Some ideas for creating your own 110 projects

• Think of creative ways to engage students in forms of inquiry. Ask them to focus on local places, events, and people. Look to primary resources about these places, events, or people that are available to students. For example, have them look to the Kentuckiana Digital Library.

•  Think about "real world" or hands-on projects that require students to provide informative (and well-researched) writing for an audience who actually needs it. For example, students may create a group of well-written Wikipedia pages about local Kentucky historical figures who are not currently recognized there. 

• Work ahead of time with a social organization who is looking for students to help them write informative literature for their audiences. (Note: If you wish to set up a community project, please talk with the Director or Intern ahead of time so that they can help make this partnership as strong as possible.

• Have the class identify and research a local community or event. Have them record oral histories of these communities. Create a website that introduces the entire project.

• If you have students who are in similar disciplinary backgrounds, create a focus on disciplinary investigations. Ask students to "shadow" someone in their future field. Create a multimodal project around this mini-internship.

Some ideas for creating your own 111 projects

• If groups are doing their own case studies, you might consider holding a class debate for each group. Have the group discover its point of "stasis" (i.e., its point of disagreement or the point at which there are differences of opinion). Have the group divide into two position sides, which will both deliver speeches and evidence to the audience. 

• Think about "real world" or hands-on projects that require students to make persuasive or evidence-based claims for actual audiences. For example, they might work with a student organization who needs help in attracting volunteers. 

• Ask students to attend live talks on campus of speakers who are making argumentative claims. Have students create rebuttals or extended affirmation to that speaker's claims.  

• Have groups (or a whole class) produce an audio or video podcast over a particular issue. They will first need to figure out what the stasis is, or how they can create such a piece in a way that allows for disagreement to productively emerge.