This past Tuesday September 16th, the WAC program presented a faculty workshop for effective assignment design led by myself and Roy Rogers. We had a wonderful turnout and some lively discussion about innovative assignment design approaches. Among the most helpful according to research in WAC pedagogy (see Bean, 2011 for a thorough description) are informal writing assignments, scaffolding, and typed assignment handouts. Please see our slides from this workshop HERE and our handout HERE.
Informal writing assignments are small, low-stakes (minimal points or ungraded) writing assignments that are often less structured than traditional formal assignments. Informal writing assignments are useful because they
- provide a less anxiety-provoking route for discussing course content than formal assignments that are graded
- allow students to grapple with difficult course-related concepts or topics
- encourage creative idea generation and critical thinking
- provide the ability for the instructor to check-in early with students to ensure they are on track
- offer students an avenue to express confusion or questions related to the course content
- ensure all students (even those that may be shy) participate and regularly engage with course material
Scaffolding is perhaps the MOST useful strategy for creating effective assignments. This refers to implementing multiple small, informal (or semi-formal) writing assignments that build up to a more formal high-stakes (graded and larger in nature) project in a course. They are beneficial because they
- provide “levels” to your large assignments in that they allow for students to comprehend the information and practice the skills needed to do well before the big project/paper/lab report
- allow students to build towards difficult larger assignments
- offer instructors the ability to steadily assess student progress
- support course learning objectives and make the goals and process transparent to students
Typed assignment handouts are most beneficial when they are provided to students both in class and on Blackboard or Openlab, are discussed briefly in class so students can raise questions if needed, and when they provide the expectations of the instructor regarding the assignment (even for informal assignments) in a clear manner. Typed assignment handouts are practical for both students and instructors because they
- help students understand what they “need to do”
- assist tutors in the Learning Center in providing appropriate assistance to students
- provide a reference for instructors in later semesters, as it is easier to edit unclear wording, etc. for later courses when the assignment handout is readily available
Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. 2nd ed. San Francisco, CA: John Wiley & Sons, Inc.
