated?

Student-initiated

A student or group of students can propose a project idea to be undertaken as an independent study or special project.

Faculty

Faculty can assign project topics as part of a class.

Community-generated

Members of the Hampshire community (staff, faculty, students, and alums) or non-Hampshire individuals or organizations can propose or sponsor a project that meets a community need. Students can choose to pursue the project with the support of the project sponsor and designated faculty advisor. Faculty can also choose to incorporate such projects as part of a class.

Evaluation Criteria

Division II supported projects are defined by a framework of specific skills/competencies. The following criteria are intended to guide project scope and evaluation, and are not meant as a step-by-step plan for completing a project. Robust projects require students to:

Scope	Develop and refine a clear research question and compelling project idea that addresses a pressing problem/challenge. It should include an inquiry into “How does this work go beyond me?” Identify resources needed to complete the project, and create a plan for procuring these resources.
Planning	Formulate a detailed plan of action, including major project milestones, check-ins, and deadlines. Identify teammates, mentors (faculty, staff, outside experts), and/or collaborators and establish clear roles and productive working relationships with each.
Background Research / Info Gathering	Identify, gather, and review relevant sources of information. These might include written works, reports, studies, interviews with experts or stakeholders, environmental surveys, etc. Identify and engage with project stakeholders (community members, users, etc.). Examine information sources for their credibility and applicability.
Draft / Prototype / Conceptualize	Produce a draft/prototype/concept model/etc. that can be evaluated and refined.
Communication	Solicit and engage feedback from collaborators, and engage in in-process reflection. Share project process and outcome with the campus community or other stakeholder[s] via a presentation, performance, paper, installation, editorial, etc.
Reflection & Revision	Adapt/adjust/revise the project in response to feedback (change the design, adjust project scope, communicate changes with collaborators). Discuss the limitations and implications of the project. Complete a self-evaluation that reflects critically on the project.

Examples

Group independent study, community-generated project idea: Hampshire archives staff post an idea for a project to improve the Division III Archive. A group of three Div II students propose (via the supported project form) to conduct a semester-long project as independent studies. Archives staff acts as the project sponsor and provides needed context. A faculty member supervises and evaluates the student’s work.

Semester Unbound, community-generated project idea: Three faculty members offer an Unbound semester on “Moving Beyond Land Acknowledgements,” an idea generated from the Environments & Change LC. LC staff, faculty, and students act as stakeholders as students undertake projects in the course.