|
Backwards Design for Long-Term Outcomes—Marta Caminero-Santangelo (2016) |
Caminero-Santangelo |
English |
backwards design, course goals, learning outcomes, poster, scaffolding, student feedback, writing |
|
Encouraging Students’ Analytical Abilities in a Large Literature Survey—Misty Schieberle (2012) |
Schieberle |
English |
assignment design, labs, undergraduate students, universal design, writing, writing assignments |
|
Expanding Understanding of Musical Forms Through Scholarly Writing — Brad Osborn (2016) |
Osborn |
Music Theory |
student feedback, writing, writing assignments |
|
Incorporating Writing into an Engineering Course—Rémy Lequesne (2014) |
Lequesne |
Civil, Environmental & Architectural Engineering |
analytical writing, graduate students, scaffolding, writing, writing assignments |
|
Making Deliberate Choices: Revising a Literature Course with SoTL in Mind—Stacey L. Kikendall, Park University (2017) |
Kikendall |
English |
active learning, rubrics, student development, writing, writing assignments |
|
Portfolio Assessment: An Alternative to Traditional Performance Evaluation Methods in the Area Studies Programs—Mariya Omelicheva (2012) |
Omelicheva |
Center for Russian, East European, and Eurasian Studies |
assessment, assignment design, department analysis, graduate students, portfolio assessment, rubrics, student portfolios, writing |
|
Re-envisioning Teaching Graduate Seminars—Anton Rosenthal (2005) |
Rosenthal |
History |
course design, graduate students, small course sections, writing, writing assignments |
|
Revising Relief (Printmaking)—Michael Krueger |
Krueger |
Visual Arts |
active learning, course goals, poster, rubrics, service learning, writing |
|
Using Student Writing to Assess Learning Across the Major—Department of Spanish and Portuguese (2011) |
|
Spanish & Portuguese |
assessment, curriculum assessments, department analysis, undergraduate students, writing |
