Pitzer FYS Workshop 2014

DESIGNING THE PRODUCT,

C l a re m o n t C o l l e g e s L i b ra r y A u g u s t 2 0 1 4

IMPROVING STUDENT LEARNING

FYS STUDENT RESEARCH:

agenda1. Frame 1: Backward Des ign

2. Frame 2: Informati on L i teracy

3. Outcomes

4. Ev idence

5. Ass ignments

6. Eva luati ng Student Learn ing

7. Debr ief & Lunch

8. Workshopping the Sy l labus & a

Lesson P lan

website

l ibguides.l ibraries.claremont.edu/pitzerfacultyworkshop2014

Part 1 – Backward Design

{ }wiggins & mctighe

BACKWARD DESIGN

?


concepts & content

strategies

outcomes

TYPICAL DESIGN


outcomes

evidence

strategies

BACKWARD DESIGN


BACKWARD DESIGN

Part 2 - Information Literacy

INFORMATION LITERACY

• 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.

INFORMATION LITERACY @ CCL

Information Literacy at the Claremont Colleges: Engaging Critical Habits of Mind Information literacy is the ability to use critical thinking to create meaningful knowledge from information. The information literate Claremont Colleges student:

• Engages in a process of inquiry in order to frame intellectual challenges and identify research needs;

• Accesses, evaluates, and communicates information effectively; • Provides attribution for source materials used;• And develops insight into the social, legal, economic, and ethical

aspects of information creation, use, access, and durability.

Critical Habits of Mind 1 Inquiry - interpreting assignments, developing a research strategy, questions, and thesis to facilitate strategic information discovery and access, research tool and source selection 2 Evaluation - resource analysis, inference, and revision of research strategy 3 Communication - synthesis, integration, contextualization, use, and presentation of evidence in scholarship and creative work 4 Attribution - providing clear source documentation in writing as well as media and other non-textual work in order to engage in a scholarly conversation 5 Insight - critical understanding of the social, legal, economic, and ethical aspects of information creation, use, access, and durability

INFORMATION LITERACY @ CCL

Pitzer Attribution Evaluation Communication Total

High (3-4) 2.53 3.03 2.84 8.3

One-shot (2) 2.18 2.41 2.56 6.94

ASSESSMENT IN ACTION

• Fall 2013 Papers• Measuring librarian involvement in class

and impact (if any) on student IL skills• Syllabus boilerplate: “Student writing may

be used for the purposes of university, program, or course assessment. All work used for assessment purposes will not include any individual student identification.”

• Does NOT measure faculty teaching

{ }BACKWARD DESIGN


{ }BACKWARD DESIGN


“publishable quality”

what does

really mean?

{ }BACKWARD DESIGN


translating expert

language

Part 3 – Learning Outcomes

{ }What do we want

our students to

BE ABLE TO DO?

LEARNING OUTCOMES

First-year seminars challenge students to achieve the following aspirations:

1.) Regard learning to write well as a life-long pursuit, not the accomplishment of a single semester or even an entire undergraduate career.

2.) Appreciate and experience the creativity, independent thinking, and intellectual risk-taking involved in effective academic writing.

3.) Grapple with the ambiguity and complexity found within texts; respond to texts critically and thoughtfully.

4.) Rethink and deepen ideas through a recursive process of drafting, receiving and giving feedback, and revising at any and every point along the way.

5.) Engage in an ongoing process of intellectual inquiry and scholarly “conversation.”

6.) Experience writing as a complex social interaction between writer and reader.

7.) Practice writing as a form of critical thinking, rather than merely the achievement of sentence-level correctness.

PITZER 1st-YEAR LEARNING OUTCOMES

• Develop confidence in responding to and analyzing artworks, and in communicating your ideas.

• Read effectively and engage actively and critically with various kinds of written texts.

• Develop familiarity and confidence with research methods and resources.

• Develop independent ideas and perspectives and be able to express them in an appropriate form, including an academic essay, with an arguable thesis, a coherent and logical organization, but also in other modes, depending on audience and venue.

• Practice writing as a process that involves drafting, getting feedback from readers, and revising.

FYS ART WRITING LEARNING OUTCOMES

1st-YEAR IL LEARNING OUTCOMES

1 Inquiry • Clearly define a research or information need based on a correct

interpretation of assignment parameters• Develop basic strategies (e.g., defining keyword terms, selecting article

databases) to begin an effective research process 2 Evaluation • Evaluate search results in order to select sources that are broadly appropriate

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

primary v. secondary)• Revise keyword terms/source bases as needed to return relevant results 3 Communication • Effectively integrate appropriate information sources to support an argument

or position• Clearly distinguish between their own ideas and the ideas of others in order to

demonstrate an awareness of the broader scholarly conversation

4 Attribution• Convey a preliminary understanding of when, how, and why to give attribution

for sources used in academic work by citing sources consistently and completely

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

1st-YEAR IL LEARNING OUTCOMES

{ }LEARNING OUTCOMES

• Observable

• Measurable

• Completed by the learner

{ }COURSE TITLE:The American West

BROAD (STUDENT) GOAL:Develop an appreciation for and

understanding of the diversity of the American West

• The major themes of the American West,

such as migration and settlement

• 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 STUDENTS TO BE ABLE TO DO?

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 expectations of the assignment• Find the ideas of scholars• Evaluate sources and determine their appropriateness to the

assignment• Revise the question based on the scholarly conversation and determine

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

argument• Integrate their own and scholarly ideas into an effective 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 BE DIFFICULT FOR STUDENTS?

{ }LEARNING OUTCOMES

• 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?

GUIDING QUESTIONS

Part 4 - Evidence

{ }HOW WILL WE KNOW if our students understand

the big picture?

if our students have achievedspecific learning outcomes?

EVIDENCE

{ }COURSE TITLE:The American West

BROAD OUTCOME:Develop an argument in response to the ideas of one of the authors

we've read regarding the uniqueness of the American experience

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

SPECIFIC LEARNING OUTCOMES

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

the assignment• Revise the question based on the scholarly conversation and

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

question and argument• Integrate their own and scholarly ideas into an effective

argument

BROAD OUTCOMEDevelop an argument in response to the ideas of one of the authors we've read regarding the uniqueness of the American experience

SPECIFIC LEARNING OUTCOME• Find the ideas of scholars

EVIDENCE• Cite secondary scholarly sources (not assigned in

class) relating to the student’s argument

EXAMPLE OUTCOME + EVIDENCE

{ }EVIDENCE

• 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 (later, as assessment)?

GUIDING QUESTIONS

Part 5 – Assignments

Assignments: Strategies that you develop that provide

evidence that students are learning – achieving your

learning outcomes.{ }

BROAD OUTCOMECreate an argument in response to a scholarly thesis regarding the diversity and uniqueness of the American West

SPECIFIC LEARNING OUTCOME• Find the ideas of scholars

EVIDENCE• Cites secondary scholarly sources (not assigned in

class) relating to the student’s argumentAssignment:• Develop an annotated bibliography. For each entry

the annotation should state how the article is relevant to the student’s argument.

{ }SCAFFOLDING

research assignments

Difficult subskills of research:• How to ask discipline-appropriate

research questions?• How to establish a rhetorical context?• How/why to find sources?• How to integrate sources into paper?• How to take thoughtful notes?• How to cite and document sources?

{ }SCAFFOLDING

From: Bean, J.C. (2011). Engaging ideas. San Francisco: Jossey-Bass Publishers.

{ }What are some assignments

other than research papers

that you have used in a

course?

{ }ASSIGNMENTS

• Will scaffolding help students provide evidence that they are meeting learning outcomes?

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

GUIDING QUESTIONS

Part 6 - Evaluating Student Learning

{ }How do you evaluate students’ research

skills?

{ }is conducted during the course and provides information useful in improving or shaping

student learning

FORMATIVE ASSESSMENT

Source: http://ctl.utexas.edu/teaching/assessment/during_learning/formative_assessment

{ }occurs at the end of an instructional unit or course

and measure the extent to which students have achieved the desired

learning outcomes.

SUMMATIVE ASSESSMENT

Source: http://ctl.utexas.edu/teaching/assessment/planning/methods

Building a Rubric – Outcomes• Develop an appropriate research

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

scholarly conversation and determine a reasoned argument

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

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

• Attribute sources appropriately, be consistent in using bibliographic style

• Research Question/Argument

• Sources• Communication

Plotting the CategoriesOutcomes Level

Initial Emerging Developed

Research Question/Argument

Sources

Communication

Evidence in Rubric

• Find the ideas of scholars• Cites secondary

scholarly sources (not assigned in class) relating to the student’s argument

• Initial– Paper does not cite

secondary sources

• Emerging– The majority of sources are

cited, but there may be mistakes in attribution or sources may not be the most appropriate

• Developed– Sources consistently cited

correctly and are appropriate to the argument

Plotting the EvidenceOutcomes Level

Initial Emerging Developed

Research Question/Argument

Sources Paper does not cite secondary sources

Mistakes in attribution or sources may not be the most appropriate

Sources consistently cited correctly and are appropriate to the argument

Communication

Learning OutcomesWhat we want students to be able to do

EvidenceObservable, measurable indicators that students have achieved a learning outcome

Research Assignments/ActivitiesGuide students to produce evidence

EvaluationMeasures extent/quality of student achievement

VIEWING THE PIECES IN CONTEXT

Part 7 – Debrief & Lunch

{ }What’s yourtakeaway?

website

l ibguides.l ibraries.claremont.edu/pitzerfacultyworkshop2014

Pitzer FYS Workshop 2014

Education

Transcript of Pitzer FYS Workshop 2014