Writing in large classes Jennifer Imazeki

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2 My courses: Writing in large classes Jennifer Imazeki Principles of Microeconomics (500 students) Economics for Teachers (50 future teachers) Data Analysis (75 econ majors, taught with TBL) Economic Literacy (W course, 40 econ majors) 2

3 Writing in Large Classes Consider formative assignments (writing to learn) Blackboard tools Blogs, Discussion Boards Wikis Assignments 3

4 Blogs, Discussion Boards 4

5 Blogs: can see all posts together 5

6 Can attach rubric, grade easily 6

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8 Blogs vs. Discussion Boards Both allow conversation, peer ratings, attaching rubrics, easy grading Different interfaces Blogs: can see all posts together D-Boards: have to open each thread Blogs: class or individual 8

9 Wikis: Collaborative content 9

10 Participation summary 10

11 Individual contributions 11

12 Wikis Collaborative content (groups vs. individuals) Can jigsaw assignments so individuals responsible for parts but group responsible for whole Form of peer review 12

13 Tools to facilitate writing Emilio Ulloa, Psychology

14 Tools to facilitate writing Emilio C. Ulloa My course: Chicano/a Psychology PSY345 (66 students) MyWritingLab TurnitIn PeerMark 14

15 PSY 345 Psy 345 Chicana/o Psychology COURSE DESCRIPTION This course is an introduction to the psychological research, theory, and issues surrounding the topic of Chicano/Latino individuals and families. Many aspects of Chicano/Latinos will be examined including the intersection of psychology and cultural history and contemporary issues such as: the organization of family, traditions, lifestyle, values, beliefs, generational differences, gender issues, and ethnic identity. 15

16 Writing in Large Classes Start with review Early assignment due date Teach the peer review rubrics Require peer review (for points) 16

17 Start with Review 17

18 Start with Review 18

19 Start with Review 19

20 Teach the peer review rubrics 20

21 PSY 345 MyWritingLab COURSE EVALUATIONS POINTS MyWritingLab completion 45 Midterm Examination 50 Movie reaction paper st draft term paper peer review 45 Complete 3 peer reviews 45 Movie reaction paper nd draft term paper peer review 45 Complete 3 peer reviews 45 3 rd draft term paper peer review 45 Complete 3 peer reviews 45 Term paper 45 Final Examination 50 Total Points Available

22 Peer review (for credit) 22

23 Peer review (for credit) 23

24 INTEGRATING WRITING INTO LARGE CLASSES Brian Spitzberg School of Communication

25 INTEGRATING WRITING INTO LARGE CLASSES Brian Spitzberg BASIC PRECEPTS: 1. Determine learning objectives 2. Depth in assignment complexity 3. Brevity in assignment product 4. Revisit learning objectives 5. Develop rubrics 6. Build rubric into Turnitin/Grademark 7. Maintain/revisit rubric data 8. Use an interim assignment (if feasible) 9. Consider incentivizing student review 10. Scalability: 1 to 25 pages, model, etc.

26 INTEGRATING WRITING INTO LARGE CLASSES EXEMPLAR: 1. Proposition paper: How to translate concepts of relationship into formal hypotheses How to make a sound argument & syllogistic reasoning How to research scholarly sources How to apply an academic writing style & voice 2. Matching rubrics in Turnitin/Grademark pp. of instructions, and 2 pages of paper 4. Sample papers: instructor & ex-student

27 Suzanne Bordelon Interim Director Writing Center

28 Writing is more than communication, it is a means of learning, thinking, discovering, and seeing. --John C. Bean Engaging Ideas 28

29 Adding short, informal writing tasks can help students to think through key concepts or ideas presented in a course. Incorporating such assignments can also deepen students engagement in the course while increasing their learning and retention. 29

30 Low-stakes writing activities Writing that can receive credit, but is not necessarily graded Writing that is easily integrated into the coursework Writing that enhances higher-order critical thinking skills 30

31 Lecture Summaries Assigned at the end of class and turned in the next day. Encourages better listening by making students accountable for issues raised in lectures. Also helps students to become more active in their learning process not simply taking notes for a future test, but trying to understand key lecture concepts. 31

32 Quotation Responses Asks students to write for five minutes about one or two key quotations you post from previous night s reading. Encourages them to focus on important or difficult parts of the reading. Have them share their responses in pairs or small groups, reporting the issues that still remain after discussion. 32

33 Doubting/Believing Game Allows students to explore two sides of an issue. First, students doubt a claim and then summarize their conclusions in writing. Next, they believe the same position, again summarizing their best reasons or evidence. Responses are then shared in small groups 33

34 Writing Test Questions Encourages students to synthesize information from lectures, class discussions, readings Have them share their questions in small groups 34

35 Writing at the Close of Class Have students discuss what was most important about what they learned in class that day. Have student describe how the day s materials is connected to the previous period s material. Have students discuss what they still don t understand about the day s material. 35

36 Bean, J.C. Engaging Ideas: The Professor s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2 nd ed. San Francisco: Jossey-Bass, Hobson, E. Schafermeyer, K. Writing and Critical Thinking: Writing to Learn in Large Classes. American Journal of Pharmacological Education. 58 pp Oswai, S. Group Oral Presentations as Support for Writing in Large Classes. Business Communication Quarterly pp Information for this presentation from the WAC Clearinghouse 36

37 Extra slides 37

38 COURSE OBJECTIVES PSY 345 examine the diversity and heterogeneity of the Chicano/Latino psychological experience. gain an understanding of the psychological issues faced by Chicano/Latinos and how these issues influence cognition, behavior, and mental health. identify the practical and theoretical implication of the issues, diversity, and psychology of Chicano/Latinos Student Learning Outcomes: Upon successful completion of the course, students will be able to: 1. Understand and articulate their own assumptions about, stereotypes of, and prejudices toward Latinos, and place these thoughts and feelings in the context of Latino/a experience and Latino/a intergroup relations 2. Recognize the history, demographics, current status, identities, and key cultural values of Chicano/Latinos and their various subgroups 3. Describe and demonstrate an understanding of the sociocultural, developmental, and community issues that affect Chicano/Latino well-being and mental health 4. Demonstrate- through the use of an original essay- an understanding of how Latino/a ethnicity both culture and identity interacts with a range of other factors, such as gender, class, color, national origin, immigration status, to affect individual and collective experiences. 38

39 COURSE OBJECTIVES PSY 345 examine the diversity and heterogeneity of the Chicano/Latino psychological experience. gain an understanding of the psychological issues faced by Chicano/Latinos and how these issues influence cognition, behavior, and mental health. identify the practical and theoretical implication of the issues, diversity, and psychology of Chicano/Latinos Student Learning Outcomes: Upon successful completion of the course, students will be able to: 1. Understand and articulate their own assumptions about, stereotypes of, and prejudices toward Latinos, and place these thoughts and feelings in the context of Latino/a experience and Latino/ a intergroup relations 2. Recognize the history, demographics, current status, identities, and key cultural values of Chicano/Latinos and their various subgroups 3. Describe and demonstrate an understanding of the sociocultural, developmental, and community issues that affect Chicano/Latino well-being and mental health 4. Demonstrate- through the use of an original essay- an understanding of how Latino/a ethnicity both culture and identity interacts with a range of other factors, such as gender, class, color, national origin, immigration status, to affect individual and collective experiences. 39

40 MyWritingLab Components Diagnostic Pre-Tests Getting Started with the Essay Essay Development Research Additional Topics Diagnostic Post-Tests 40

41 Results PSY 345 Small percentage had some trouble reaching competency on all sections (but 100% did) Score on Diagnostic Pre Test: 72%, Post Test 79% Overall Class Average: 83% Score on Recall: 85% Score on Apply: 81% Very good feedback- unfortunately no evaluation comments specific to the MyWritingLab component (all informal) Very good final essays (enjoyable, easy to read, thoughtful) 41