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Full-Text Articles in Education
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.
Practicing Healthy Relationships In Academic Spaces Through Informed Revision, Melina Juarez
Practicing Healthy Relationships In Academic Spaces Through Informed Revision, Melina Juarez
Backward by Design Mini-Studies
I try to create classroom environments where students of diverse backgrounds can develop their intellectual curiosity and can engage others with vulnerability and respect by centering relationality and community-building as key practices of knowledge and learning. I implemented Informed Revision through a “research feedback day” as an instructional strategy to help me further engage students in these processes through writing and research. I was interested in understanding: To what extent does informed revision increase students’ engagement with the course assignments and with each other? I found that this intervention: increased student confidence in their knowledge and work; provided space for …
Including The Obvious: Why Are We Doing This?, Elizabeth Colen
Including The Obvious: Why Are We Doing This?, Elizabeth Colen
Backward by Design Mini-Studies
Along with including the usual sections for “what” to do and “how” to do it, when developing an essay writing prompt, providing a section to explicate “why” students will be completing the assignment results in a significant improvement of the quality of essays received, as well as a noted improvement in student ability to connect with several of the overall Student Learning Outcomes of the class. This write-up examines shifts made in assignment construction, as well as the results of that shift as realized in a 200-level Queer Literature course.
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 …
Crossing The River Together: Complicating Learning Outcomes In Writing Classes, Sophia Brauner
Crossing The River Together: Complicating Learning Outcomes In Writing Classes, Sophia Brauner
Backward by Design Mini-Studies
In this essay, I ask how Understanding by Design (Wiggins & McTighe) functions in planning skill-based composition classes. I inspect how the first step of Wiggins and McTighe’s approach to course design, establishing desired learning outcomes prior to meeting the students, makes generalizing and limiting assumptions about a heterogenous group of students. I complicate Understanding by Design with Willie James Jennings’ notion of “forced affection,” positing that predetermined learning outcomes hinder students in their unique expression of ideas and identity. I close by suggesting inventing “big ideas” for writing classes which students then fill with meaning themselves, resulting in a …
Combining Backward Design With Narrative Tools Can Structure Complex Subjects Into Engaging Courses, Francisco J. Laso
Combining Backward Design With Narrative Tools Can Structure Complex Subjects Into Engaging Courses, Francisco J. Laso
Backward by Design Mini-Studies
Backward course design helps align course outcomes with assignments and learning experiences. However, it is still challenging to simplify complex subjects into 10- week courses. Olson’s And-But-Therefore (ABT) framework can help instructors identify threshold concepts within their subject to thread a straightforward yet compelling narrative through their course. Pairing the ABT framework with backward course design can be particularly useful for expansive subjects with no clear thematic or chronological progression.
Peer Editing As Learning Tool, Warren Cornwall
Peer Editing As Learning Tool, Warren Cornwall
Backward by Design Mini-Studies
Structured peer editing of student writing provides a valuable tool for teaching writing concepts and skills. This write-up describes a detailed process for teaching and using peer editing in a journalism class. The goal of the peer editing is to help students understand and apply concepts and skills used to craft engaging and informative news stories, and to develop skills providing and receiving feedback about writing.
Using Reflective And Meta Writing Practices In English 101, Michelle Runyan
Using Reflective And Meta Writing Practices In English 101, Michelle Runyan
Backward by Design Mini-Studies
This study examines the ways in which a low-stakes meta, reflective, and reflexive writing assignment has the potential to help students better understand the writing that they do in the classroom. This assignment allows students to think through threshold concepts in the course, to question course concepts, and to think through the areas they are struggling with. Additionally, students are encouraged to think through their own writing process and how the skills they learn in the course might transfer to other courses. Finally, it allows the course instructor to examine their course curriculum and to adjust lesson plans based on …