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London HUA Onsite Syllabus

This syllabus contains information, links, and resources to ensure an academically and culturally significant experience at the London HUA project center. Please read it carefully, and read all pages linked within this document very carefully.

If you're looking for the HU2900 prep course syllabus, click here.


The London HUA project center onsite experience counts for up to three courses toward the completion of your HUA requirement. The onsite component is a continuation of the prep course through which students identify their course/degree needs and develop milestone objective statements. During this onsite component, students participate in an immersive, hands-on project-based learning experience. By the end of this experience, students will have 1) visited numerous landmarks, sites, museums, concerts, and other points of interest, some selected by the students themselves, and 2) written reflections about these experiences identifying key persons, places, things, and ideas documented through an individual profile page, 3) gathered information and media to contribute to the body of knowledge through articles, and 4) completed the objectives to produce three major project milestones, each of which corresponds to the focus area of Humanities and Arts course credit that you are receiving.

The assignments below describe the details and procedures used to meet these goals. The activities exist to provide insight into the London culture past and present. Think of your participation in these activities activities as being similar to the way you are presented with key points of information in a classroom except in a much more self-directed experiential manner. The activity journal entries are your way of reporting on these experiences and noting the key points that are most meaningful to you and relevant to your project milestones. As you reflect on these experiences, you will need to create and contribute to articles about key people, places, things, and ideas. Think of this process as building a platform or a case that will help you make particular claims and conclusions through each of your project milestones. In other words, if one of your project milestones makes a references to, for example, Chaucer, you should be able to 1) link an article about Chaucer inside our local site (an article which may or may not already exist); that article 2) must contain some narrative, image, video, or other element that relates to the reference you've made in your milestone.

The three milestones are where you get to make your own claims and assertions about something as per the topic and discipline of the type of credit you're receiving (e.g. ISP in music, capstone in art, etc.) as discussed and defined in HU2900. Beyond the assigned activities and meetings on our calendar, it's up to you to get the information and perspective needed to deliver three high-quality project milestones. You can and should accomplish this by arranging additional onsite activities for yourself and others to points of interest germane to your milestones, spending a lot of time in the library and in bookstores reading about relevant topics, and, in general, asking knowledgeable people (such as museum docents) questions that will give your more areas of exploration. Use elements of transmedia to effectively tell the story of your project milestones.

Academic Integrity

Throughout this term, you are expected to create original work (writing and otherwise) including proper citations, and omitting any instances that merely paraphrase extant work. Please review the guidelines on plagiarism and academic integrity found here.

Throughout the term, ensure that you have properly attributed citations to all of your references including page numbers. If you are quoting someone, you must note this explicitly; phrases like "According to so and so in his book:" can be useful before putting in long quotations. Please also ensure that you are not simply paraphrasing things that you found in your sources; this type of paraphrasing is actually plagiarism. Please review the campus guidelines (link above) and ensure that all of your work is in compliance with these standard practices of academic integrity.

Prep Assignments

Ensure that all assignments from the London HUA prep course have been completed prior to your arrival. You should also re-read the sections of the prep syllabus the describe the project milestones, the expectations for your project milestones, and approaches to identifying and refining topics of interest. You should also review all assignments related to editing this wiki, and setting up your profile page.

On-site Assignments

Assignment #1: Complete all activities and assignments on the calendar

Visit our onsite calendar, which outlines all activities by group, meeting dates, and due dates, daily assignments and tasks, and other information. Take note of the due dates and refer to them often.

Day to Day

The expectation for your day-to-day work hours is 9am-5pm, Monday-Friday unless noted otherwise on the calendar. The beginning part of each day typically has some sort of site visit activity; the mid-afternoon until the end of the workday is typically reserved for you to work toward completing your project milestones, which includes time spent researching (at the library or elsewhere), time spent visiting other sites of interest related to your project, and our scheduled Check-in Meeting, Weekly Presentation Meeting, or other scheduled meetings with your advisors. You are also free and encouraged to contact your advisors to set up additional individual meetings if you'd like. Please consult the calendar for details.

The daily activities, which include visits to important London sites, are designed to provide an immersive experience into the London culture. Not every site you visit will relate directly to your milestones, however, what is important to note (in your articles) and for your own benefit) is the way that these sites contribute to and have contributed to the overall culture of London, and how these sites have influenced your own sense of this culture.


While you will be visiting these sights in groups, the groupings have more to do with devising small groups with similar interests than they do a collaborative work output. You may work with others outside of your group or entirely on your own, though group work is encouraged. As noted on the calendar, the groupings for onsite activities change somewhat regularly. Please see the sections on Collaborative Work within the Milestone section of this syllabus.

Assignment #2: Complete all activity journal reflection entries on your profile page

This is an ongoing assignment throughout the term: for each activity on the term calendar, you will be expected to enter an "activity journal" entry on your personal profile page.

Consult the calendar ever day of the term for specific activities for the day for all students, the particular activities assigned to you and others, and specific instructions related to those activities. For each activity scheduled on our calendar, you should 1) create an Active Journal Entry on your profile page, and 2) create one new article of substantial quality or edit and contribute to at least three related articles. You may work on these articles as a group and even collaborate on the same three articles, but the quality of work submitted must be commensurate with the number of individuals working on a single article. Use this article template as a starting point when making new articles. Be sure to use transmedia elements when appropriate. The tone of the journal entries on your profile page can be personal, but still quality professional writing; the tone of article pages that you edit should be objective, professional, referenced writing. Save often when editing existing articles and edit only section when possible as opposed to editing the entire page; keep an offline copy of your contributions.

As you complete articles and your milestones, use the library, museum docents, and other methods as resources. You may register for a Reader Pass with the British Library here. The purpose completing and contributing to articles is that the inclusion of articles as links in your milestones makes them more robust and powerful as individual documents. Consider your additions to articles or the creation of new articles as your contribution to the good of the many utilizing this wiki; link to articles as needed for your own research purposes, and provide resources for others to use in theirs.

Consult the specific guidelines of the activity journal entry on the Template Profile page. By the end of the term, a separate entry should be present on your profile page for each activity. These entries should contain robust narratives and linking to other content (which you are also expected to supply).
Consult the Template Profile page and its structured elements, and compare it to your own personal profile page. Ensure that your page has all of the required information place with proper links to your other contributions, category tags, and other required content.

Collaborative Work

Every student must have a unique profile page and submit individual journal reflections. Article creation and editing may be collaborative, but attribution of work should be noted in your journal reflection entries.

Assignment #3: Complete all three milestones

The entirety of this project experience comes down to three milestones that relate specifically to the course credit you are receiving and the area of focus therein; each of your three milestones correspond to each of the three areas of course credit you are pursuing. Think about each milestone to be completed onsite as having two parts: 1) a thorough background review of some topic, and 2) a "creative" deliverable component that correlates to the background. Review the section on Milestones described in the HU2900 Syllabus.

Use the methods you've used to create articles and the articles themselves to support the claims and assertions of your milestones. Milestones contain your main personal contribution to this project and should reflect your personal interests and high-quality research. Throughout the onsite project experience, as you are experiencing different activities and completing articles, work in parallel to complete your milestones; a final draft of each milestone is due about every to weeks, so continue work on these while the topics are fresh in your head. If there are particular sites and activities that relate to your project but aren't on the main activity calendar, go in a small group during the available time when nothing scheduled; most places are walking or tube distance, but, if places are really far out, discuss the details with your advisor(s). In general, any time not spent at an activity should be spent at the library, at another self-directed activity, or at another workspace (cafe, bookstore, etc.) working on your milestones. Be sure to capture video, photos, and other information from the experience.

Build up supporting documents by creating and contributing to articles, which can and should be referenced within the body of your milestones. Add media to your milestones as well and find compelling ways to tell the story of your milestones.

Consult the Template Milestone page for specific formatting and elements required for each of your three term milestones. Ensure that you also provide an abstract narrative for each milestone on your profile page (see the Template Profile page for examples).

Prior to creating a new milestone page (or any page for that matter!):

  • Choose a good, meaningful title without phrases like "Milestone 1" or "My Project" in it
  • Check your spelling
  • Ensure that the page you're creating doesn't already exist in some form
  • If multiple titles would be appropriate (ex. Beatles and the Beatles), create a new page with a Redirect

Collaborative Work

Working collaboratively in teams on milestones is encouraged. Each teammate must still complete individual journal reflections and have individual profile pages, though a single milestone page may be created for each milestone collaboration. An Attribution of Work section must be included at the bottom of each collaborative milestone. In addition to creating a running "Attribution of Work" section on your milestone page, please contact your advisor(s) as soon as possible to tell them about your intentions for collaborative milestone projects. For grading purposes, high-quality work is expected regardless of group size, but the scale of the work presented should be commensurate with the number of students working on a single milestone.

Background Research

Consider each of your milestone topics, and then start conducting background research by identifying and reading some real sources (not just Googling stuff). At this point, you're not expected to have a full sense of the big issues related to your project (the key players, the "who, what, when, where, and why", etc.)--you'll only learn this by reading books, and many books. Once you do this, most of your difficulties will be over; we have time structured into this course for you to do this type of scholarly research. If you can't get a library card, go browse some books at any library in London or even consult the WPI library; you can also buy books from any bookstore. Keep in mind that the "creative" deliverable for each of your milestones must be deeply rooted in solid background research.

The Libraries in London

The public libraries of London welcome anyone who wants to come in and use the libraries. If you are here for only a short time, as we are, you cannot register to check books out of the libraries (not surprising, really), but you can search their catalogues online and go in and use books in the library. There are several local systems. One is the Westminster library system at : you can go to that website for locations, hours and online catalogues.

Another relevant system is the Camden system. I made some calls and learned that some of the better ones for our purposes are the library at King’s Cross (near King’s Cross tube station); the Swiss Cottage Library (Swiss Cottage tube stop on the Jubilee Line) and the Holborn Library. You can get to their catalogues, locations and hours via, or catalogues at

It may be possible to use libraries at museums as well, not for taking out books, perhaps, but for reading them while onsite. Some museums and sites do also sell specialized books.

Once you have a list of sources you need, find out which of them are available at the local public libraries, and if they are not, then you can make a case at the British Library for your need to use them there.

After early June, you may be able to use the University College London libraries for a daily, weekly, or monthly fee (not before that because this is their end of term and they are too busy to allow users who are not students there). But given the various public libraries you can use, it should not be necessary to use a library that imposes a fee.

Use the resources at Gordon Library, especially JSTOR and Project Muse in Databases to find articles and book reviews, and then Google Scholar to go from those sources to other publications that have cited sources you’ve found. In many cases you can find sources on Google books, and there are many ebooks you can get from our library as well. And, as we have said, the WPI librarian will always be eager to help.

We do not require you to purchase any books for the London HUA experience, so don't be reluctant to spend money buying books and other resources that will help your efforts and strengthen your projects.

Assignment #4: End-of-term Check-up

Ensure your profile page and all milestone pages have no dead links or errors including formatting errors and extraneous or missing category tags.
Specifically, please check the following:

  • Compare your project profile with the profile template page, and make edits so that your page matches in form and syntax with the template page including all headings, sections, appropriate tags for profile pages (as indicated in the template page), and the Infobox
    • If necessary, Copy and Paste your milestone abstracts onto the Milestone description sections of your profile page (above the link)
    • Replace your profile picture with a photo of yourself in or related to London; you can subordinate your original picture somewhere else on the page if you just can't let it be replaced
  • Compare each of your project milestone pages with the milestone template page, and and make edits so that your page matches in form and syntax with the template page including all headings, sections, and appropriate tags for milestone pages (as indicated in the template page)
    • Ensure that your Actual Name is listed and linked to your profile on each of your milestone pages; if your username appears, link it appropriately but show your actual Name instead
  • Ensure that all media elements you have included in your pages are embedded solely within this wiki with no external links to media such as YouTube videos, PDF or other documents, etc. If you have links to YouTube videos or other external multimedia elements or files, please consult the help page for information about how to upload and embed local copies of all media to this site. There should be no external media embedded in your pages that is not hosted by and contained in this wiki site.
  • Remove all template boiler-plate text, headings, images, category tags, etc., and other erroneous data from all three of your milestone pages, your profile page, and all articles to which you've contributed.
  • Add all advisor category tags to your Profile page for all of your onsite advisors. While, early on, it may have been required to add an advisor tag (such as [[Category:Advisor:Manzo]] to your profile page, ensure that your Profile page, now, contains advisor tags for both (if applicable) WPI advisors participating in this onsite experience. Note: off-campus advisors involved only in the prep should not be given advisor category tags.
  • Put all milestone language in the past tense not present tense
  • Email your advisor(s) links to all pages that you created that are not in use so that they can be deleted

None of your milestone, profile, or article pages should have errors in category tags (which show up in a red box), so fix those if you see them! There should also be no section headings for category tags.
Error Examples:
Category tag error.png
Infobox error.png

Check and Fix Errors on Your Pages

Click on each link below and fix all pages you have created or contributed to:

Pages with Broken Links


How to fix:
Find all of the red links and update links accordingly. If you are linking to a page that should exist, please copy the Article Template content and create the page. If the broken link is to an image or video, remove the broken link (in red) or click the link and upload the correct content described on the page (an image of St. Paul’s, for example).

Pages with Broken Infoboxes


How to fix:
Check your InfoBox at the top of the page and, in most cases, delete any data/label pairs that have no content in them but retain at least one pair like this:
|label2 = '''Photo Credit'''
|data2 = [[User:Vjmanzo|V.J. Manzo]]

If you're image does not require any data/label pairs and only requires a caption, embed it as an image.

Non-template Pages in the Template Category:


How to fix:
Check the bottom your Profile, Milestone, and Article pages for Category tags that you accidentally left in while creating the your page. Consult the appropriate template page for the correct tags to be used on such a page, and delete any inappropriate tags which absolutely includes the tag [[Category:Template_Pages]].

Assignment #5: Complete the eCDR (for capstone course credit)

If your final milestone is for HUA capstone credit, you must complete the eCDR by visiting this link. Use your abstract for Milestone 3 as the abstract for the eCDR and include the link to your milestone page on this wiki. It is very important that you complete this form if you are completing your HUA capstone. This step is not required if you are not completing your capstone during this off-campus opportunity.

Assignment #6: Complete the Citation Form

Complete this form citing your individual project work according to the given format.

Optional Assignment: Get Social (completely voluntary assignment)

Stay connected with future WPI London HUA students; post a picture or two (or more!) from your experience to our social media page here:

Our suggested hashtag is #WPILondonHUA

Optional Assignment: Come to the IGSD Global Fair

Hang out at the London HUA table at IGSD Global Fair held at WPI during the start of A term, and tell prospective London HUA students about your experience here. Reconnect with eachother and share your favorite London HUA inside jokes while your prospective applicants observe in envy! Stand next to a life-size cardboard cutout of Ringo Starr!


You are registered for three individual courses, though, as mentioned, you are permitted to work in teams. Each student must submit their own work to their profile page and their milestone pages. The entire grade breakdown for each 1/3 component of the onsite experience is as follows:

  • Effective participation in onsite activities, project meetings, and presentations: 20%
    • This will be evaluated by reading the journal article reflections and through observations made by your advisor during meetings and presentations. The calendar contains all onsite activities and specific criteria associated with these activities as well as due dates for other weekly deliverables.
      • Onsite Activities (10%)
      • Check-in Meetings (5%)
      • Presentations (5%)

If you don't fully participate (both physically and cognitively), you will lose credit commensurate with the amount of content missed. This credit allocation will be scaled across the entire term.

  • Completion of project milestone: 50%
    • The quality of each milestone page should reflect work equal to the amount of work required to succeed in a 1/3 unit humanities course in the same subject area of your milestone; you will be graded individually for each milestone according to this standard based on unique observations made in the writing through:
      • Background research (25%) which includes a thorough review of the who, what, when, where, and why of the milestone topic; this component and the expectations of quality work are described further in the HU2900 Syllabus.
      • Original "creative" contribution (25%) which includes an original position, expression, or interpretation that is rooted in and related to your milestone background research; this component and the expectations of quality work are described further in the HU2900 Syllabus.

The milestones must include the following elements, which will reflect the total percentage allocation above:
-Quality of writing and links to extant articles and resources
-Use of transmedia content especially content you have personally contributed
-References, citations, and links to external supplemental content

  • Completion of all assignments indicated on the syllabus: 30%
    • This is a competency-based criterion; if you complete all assignments, you will receive full credit:
      • All journal entries and a complete profile page (10%)
      • Creation and contribution to articles (10%)
      • All milestone draft assignments (outlines, drafts, etc.) due on-time per calendar (5%)
      • End of term check-up (2.5%)
      • Completion of citation form (and eCDR, if necessary) (2.5%)

If you miss these assignments, you will lose credit commensurate with the amount of content missed. Assignments submitted after the due date will not receive full credit. This credit allocation will be scaled across the entire term.
In general, you can make it easy for your advisors to give you a high grade by ensuring that your work reflects careful, considerate, and comprehensive thought and effort in terms of your project milestone background review, and insightful, cumulative, and methodical approaches toward the creative components of your project milestone deliverables.

Evaluation of Onsite London HUA

It is important that we communicate how we evaluate projects and assign grades. Project grading is difficult, particularly since students and advisors develop a working relationship during the project. Project grading is also very different from course grading. In a class, correctly completing all assignments and evaluations typically earns a student an A or B grade. However, an A project requires that students go beyond this level and demonstrate originality, initiative, and critical thinking. Students generally feel that lots of hard work and a nicely presented set of three milestones deserve an A. Most professors (including us) do not—unless there is real analysis, creativity, and depth in the total project effort. Getting an A is not a matter of "adding" more information to your project; we're looking for a thorough and thoughtful window into a specific concept or topic. In other words: quality not quantity.

The following list describes overall project expectations that apply to both the HUA and onsite components of your project. These follow from the stated learning outcomes from the undergraduate catalog (p. 17).

Throughout the project, we expect students to:

  • Demonstrate initiative and originality
  • Take the lead in discussion, planning, and analysis
  • Communicate a good understanding of the problems and issues underlying the project
  • Develop clearly stated, effective, achievable goals/objectives for the project
  • Strive to achieve as much balance as possible between the technical and social/humanistic aspects of the project topic
  • Demonstrate depth of knowledge of the relevant literature and other background sources; evaluate and synthesize this material critically and apply it appropriately to the project work
  • Design and apply appropriate methodologies to achieve the project objectives, and demonstrate understanding of their limitations
  • Produce clear and professional deliverables and presentations
  • Work collaboratively with teammates, advisors, and others to advance the success of the project.
  • In the end, achieve all stated objectives of the project.

It is important to note that project grades reflect both product (i.e., the content of the final three milestones, the activity journal, and the portfolio pages) and the process by which it was achieved: teamwork, creativity, perseverance, resourcefulness, professionalism, etc.
For HU2900, you will receive a single grade for 1/6 unit of coursework at the end of D-term based on both the product (completion of all assignments) and the process (e.g., teamwork, communication with advisors, consistent effort on the project).
We encourage you to seek feedback from advisors on your progress at any point during either term. We will provide you with regular feedback, but welcome inquiries and discussion on the team’s progress at any time.

Grading guidelines

The following guidelines describe how we will evaluate project work. Please consult the undergraduate catalog (p. 195) for a complete description of project grading policies.

  • A: This grade denotes excellent work that attains all of the project goals and learning outcomes. The product and process of this work meet all of the expectations and exceed them in several areas.
  • B: This grade denotes consistently good work that attains the project goals and learning outcomes. The product and process of this work meet but generally do not exceed all of the expectations.
  • C: This grade denotes acceptable work that partially attains project goals and learning outcomes. The product and process of this work meet some but not all expectations.
  • NR: This grade denotes work that did not attain the project goals or learning outcomes and is insufficient for registered credit. Both product and process were inconsistent with acceptable project work at WPI as outlined above.
  • NAC: This grade is reserved for performance that is unacceptable. It might mean that a student’s performance (or lack of it) has seriously impeded group progress, or it has embarrassed the group, a project sponsor, or WPI. Note that this grade remains on the transcript.

Team Meetings with Advisors

Onsite, we will have weekly meetings where we discuss personal milestones for team members and group progress. If, as individuals, you have specific questions about your project milestones, please add those to the agenda. For all meetings with advisors, the project team has the responsibility to run regular meetings. We expect each team member to participate as both meeting chair and meeting secretary, on a rotating basis.
Onsite, to facilitate meeting planning and to alert us to the issues you will raise, teams should prepare a weekly agenda for each meeting provided to both advisors and team members in paper copy. The specific format for the agenda is up to you, but it should:
• be consistent from week to week (both in content and organization)
• include basic information such as date, team name, meeting attendees, and identities of the secretary and meeting chair
• include a statement of your project goal and objectives
• include a report of progress during the past week and plans for the upcoming week, focusing on substantive accomplishments related to the project. When in doubt, list it.
• list items for discussion during the meeting. You may wish to prioritize these in some way, in case we run short on time. In addition, you may wish to build into the agenda some time to discuss any drafts that were turned in earlier in the week.
It is the meeting chair’s responsibility to keep the meeting on task, and to ensure that all critical components of the agenda are addressed. The team member serving as secretary should complete meeting minutes and circulate them among teammates and advisors as soon as possible after each meeting.

Going "Above and Beyond" to Earn an A

Your default starting grade is not an A; your advisors don't begin by crediting you the highest grade possible and then incrementally deduct points. An A project goes above and beyond what is needed to satisfy the assignment criteria. While this expression is somewhat indeterminate, here are some projects that demonstrated ways of going "above and beyond" in order to earn high grades. Some attended special training workshops and used that information to inform their creative works. Some students have created multimedia components rooted in their background research to expand on their creative deliverables. While a definitive example of what it means to go "above and beyond" is largely contextual, these projects demonstrate ways that past London HUA students have exceeded the basic expectations of advisors resulting in exceptional work. Present the prevailing scholarly thoughts on your topics as thoroughly as you can considering as many perspectives of your project as you possibly can. Contribute to that "thought" in a unique, informed, relevant, and creative way. You are welcome to discuss your "above and beyond" ideas and concepts with advisors at any time.

Milestone formats

One educational goal of this project experience is to have you take a complex open-ended problem and transform it into a research problem. This means that you must take ownership of your project. The most tangible expression of this level of commitment is in the drafts you hand in. Accordingly, the feedback you receive will not necessarily focus exactly on the techniques of writing, but on how you are thinking, the very logic you deploy to frame your sentences, paragraphs, sections, and, indeed the entire milestone project. Most of our comments will focus on things like organization, logic, and ideas rather than grammar, spelling, punctuation, word choice, and syntax. This is NOT to say that these latter elements are less important. Rather, you are responsible for issues of grammar and usage. Poor writing will affect your grade.
The other critical component of your proposal is its citations and language. Citations and references should be consistent, and should be in APA format. Consult the help page for information about how to use citations inside a wiki page.

Emergency Info

While we're onsite, the risk of an emergency is extremely unlikely compared to "everyday" risks. Still, we have some procedures in place in case of an incident:

  • Check in by adding your name to this sheet on the Emergency tab with an X in front of your name
  • Keep your cell phone charged and active; ensure that
    • your number is on our list
    • your advisor's numbers and IGSD's number is stored in your phone

In case it is necessary for us to meet up during an emergency, our first meeting location is the intersection of Crawford House at Crawford Passage and Baker’s Row. The alternative location in case the first is not a safe location is the fountain in the center of Russel Square Park.