Sociology Through Film was piloted in Spring 2015 and then taught again in Spring 2016. Each week there are three assignments to sociologically analyze a film (see attached sample). The last assignment during finals week is to sociologically analyze a Disney children's movie by focusing on the 16 weeks of sociological analysis of film. This last assignment assesses whether the students understand the social issues, in addition to applying them to social change.
After attending a Gen Ed presentation by Erin Blomstrand, I created a finals week assignment on the connection of course material in SOC 212(Gender & Society) to lives outside of Sociology. The assignment was: "How will each of the following topics impact you once you leave this course? Think about your future and the people around you. Are you concerned on how the gender issues will impact you personally and/or others?" Students participated in Spring 2014. Based on results, I created a plan to improve.
After a student plagiarized a“how to paraphrase” assignment, I was dismayed with student correspondence that I received due its tone and the student’s continued misunderstanding of why it was plagiarism. Because students often avoid paraphrasing, and instead choose to repeatedly use direct quotations, I created a student-instructor role play assignment for ENG 102. See attached assignment for details.
Science faculty are constantly hearing from their students, "This isn't math! I didn't learn this in my math class". Many students are not able to transfer what they learned in math into their science courses. Most of the concepts in MAT091 are crucial to success in science. Throughout the semester, I met with 6 science faculty to discuss HOW students see these topics in science classes.
As a way of studying design principles related to composition I have my students complete an exercise that evaluates the compositional strategy employed in a great work of painting from art history. The students create two diagrams that chart the way the artist uses design principles like scale, line, color, rhythm, unity, emphasis and balance to control the way the eye moves, additionally they map they way the artist uses value (light and dark) to create emphasis and illusions of depth.
In the online ENG 081 Basic Writing Skills, students participate in peer review. However, in my first attempt, I found that students purposely skipped the assignment, even stating that they were skipping because they were "too nervous," or "didn't trust what their classmates would say and just wanted my feedback instead." In Spring 2014, my goal was to increase participation and to help students to have a positive experience. I added two discussion board posts.
I assign a Career Exploration Project (attached) for my engineering students to learn about engineering disciplines, careers, and professional societies. They do research, write a report, and present their findings to the class. They capture the basics of the field and information about the professional societies, but I feel there is room for improvement, especially with professional societies and their benefits.
Using unobtrusive and obtrusive assessment throughout linked ENG101/102 courses, I hope to learn whether an emphasis on learning about types of writing (analysis, cause and effect, etc.) in the ENG101 course will carry over to help students as they work on more complex papers in ENG102.
One learning objective for Com 100 is to have students explain the essential elements of communication using representative communication models. In a F2F setting this can be demonstrated easily by putting the essential elements of a model on the whiteboard and having students stand by the elements such as the “sender” and “receiver” element. They next model the elements in an interactive process. This semester, I assigned students the same assignment, to diagram a recent conversation they had using a model of communication.