Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Talking About Writing: Supporting In-Discipline Instructors By Using A Reflective Process To Implement Student-Centered Writing Assignments In Accounting, Lucas Walker
Backward by Design Mini-Studies
Departmental writing plans and faculty support are proven methods to help In-Discipline instructors more effectively teach writing. Talking about this developmental process is invaluable if departments are going to successfully implement a writing plan. Talking about writing is also crucial as In-Discipline instructors and writing studies instructors coordinate to create writing assignments in the classroom. Students need to learn to write for reasons other than to earn a grade and they need to actively engage with writing in a way that prepares them for their professional life. This paper focuses on one Accounting class to illustrate some of the challenges …
To What Extent Does The Implementation Of Student-Centered Assignments Increase Student Engagement, Agency, And Success In Mus 342 And Mus 343?, Haley Nutt
Backward by Design Mini-Studies
This brief essay explores the extent to which the implementation of student-centered assignments increases student engagement, agency, and success in MUS 342 and MUS 343. Beginning with descriptions of both courses and a few points regarding my own pedagogical philosophies, I discuss the premise and grading guidelines for an example student-centered assignment in MUS 342 titled “Personal Grove Encyclopedia Entry.” The write-up closes with a summary of what I hope my students can learn from the assignment initially, as well as how they can self-reflect on the assignment at the end of MUS 343 the following quarter.
Consensus To Co-Create Curricula And Build Community, Nini Hayes
Consensus To Co-Create Curricula And Build Community, Nini Hayes
Backward by Design Mini-Studies
This project was about using consensus to co-create curricula and build classroom community. I worked with students to narrow their study of focus to two concepts, Neoliberalism and Culturally Relevant Pedagogy. This co-creating and buy in from students really encouraged them to be present and find the course relevant to their work as environmental educators.