1. Using Discussion Boards to Gauge Student Learning
Natalie Bennett
Online Services librarian
UTC Library

2. The Course Freshmen Rhetoric & Composition II (ENGL 1020)
General education requirement
Strong relationship with English department
Research is folded in to the overarching outcomes of the course:
“Develop a focused research question and identify research strategies for finding appropriate primary and secondary sources.”
“Understand and use several multi-subject databases to locate sources; evaluate sources for reliability and persuasive potential; understand and use other research methods where appropriate.”
2-3 sections are online each semester (asynchronously)
“Students will…

3. How do you teach your students?
Synchronously? Asynchronously?
Take the poll!

4. The Partnership Great partnership with online sections’ professor
Ability to assign classwork
Video content for students to watch
Worksheet
Discussion Forum
Ability to give out grades
Iteratively change content & approach each semester

5. The Discussion Board Librarian AMA (Ask Me Anything)
Prof. puts up a post describing expectations for the discussion (Read this first!)
I put up a post wrapping up the content & worksheet and invite questions
Discussion posts with questions for me roll in throughout the week
Time consuming!

9. Using Questions from the AMA
The questions asked by students make me clearly see what problems they are having
Often, the skills are covered in the video!
Change video content for next semester
Shows the need for a worksheet, or something they turn in, to keep them watching and on task
AMA also helps inform our face-to-face curriculum

10. Questions?