Arts & Composition

To combat students being overly concerned with page length and the number of quotes/paraphrases when writing research papers, I decided to take the paper out of the equation. For this research project, students use the research process to determine how realistic the science/technology is in a selected Marvel film. By removing the paper, the students are able to focus on and practice the various steps in the research process, such as crafting a research proposal, annotated bibliography and outline.

I utilized Literature Circles as a method for creating stronger community in online classes, deepening the engagement between students, and practicing group work in prep for the course final. Students were in 1 group for duration of the semester, each group given additional readings to read, analyze and report out using the Literature Circles roles. The student in the Connector role would collect the student’s work and post it in Canvas for grading and students would switch roles on their own each week.

In fall 2017, I piloted the use of single-point rubrics for certain assignements in my online ENH 245 class. Typically, a single-point rubric provides the criteria for proficiency,  and then allows for feedback for how a student exceeded or failed to achieve proficiency in given areas, the goal being that the "undefined advanced column" places no limits on how students might stretch themselves" (Gonzalez, 2014).

After noticing how quickly my online students will take quizzes and surveys, I had to start keeping them from opening too soon so that students wouldn't take the quiz before the learning activities it tested.  Then, I thought of a way I could leverage their love for quizzes and came up with the LearnQuiz approach.  In my latest online course development (for HUM108), I developed quizzes that had questions that included the learning materials -- then, I made it so that students would get feedback on their correct or incorrect responses to redirect or reinforce their learning.

In ENH202: World Literature after the Renaissance I utilized Literature Circles as a method for creating stronger community in online classes, deepening the engagement between students, and practicing group work in prep for the course final. Students were in 3 groups for 4 weeks at a time, each group given additional readings to read, analyze and report out using the Literature Circles roles. The student in the Connector role would collect the student’s work and post it in Canvas for grading and students would switch roles on their own each week.

In ENH235: Survey of Gothic Literature I utilized gamification as a method for offering modified assignments (prizes) and extra credit. For each week, I created a "Scream Challenge" that was optional for students to complete. These were typically short critical thinking writing assignments. There were three levels of Scream Challenges: Monster Head (3 points), Mad Scientists (5 points), and Nightmares (10 points).

I'm very sold on the idea of using OERs (Open Educational Resources) -- they save students money, and they allow all students to have immediate access to course materials.  The downside is that some students seem less engaged with these types of course materials; I think this is because they have been conditioned to the ideas of a textbook.

A key to fully appreciate art is understanding the creative journey and the underlying creative critical thinking which leads to the “message and meaning” of the piece.

Honors students are given the option of completing an individual or small group creative project to fulfill their honors enrichment plan.

In ENH 254: Film and Literature, I used a new assignment in which students needed to video tape themselves explaining their project. This new component will also be evaluated in a separate CATS. Many of the students commented, either in emails leading up to the assignment's submission, or in the video itself, that they were nervous and uncomfortable with being on videotape. As a result, I decided  to use the CANVAS video comment tool to tape myself responding to each student.

I have finished creating an online version of ENH235 -- Gothic Literature.  Since I developed the course using OERs (Open Educational Resources), most of the course material involves older works, which can be used without copyright restrictions.  This works out well for the course since most of the course competencies relate to these older works.  However, the students need to be able to apply what they have learned about the historical development of gothic literature to a modern work.

I developed ENH114 (African-American Literature) as an online course that uses primarily OERs (Open Education Resources, which are free, online resources that can be used and shared.)  I am interested in finding out how this approach works for students -- on the plus side, it will save them money and insure that they have access to course materials when they need them.  However, I want to see how the use of OERs seems to be going -- how effective this approach is, and whether there are any issues.

Although students do a lot of small group work (and participate in class discussions), they often don’t know each other’s names – sometimes not even those of their own groups. At the end of the semester, students still ask me who “so and so” is so they can return peer reviewed papers.

My courses require online grade checks in week 3, 6, 9 and 12; however, low scoring students were not taking significant action to change their study habits. So I implemented in-class metacognitive/reflective activities the day after the grade checks where due (see attached document).

Final grade comparison:

JRN 201, Spring 2014, 8 completing students:

4 As, 1 B, 3 Cs, 0 failing students

Compared to

JRN 201, Fall 2013, 7 completing students:

1 A, 2 Bs, 2 Cs, 1 D, 1 F

                There are many ways to assess student learning. Traditionally,  I create my own tests however, for one assessment in an English 101, I decided to try something different.  As an assignment on Essay writing key terms, the students constructed their own test and an answer sheet. Of course, I did not relinquish the reins entirely to the student.

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.