Category: WAC in Practice

This week’s WAC-friendly highlighted assignment

Professor: Becky Heritage

Course: Introduction to Interactive Media Technologies Design Process

Assignment (brief description): Essay 2

Students are to write an argumentative essay on how new technologies of communication have affected the way we live, think, and interact with one another. Several topics are given from which students can choose one or more topic(s) to focus on to make an argument on how specific technologies will affect a particular subculture/sub genre they choose to discuss.

What WAC principle(s) does this assignment exemplify?

– Clear and Detailed Instruction: One thing that stands out the most about this assignment is that the instructor has clearly laid out what students are expected to do to complete this assignment, including some tips that students can bear in mind as they compose their argumentative essay as instructed.

– Scaffolding and Minimal Marking: The instructor asks students to write an outline and a draft before they hand in their final draft, which invites students to polish their writing as well as their arguments. There seems to be an in-class discussion portion as well as a blog posting portion before and after they write their papers, which further shows the principle of “writing as process”. Moreover, the outline seems to be a process for the students to develop their ideas, while the first draft is a part where the instructor will provide appropriate feedback. This exemplifies the principle of minimal marking, in that not everything has to be marked with feedbacks, depending on the process and purpose of the assignment. The assignment is also thematically scaffolded, in that some of the issues that students are asked to discuss in their essay derive from the concepts that students had already been asked to respond to in previous classes.

– Learning (Technology) through Writing: As an introductory course into the field of interactive media technology, the course covers different technical aspects of the audio, visual, tactile, and interaction design. Considering the specificities of the course content, writing about technology in lieu of relevant current issues and future implications is a great way to not only improve their critical thinking skills in analyzing the uses of technology in life, but also deepen their understanding on the technological concepts covered in class.

How might this type of assignment be used in other courses across the curriculum?

Any courses in the School of Technology and Design could definitely benefit from the model that Professor Heritage has created with this assignment as a way to expand and deepen students’ grasp on the technical concepts that are covered in the course. However, bridging contemporary social issues and the course content is something that can be executed in different forms in any discipline, whether as case study or research paper type final projects or as preliminary research portion for a larger and more technologically in-depth projects.

Professor: Andrew Parker

Course: Foundations of Mathematics Education (MEDU1010)

Assignment: Is Algebra Necessary?

As part of a weekly assignment series, students were asked to read an NY Times op-ed piece by Andrew Hacker, an emeritus professor of political science at Queens College, in which he argues that mandatory mathematics education in high school and college does more harm than good to students.  Students were asked to respond to his criticisms, using sources where necessary to back up their claims.

What WAC principle(s) does this assignment exemplify?

This is a great example of how current events/popular culture can be incorporated into a course curriculum. One virtue this has is encouraging students to relate course material to their everyday lives, which may, in turn, help with retention and understanding.

In addition, the assignment invites students to take a critical stance towards what they are reading, encouraging them to view reading as an active process. This is crucial as they grapple with not only course material, but information they come across on a daily basis whether inside or outside of the college curriculum.

How might this type of assignment be used in other courses across the curriculum?

 Another plus for this type of assignment is that it can be flexibly used in almost any course, not only with op-eds and news articles, but relevant documentaries, YouTube clips, podcasts, and so on.  The more connections students can forge between what they are learning in class, and the world outside the classroom, the better.

This week’s WAC-friendly highlighted assignment

Professor: Jenna Spevack

Course:
Graphic Design Principles I

Assignment (brief description):
 View From My Window

Create black and white figure-ground compositions (stable and ambiguous) using the simplified forms observed within the bounds of your home window (frame).

What WAC principle(s) does this assignment exemplify?

– Scaffolding : In each class for about two weeks, students are asked to complete small assignments that go toward the final assignment that will be presented.

– Writing as a creative tool : The assignment begins with a short low-stake writing segment that will help students verbalize their inspiration for the project.  The assignment ends with a short low-stake writing that documents their thoughts about this project, which will help students with their other projects in the course.

– Writing as a process : For the initial short writing, students are asked to write a draft in their Creative Process Book and then post a refined version of that writing on a blog, thereby helping students refine and clarify their inspirations for the project.

How might this type of assignment be used in other courses across the curriculum?

Scaffolding of the assignment into small segments can be used in any courses across the curriculum to provide a clear guideline for students, to enhance students’ understanding of and commitment to the assignment, and eventually to deepen students’ grasp of the course material.

Additionally, any course could model the way blog was used for this assignment.  As exemplified here, framing the writing portion of the assignment as a blog posting can give students ownership of their own writing, especially in determining when it is ready to publicize it. As a result, students were able to find the fine balance between formal and informal tone of voice in their writing. Such a writing practice can enhance students’ initial engagement with the project, but more importantly, can serve as a tool to improve students’ writing by giving them just the right amount of pressure.

Professor: Karen Goodlad
Course: HMGT 1101, Fall 2012
Assignment: Industry Leader/Organization Profile

Students describe the characteristics of the hospitality industry and professional duties and standards associated with it.

Task
You have recently been hired by _____________ [choose an industry leader or leading organization in the field you wish to start your career]. As part of the orientation process you are asked to write an essay explaining what you know about the leader/organization and what your career goals are.

Role and Audience
The essay is to be written as if the department head of your desired work location will be reading it.

What WAC principle(s) does this assignment exemplify?

• The assignment clearly states the task, role and audience, format, and expectations.
• The assignment is problem-based, focuses on specific course learning outcomes, and asks students to identify and explain key industry characteristics by relating them to their own goals and experience.
• The assignment promotes learning  of professional terms and communication standards  through reading and application.

How might this type of assignment be used in other courses across the curriculum?

We feel that this Prof. Goodlad’s assignment could be adapted to a variety of courses introducing students to professional duties, goals, and standards of a given field.

This week’s WAC-friendly highlighted assignment

Professor: Matthew K. Gold

Course: ENG 1101: Composing Abstractions (https://openlab.citytech.cuny.edu/groups/eng-1101-composing-abstractions/)

Assignment: (https://openlab.citytech.cuny.edu/abstractions/2012/09/11/class-notes-91112/)

Students were asked to jot down  a number of adjectives and sensory experiences that define New York City in their lives.  They then split off into groups where they shared their lists, and based on their collective sensory experiences devised an imaginary structure or place in the city.  Students then composed a descriptive paragraph proposing the building/creation of their site in NYC.  Over the next two days, each group revised their proposals and posted them on the site blog.

What WAC principle(s) does this assignment exemplify?

The principle of scaffolding (building up from a small assignment to a larger one) is demonstrated by asking students to first compose a  list, followed by a short composition that incorporates contributions from each group member.  This is taken a step further as each group must then revise their original draft and subsequently post in on the course blog.

Each group’s work showed evidence of revision (organization/content was clear and relevant, general lack of typo/grammatical errors).  Each group focused on a unique sensory experience and devised a  creative and original  means of enhancing (or avoiding) those sensory experiences.  For example, one group proposed a sky gliding exhibit, highlighting the ability to experience NYC’s beauty from above in contrast to doing soon the ground (which has the unfortunate effect of seeming dirty).  A very novel idea from this and many other groups!

How might this type of assignment be used in other courses across the curriculum?

Other courses may want to consider a similar format in which instead of asking students only for a final product, require them to demonstrate their progress towards their final project with smaller assignments.  This will also help students digest potentially challenging course material and organize their thought process for their final drafts.

Class Notes – 9/11/12

Professor: Jonas Reitz

Course: MAT 1275

Assignment: Advice for the future

Students were asked to imagine that they were speaking on the first day of MAT 1275, and to give advice to the incoming students based on one of three questions.

The assignment was posted as a blog post, and students were asked to respond in the comments section of the post. For example, one student responded:

“First I’ll address number 3: I would say that a prior knowledge (ability) to have is PATIENCE and willingness to learn something that isnt particularly easy like trig. Math isnt for everyone, not all of us are going to grasp it the first or second time around; however, if you have patience you will gradually begin to understand at least some of the material…”

For extra credit, students had the option of  responding to someone else’s comment, indicating whether they agreed or disagreed, and if they had anything to add. Many students took this option, generating a nice discussion.

What WAC principle(s) does this assignment exemplify?

This is a terrific example of using an unconventional audience, in this case other students just entering the course, to encourage students to use their own voice.

Students are often accustomed to the professor being their sole audience, which sometimes hinders them from fully explaining or elaborating on course material. They may also feel stifled by academic jargon, and use overly formal language, that does not allow them to get comfortable with the material in a way required to explain it to others, or to better understand it themselves in more everyday terms.

It is also a great example of asking students to use exploratory and personal writing, reflecting on their experiences and feelings about the course. This, again, encourages students to use their own voice, and allows them to get more comfortable with their learning environment.

How might this type of assignment be used in other courses across the curriculum?

This type of informal writing exercise could be used in any type of course.  There will always be advice that students will have to give to other students about the course they  just took, no matter the discipline.

The exercise could be especially useful in disciplines where writing has not traditionally played a big role, and in more advanced, i.e., upper level courses, where incoming students would particularly benefit from more guidance on how to meet the challenges involved in mastering the material.