D E S I G N I N G   T H E   P R O C E S S ,  

C l a remont  Co l l eges   L i b ra ry   Augus t   2013  

I M P R O V I N G   T H E   P R O D U C T  

STUDENT   RESEARCH:  

Welcome  Kevin  Mulroy  

A.J.  McFadden  Dean  of    

The  Claremont  Colleges  Library  

a g e n d a  1.  Frame  1:  Backward  Des ign  

2.  Frame  2:   In formaSon  L i teracy  

3.  Outcomes  

4.  Ev idence  5.  Ass ignments   (St rateg ies )  

6.  Assessment  

7.  Debr ief  &  Lunch  

w e b s i t e                

l ibguides. l ibraries.claremont.edu/  2013facultyworkshop  

 

Part  1  –  Backward  Design  

Char  Booth  

{ }w i g g i n s   &   m c = g h e  

B A C K W A R D   D E S I G N  

?

{ }w i g g i n s   &   m c = g h e  

c o n c e p t s   &   c o n t e n t  

s t r a t e g i e s  

o u t c o m e s  

T Y P I C A L   D E S I G N  

{ }w i g g i n s   &   m c = g h e  

o u t c o m e s  

e v i d e n c e  

s t r a t e g i e s  

B A C K W A R D   D E S I G N  

{ }w i g g i n s   &   m c = g h e  

B A C K W A R D   D E S I G N  

{ }w i g g i n s   &   m c = g h e  

B A C K W A R D   D E S I G N  

{ }w i g g i n s   &   m c = g h e  

B A C K W A R D   D E S I G N  

{ }w i g g i n s   &   m c = g h e  

B A C K W A R D   D E S I G N  

{ }t r u s t y   t e m p l a t e  

B A C K W A R D   D E S I G N  

Part  2  -­‐  InformaSon  Literacy  

Kimberly  Franklin  

I N F O R M A T I O N   L I T E R A C Y  

•  In 2000, the ACRL published a general definition of information literacy (IL) that all postsecondary institutions can use as a foundation for integrating IL into teaching, research, and learning.

•  Many institutions have adopted a local definition of IL that reflects the unique teaching, research, and learning environment of the institution.

•  Our definition of IL at the Claremont Colleges is based on the core concept of Critical Habits of Mind.

I N F O R M A T I O N   L I T E R A C Y   @   C C L  

Informa(on  Literacy  at  the  Claremont  Colleges:  Engaging  Cri(cal  Habits  of  Mind      InformaSon  literacy  is  the  ability  to  use  criScal  thinking  to  create  meaningful  knowledge  from  informaSon.  The  informaSon  literate  Claremont  Colleges  student:    •  Engages  in  a  process  of  inquiry  in  order  to  frame  intellectual  challenges  and  idenSfy  research  needs;    

•  Accesses,  evaluates,  and  communicates  informaSon  effecSvely;    •  Provides  aPribu=on  for  source  materials  used;  •  And  develops  insight  into  the  social,  legal,  economic,  and  ethical  aspects  of  informaSon  creaSon,  use,  access,  and  durability.  

Cri(cal  Habits  of  Mind      1  Inquiry  -­‐  interpreSng  assignments,  developing  a  research  strategy,  quesSons,  and  thesis  to  facilitate  strategic  informaSon  discovery  and  access,  research  tool  and  source  selecSon        2  Evalua=on  -­‐  resource  analysis,  inference,  and  revision  of  research  strategy      3  Communica=on  -­‐  synthesis,  integraSon,  contextualizaSon,  use,  and  presentaSon  of  evidence  in  scholarship  and  creaSve  work      4  APribu=on  -­‐  providing  clear  source  documentaSon  in  wriSng  as  well  as  media  and  other  non-­‐textual  work  in  order  to  engage  in  a  scholarly  conversaSon      5  Insight  -­‐  criScal  understanding  of  the  social,  legal,  economic,  and  ethical  aspects  of  informaSon  creaSon,  use,  access,  and  durability  

I N F O R M A T I O N   L I T E R A C Y   @   C C L  

{ }B A C K W A R D   D E S I G N  

I N F O R M A T I O N   L I T E R A C Y  

{ }B A C K W A R D   D E S I G N  

I N F O R M A T I O N   L I T E R A C Y  

“publishable quality” what   does  

really   mean?  

{ }B A C K W A R D   D E S I G N  

I N F O R M A T I O N   L I T E R A C Y  

translating expert

language

{ }w i g g i n s   &   m c = g h e  

o u t c o m e s  

e v i d e n c e  

s t r a t e g i e s  

B A C K W A R D   D E S I G N  

Part  3  –  Learning  Outcomes  

Dani  Brecher  

{ }  What  do  we  want    

 our  students  to  

   

BE ABLE TO DO?  

L E A R N I N G   O U T C O M E S  

{ } NOT

What  do  you  want  students  to  know?    

OR What  do  you  want  students  to  do?  

L E A R N I N G   O U T C O M E S  

(content  focused)  

(assignment  focused)  

{ }L E A R N I N G   O U T C O M E S  

•  Observable  

•  Measurable  

•  Completed  by  the  learner  

{ }L E A R N I N G   O U T C O M E S  

•  What  do  you  want  students  to  know?  

•  What  do  you  want  students  to  be  able  to  do?  

•  Why  is  this  difficult  for  them  to  know/do  on  their  own?  

G U I D I N G   Q U E S T I O N S  

1 s t -­‐ Y E A R   I L   L E A R N I N G   O U T C O M E S  1  Inquiry    •  Clearly  define  a  research  or  informaSon  need  based  on  a  correct  

interpretaSon  of  assignment  parameters  •  Develop  basic  strategies  (e.g.,  defining  keyword  terms,  selecSng  arScle  

databases)  to  begin  an  effecSve  research  process      2  Evalua=on    •  Evaluate  search  results  in  order  to  select  sources  that  are  broadly  appropriate  

to  their  topic  •  DisSnguish  between  basic  types  of  informaSon  (e.g.,  scholarly  v.  popular,  

primary  v.  secondary)  •  Revise  keyword  terms/source  bases  as  needed  to  return  relevant  results      3  Communica=on    •  EffecSvely  integrate  appropriate  informaSon  sources  to  support  an  argument  

or  posiSon  •  Clearly  disSnguish  between  their  own  ideas  and  the  ideas  of  others  in  order  to  

demonstrate  an  awareness  of  the  broader  scholarly  conversaSon      

4  APribu=on  •  Convey  a  preliminary  understanding  of  when,  how,  and  why  to  give  

agribuSon  for  sources  used  in  academic  work  by  ciSng  sources  consistently  and  completely  

 5  Insight    •  DisSnguish  between  insStuSonally  provided  and  open  web  resources  •  Begin  to  recognize  the  universe  of  scholarship  related  to  academic  disciplines          

1 s t -­‐ Y E A R   I L   L E A R N I N G   O U T C O M E S  

{ }COURSE  TITLE:  The  American  West  

   

BROAD  (STUDENT)  GOAL:  Develop  an  appreciaSon  for  and    

understanding  of  the  diversity  of  the  American  West  

•  The  major  themes  of  the  American  West,  such  as  migraSon  and  seglement  

•  The  major  scholarship  on  the  period  

•  Basics  of  historical  research  methods  

 

WHAT  DO  YOU  WANT  STUDENTS  TO  KNOW?  

•  Demonstrate  their  understanding  of  historical  research  methods    

•  Develop  an  argument  in  response  to  the  ideas  of  one  of  the  authors  read  in  class  regarding  the  uniqueness  of  the  American  experience  

WHAT   DO   YOU   WANT   S TUDENTS    T O   B E   A B L E   T O   D O ?  

   Develop  an  argument  in  response  to  the  ideas  of  one  of  

the  authors  read  in  class  regarding  the  uniqueness  of  the  American  experience  

•  Clearly  define  the  expectaSons  of  the  assignment  •  Find  the  ideas  of  scholars  •  Evaluate  sources  and  determine  their  appropriateness  to  the  

assignment  •  Revise  the  quesSon  based  on  the  scholarly  conversaSon  and  determine  

a  reasonable  argument  •  Select  appropriate  support  scholarship  based  on  the  final  quesSon  and  

argument  •  Integrate  their  own  and  scholarly  ideas  into  an  effecSve  argument  

USEFUL  OUTCOMES  ARE  SPECIFIC  OUTCOMES  

When  students  enter  class...  •  They  don't  know  the  history  of  the  period  

•  They  don't  know  how  to  find  scholarship  on  the  American  West  

•  They  don't  know  the  important  scholars  of  American  West  or  the  major  arguments  

•  They  don’t  know  historical  research  methods  

WHY   WOULD   THESE   LEARNING   OUTCOMES     B E   D I F F I C U L T   F O R   S T U D E N T S ?  

{ }L E A R N I N G   O U T C O M E S  

•  What  do  you  want  students  to  know?  

•  What  do  you  want  students  to  be  able  to  do?  

•  Why  is  this  difficult  for  them  to  know/do  on  their  own?  

G U I D I N G   Q U E S T I O N S  

Part  4  -­‐  Evidence  

 Cynthia  Cohen    

{ }  HOW WILL WE KNOW

if  our  students  understand    the  big  picture?  

if  our  students  have  achieved  specific  learning  outcomes?    

E V I D E N C E  

{ }COURSE  TITLE:  The  American  West  

 

BROAD  OUTCOME:  Develop  an  argument  in  response  to    the  ideas  of  one  of  the  authors  read    in  class  regarding  the  uniqueness    

of  the  American  experience      

   Develop  an  argument  in  response  to  the  ideas  of  one  

of  the  authors  read  in  class  regarding  the  uniqueness    of  the  American  experience    

S P E C I F I C   L E A R N I N G   O U T C O M E S  

•  Clearly  define  the  expectaSons  of  the  assignment  •  Find  the  ideas  of  scholars  •  Evaluate  sources  and  determine  their  appropriateness  to  the  assignment  

•  Revise  the  quesSon  based  on  the  scholarly  conversaSon  and  determine  a  reasonable  argument  

•  Select  appropriate  support  scholarship  based  on  the  final  quesSon  and  argument  

•  Integrate  their  own  and  scholarly  ideas  into  an  effecSve  argument  

   BROAD  OUTCOME  

Develop  an  argument  in  response  to  the  ideas  of  one  of  the  authors  read  in  class  regarding  the  uniqueness    of  the  American  experience  

SPECIFIC  LEARNING  OUTCOME  •  Clearly  define  the  expectaSons  of  the  assignment  

EVIDENCE  •  Respond  to  all  elements  of  an  academic  prompt  •  ArSculate  discrete  steps  required  •  Relate  a  chosen  topic  to  historical  context  and  themes  discussed  in  class  

EXAMPLE   OUTCOME   #1   +   EVIDENCE  

   BROAD  OUTCOME  

Develop  an  argument  in  response  to  the  ideas  of  one  of  the  authors  read  in  class  regarding  the  uniqueness    of  the  American  experience  

SPECIFIC  LEARNING  OUTCOME  •  Find  the  ideas  of  scholars  EVIDENCE  •  Cite  secondary  scholarly  sources  (not  assigned  in  class)  relaSng  to  the  student’s  argument  

EXAMPLE   OUTCOME   #2   +   EVIDENCE  

Learning  Outcomes  What  we  want  students  to  be  able  to  do  Evidence  Observable,  measurable  indicators  that  students  have  achieved  a  learning  outcome  Research  Assignments  Ac=vi=es  that  guide  students  to  produce  evidence  Assessment  Measures  extent/quality  of  student  achievement  

VIEWING   THE   P IECES   IN   CONTEXT  

{ }E V I D E N C E  

•  Observable  •  Measurable  

•  AcSon  verbs  •  Not  necessarily  text-­‐based  

C H A R A C T E R I S T I C S  

{ }

NOT the  assignment  itself  

 

OR a  specific  measurement  of    

how  much  students  have  achieved  or  how  well  students  have  done  

E V I D E N C E  

{ }E V I D E N C E  

•  How  will  students  demonstrate  what  they  can  do?  

•  What  indicators  will  show  me  that  students  “get  it”?  

•  What  aspects  of  student  achievement  will  I  want  to    measure  (assess)?  

G U I D I N G   Q U E S T I O N S  

Part  5  –  Assignments    

Gale  Burrow  &  Natalie  Tagge  

 Assignments:  Strategies  that  you  develop  that  provide  evidence  that  students  are  learning  –  achieving  your  

learning  outcomes.  { }

 BROAD  OUTCOME  Develop  an  argument  in  response  to  the  ideas  of  one  of  the  authors  read  in  class  regarding  the  uniqueness  of  the  American  experience.  

SPECIFIC  LEARNING  OUTCOME  •  Find  the  ideas  of  scholars  

EVIDENCE  •  Cite  secondary  scholarly  sources  (not  assigned  in  

class)  relaSng  to  the  student’s  argument    Assignment:  •  Develop  an  annotated  bibliography.  For  each  entry  

the  annotaSon  should  state  how  the  arScle  is  relevant  to  the  student’s  argument.  

 BROAD  OUTCOME  Develop  an  argument  in  response  to  the  ideas  of  one  of  the  authors  read  in  class  regarding  the  uniqueness  of  the  American  experience.    

SPECIFIC  LEARNING  OUTCOME  •  Clearly  define  the  research  need  of  the  assignment  

EVIDENCE  •  Respond  to  all  elements  of  an  academic  prompt  •  ArSculate  discrete  steps  required  •  Relate  a  chosen  topic  to  historical  context  and  themes  

discussed  in  class    Assignment:    

{ }SCAFFOLDING  research  assignments  

When  students  enter  class...  •  They  don't  know  the  history  of  the  period  

•  They  don't  know  how  to  find  scholarship  on  the  American  West  

•  They  don't  know  the  important  scholars  of  American  West  or  the  major  arguments  

•  They  don’t  know  historical  research  methods  

WHY  IS  IT  DIFFICULT  FOR  STUDENTS  TO  ACHIEVE  YOUR  LEARNING  OUTCOMES?  

WHY  USE  SCAFFOLDING?  

•  Explicitly  idenSfies  everything  students  should  do  to  complete  the  assignment.  

•  Allows  for  more  intervenSon  at  the  point  where  it’s  most  useful.  

•  Creates  assignments  that  build  on  one  another.  •  Ensures  that  students  include  all  the  steps  you  want  to  

see.  •  Increases  consistency  in  grading  since  students  will  be  

less  likely  to  take  the  assignment  in  different  direcSons  based  on  their  individual  interpretaSons  of  what  they  are  supposed  to  do.  

{ }What  are  some  nontradiSonal  research  

assignments  you  have  used  in  a  course?  

{ }A S S I G N M E N T S  

•  How  will  scaffolding  help  students  provide  evidence  that  they  are  meeSng  learning  outcomes?      

•  What  are  the  best  strategies  for  giving  students  an  opportunity  to  provide  evidence  of  learning?    

G U I D I N G   Q U E S T I O N S  

Part  6  -­‐  Assessment  

Sara  Lowe  

Building  a  Rubric  –  Outcomes  •  Develop  an  appropriate  research  

quesSon  •  Find  the  ideas  of  scholars  •  Revise  the  quesSon  based  on  the  

scholarly  conversaSon  and  determine  a  reasoned  argument  

•  Select  appropriate  support  scholarship  based  on  the  final  quesSon  and  argument  

•  Integrate  your  own  and  scholars'  ideas  into  an  effecSve  argument  

•  Agribute  sources  appropriately,  be  consistent  in  using  bibliographic  style  

•  Research  QuesSon/Argument  •  Sources  •  CommunicaSon  

 

Plonng  the  Categories  Outcomes   Level  

IniSal   Emerging   Developed  

Research  QuesSon/Argument  

Sources    

CommunicaSon  

Evidence  in  Rubric  

•  Develop  an  appropriate  research  quesSon  –  idenSfy  what  they  already  know  about  the  topic  

–  ask  a  research  quesSon  that  is  possible  to  answer  given  the  resources  and  Sme  available  to  them  

–  ask  a  ques=on  that  is  relevant  to  the  theme  of  the  course/novel  

•  IniSal  –  Research  quesSon  is  not  relevant  to  the  theme  of  the  novel  

•  Emerging  –  Research  quesSon  is  relevant  but  takes  work  to  understand  

•  Developed  –  Research  quesSon  is  relevant  and  demonstrates  sophisScated  thought    

Plonng  the  Evidence  Outcomes   Level  

IniSal   Emerging   Developed  

Research  QuesSon/Argument  

•  Research  quesSon  is  not  relevant  to  the  theme  of  the  novel  

•  Research  quesSon  is  relevant  but  takes  work  to  understand  

•  Research  quesSon  is  relevant  and  demonstrates  sophisScated  thought    

Sources    

CommunicaSon  

Part  7  –  Debrief  &  Lunch  

{ }What’s your takeaway?

w e b s i t e  

l i b gu i de s . l i b r a r i e s . c l a r emon t . edu /2013 f a cu l t ywo r k shop