Strategies for Written Assignments for FYOS Students Center for Teaching & Learning Fall 2013 Pedagogy Workshops September 24, 2013 Elizabeth Davis Dept. of English

Workshop Goals Connect writing to the goals and student learning outcomes for FYO Present options for writing assignments Discussion, feedback, and support

Goals of the First-year Odyssey Seminar Goal 1: Int roduce first-year students to the importance of learning and academics so that we engage them in the academic culture of the University. Goal 2: Give first-year students an opportunity for meaningful dialogue with a faculty member to encourage positive, sustained student-faculty interactions. Goal 3: Introduce first-year students to the instruction, research, public service and international missions of the University and how they relate to teaching and learning in and outside the classroom so that we increase student understanding of and full participation in the full mission of the University.

FYOS Student Learning Outcomes Students will be able to describe and reflect on the topic of the seminar through class discussion and written communication. Students will develop self-awareness about the reason for study and the importance of self-directed learning (intentional learning). Students will demonstrate interaction with the professor through oral and written communication. Students will communicate with faculty regarding an area of scholarship. Students will be able to describe the scholarly path of the faculty member and his/her role in the mission of the University. Students will have positive perceptions of student-faculty interactions.

Using Writing Strategically Encourage students to write frequently and learn content with “writing to learn” assignments. Engage students in conversations about writing generally and writing in your disciplines specifically; begin to cultivate discipline-specific communication practices. Use writing activities to document the intellectual dialogue you share with your students.

Content Learning Informal writing to learn activities that help students grasp concepts and develop understanding. Examples: Discussion Board Postings Study Questions Reading Notes/Responses* Concept Papers Class Minutes / Session Recaps Blog Postings* Literacy Narratives* Believing and Doubting Game

Disciplinary Conversations Assignments designed to give students practice with discipline- specific language conventions: Critical Article Report* Research Guide to the Discipline / Course Dictionaries Bibliographic Trace Interview with a Professor* Case Studies Evolution of an Idea Proposals Poster Presentation

Documenting Intellectual Dialogue Given the chance to reflect on concepts and course materials, students can see their progress and interaction with their professors: Reflection-in-Action / on-Action Portfolios* Discussion Board Conversations Weekly Letters / s Project Proposals / Revision Plans Event Reflections*

Designing Writing Assignments Use a series of questions to start developing your assignment: What readings and activities present possibilities for writing assignments? What resources or preparation do I need to provide in order for students to do this writing assignment? What do I want to achieve with this assignment (e.g., content learning, disciplinary conversations, documenting dialogue)? Which FYO goals and outcomes connect with this assignment?

Designing Writing Assignments Some assignments work well as sequences: Summarize and define key concepts (writing to learn) Summarize fieldwork, research, observation (writing to learn, disciplinary conversations) Write a thesis, outline, or draft for a more formal piece of writing (disciplinary conversations) Receive feedback (documenting intellectual dialogue) Write a revision plan (documenting intellectual dialogue)