Faculty Workshop: Student Research - Designing the Process, Improving the Product

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

?


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


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


{ }t r u s t y t e m p l a t e


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




“publishable quality” what does

really mean?



translating expert

language


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


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


•  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 ?


•  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?


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)?


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?


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?

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Faculty Workshop: Student Research - Designing the Process, Improving the Product

Education

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