1. Growing Insight: Course Instructor Perspectives on Assignment Design
Ryne Leuzinger, Research and Instruction Librarian, Cal State Monterey Bay Jacqui Grallo, Research and Instructional Technology Librarian,

2. “Research assignment design”
Question:
“Research assignment design”
What words come to mind?

3. Session Learning Outcomes
Gain insight into commonalities in course instructors’ assignment design practices, and reflect on them in relation to evidence-based, high impact assignment design strategies
Gain knowledge of methods used by librarians to collaborate with or provide support for course instructors engaged in assignment design
Critically reflect upon your approach to creating information literacy-oriented lesson plans and activities that are connected to course assignments and how these can be made most impactful for students in light of the data presented

4. Cal State Monterey Bay 8,000 students Founded in 1994 HSI Designation
Outcomes-based

6. ! ! !

7. ! ! !

8. Survey Development
Identifying common, impactful assignment design strategies . . .
Behind the scenes, things not evident in the assignment itself

10. Mention workshops on-campus
Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students' Success. Peer Review, 18(1/2), 31.

11. Fix slide
Bean, J. C. (1996). Engaging ideas. The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass.

12. Anderson, P. , Anson, C. M. , Gonyea, R. M. , & Paine, C. (2015)
Anderson, P., Anson, C. M., Gonyea, R. M., & Paine, C. (2015). The contributions of writing to learning and development: results from a large-scale multi-institutional study. Research in the Teaching of English, 50(2), 199.

13. Survey Sample
Recruited instructors of General Education courses in which IL outcomes are embedded
First-Year Seminar
B2: Life Science
D2: U.S. Histories and Democratic Participation

14. Survey Design
Research assignment: Student work requiring the use of information sources beyond assigned course readings
Design: The creation of research assignments from scratch, as well as modification of existing assignments created by others
Not about making normative claims

15. Survey Results
35% response rate (slightly lower for open- ended questions)
Answers were informative and revealed overall awareness of and varying levels of attention to evidence-based assignment design practices

16. Alignment with outcomes

17. Alignment with outcomes
“Because the learning outcomes for course, major, and institution are all linked, research assignments are tied to each of them. However, I most directly think about the course learning outcomes (and major learning outcomes in some cases) for research (and all) assignments.”

18. Scaffolding
Scaffolding: A variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process

19. Scaffolding
“I often break assignments into smaller pieces. For example, if a research assignment, students may have to turn in a topic description, research questions and a working bibliography and receive feedback on that before they move on to other steps in the process.”

20. Model assignments

21. Clarity of purpose One-third explicitly reference outcomes
Some communicate a “larger purpose,” e.g., creating a meaningful connection to subject matter, or developing career-related skills

22. Specific strategies for success

23. Specific strategies for success
“It is important for them to learn the skills, I think, but I also want [them] to experience the enjoyment of an immersive experience relating to a topic/content. If they are expending all their energy on figuring out the strategies, it impedes their relationship to the topic/content.”

24. Specific strategies for success
“I provide specific strategies because of the different experiences students have had at their respective high schools or community colleges; if I can ensure that they have a basic strategy for research, I know that they're ready to successfully complete subsequent courses.”

25. Specific strategies for success
“I usually depend on the library staff to present the strategies when they visit the class.”

26. Examples of successful assignments

27. Examples of successful assignments
“Students need to see an example of what was done correctly and why it was correct, as well as have an example that they can examine and determine what was done correctly and incorrectly on their own.” “No but I should” “Too easy”

28. Rubrics and grading criteria

29. What does it all mean?
Learning about course instructors’ assignment design practices can help librarians successfully
Develop IL lesson plans to support existing assignments
Participate in the design of new and revised assignments

30. Supporting existing assignments
Outcomes are paramount
How can they be employed in discussions and activities with students?

31. Supporting existing assignments
What relevant work have students already done? Did they encounter significant challenges?

32. Supporting existing assignments
What relevant work have students already done? Did they encounter significant challenges?
How have students been helped to understand the purpose of the assignment?

33. Supporting existing assignments
What relevant work have students already done? Did they encounter significant challenges?
How have students been helped to understand the purpose of the assignment?
What specific strategies or steps have students been encouraged to take?

34. Supporting existing assignments
What relevant work have students already done? Did they encounter significant challenges?
How have students been helped to understand the purpose of the assignment?
What specific strategies or steps have students been encouraged to take?
Have students been provided with an example of a successfully completed assignment, a rubric, and/or grading criteria?

35. Supporting existing assignments

36. Opportunities for Collaboration
Providing professional development materials
Developing IR assignment collections
Promoting other forms of assignment collections (for example . . .)
Promoting materials such as the AAC&U Value Rubrics

37. Digital Commons @ CSUMB
Signature assignments
digitalcommons.csumb.edu/teaching/

38. ABL Connect (ablconnect.harvard.edu) Assignmentlibrary.org
Assignment Archives
ABL Connect (ablconnect.harvard.edu)
Assignmentlibrary.org
MERLOT (merlot.org)
MIT Open Courseware (ocw.mit.edu)
Teacharchives.org
Teachingcommons.us
. . .
MERLOT + what else

39. aacu.org/value/rubrics
Need not be used whole stock, provide insight into developing rubrics

40. Opportunities for Collaboration
Consultations, Workshops
Offered through the library in a variety of formats
Pursuing opportunities for collaboration with other departments on-campus interested in supporting assignment design (Writing Program, Center for Teaching and Learning, etc.)
How many of you are already offering assignment design consultations?
What different forms do consultations take – scheduled appointments, etc.  what is librarians angle, how are we qualified?
Benefit of fresh set of eyes, especially for gen ed courses

41. Conclusion and Key Takeaways
A key finding -- among those surveyed there are a variety of practices employed that are not readily evident in assignments themselves. It will be useful for us to have a greater consciousness of these practices, as we prepare to teach one-shot course integrated IL instruction sessions.
Seeking greater insight through questions that focus on common, impactful approaches in assignment design
Reinforcing key assignment design practices in information literacy instruction sessions
Results highlight opportunities for collaboration
Sharing / promoting professional development materials
Consultations and Workshops

42. References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. Anderson, P., Anson, C. M., Gonyea, R. M., & Paine, C. (2015). The contributions of writing to learning and development: results from a large-scale multi-institutional study. Research in the Teaching of English, 50(2), 199. Bean, J. C. (1996). Engaging ideas. The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass. Junisbai, B., Lowe, M. S., & Tagge, N. (2016). A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration. The Journal of Academic Librarianship, 42(5), Merlot II: Multimedia educational resource for learning and online teaching. (2017). Retrieved from Rhodes, T. (2009). Assessing outcomes and improving achievement: Tips and tools for using the rubrics. Washington, DC: Association of American Colleges and Universities. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD. Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students' Success. Peer Review, 18(1/2), 31.

43. Question:
In relation to your work supporting specific research assignments, how might you utilize some of our suggestions?

44. Questions?

45. Thanks! Ryne Leuzinger, rleuzinger@csumb.edu Jacqui Grallo,