The survey results from 26 responses representing 75 sections of HUMW I over the last 3 years show that:
1) The typical writing load is 35-45 pages per semester including revision, and reading load is between 50-100 pages per week.
2) Most instructors assign pre-writing work, ask students to reflect on their own writing, and use some form of peer review and scaffolding of assignments.
3) Over 90% offer student conferences and written feedback for revision to approach writing as an iterative process.
LLAMA LOMS Program: Listening to the Customer: Using Assessment
Results to Make a Difference
ALA Annual (Chicago)
Sunday, July 11, 2009
Catherine Haras (California State University, Los Angeles)
LLAMA LOMS Program: Listening to the Customer: Using Assessment
Results to Make a Difference
ALA Annual (Chicago)
Sunday, July 11, 2009
Catherine Haras (California State University, Los Angeles)
Connie Sung, PhD
Assistant Professor of Rehabilitation Counseling
Department Counseling, Educational Psychology & Special Education
June Chen, PhD
Former Hegarty Fellow in MSU-DOCTRID Program
Presenter(s): Stephanie Irvin, Dyana Costello Banks.
This presentation gives ideas on how to best serve patrons with
disabilities, giving examples from the members of the GLA Library Services for Persons with Disabilities Interest Group. We will also cover how to address the patron with respect.
This presentation is an overview of the NJ ASK, including changes to the test, PARCC ramifications, and changes to the math and language arts sections.
Research output in Irish H.E. academic libraries 2000-2015 Terry O'Brien
Presentation given by Terry O'Brien & Kieran Cronin at CONUL (Consortium of National & University Libraries) 2017 Annual Conference - Inspiring and Supporting Research (Athlone, Ireland, May 2017)
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Transitioning to Blended and Online Learning with Carolyn Jarmon, NCATPearson North America
This was part of a 45 minute webcast led by Carolyn Jarmon, Senior Associate of the National Center for Academic Transformation (NCAT) and hosted by Pearson Learning Solutions.
The topic of the discussion was making the transition to blended and online learning.
Connie Sung, PhD
Assistant Professor of Rehabilitation Counseling
Department Counseling, Educational Psychology & Special Education
June Chen, PhD
Former Hegarty Fellow in MSU-DOCTRID Program
Presenter(s): Stephanie Irvin, Dyana Costello Banks.
This presentation gives ideas on how to best serve patrons with
disabilities, giving examples from the members of the GLA Library Services for Persons with Disabilities Interest Group. We will also cover how to address the patron with respect.
This presentation is an overview of the NJ ASK, including changes to the test, PARCC ramifications, and changes to the math and language arts sections.
Research output in Irish H.E. academic libraries 2000-2015 Terry O'Brien
Presentation given by Terry O'Brien & Kieran Cronin at CONUL (Consortium of National & University Libraries) 2017 Annual Conference - Inspiring and Supporting Research (Athlone, Ireland, May 2017)
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Transitioning to Blended and Online Learning with Carolyn Jarmon, NCATPearson North America
This was part of a 45 minute webcast led by Carolyn Jarmon, Senior Associate of the National Center for Academic Transformation (NCAT) and hosted by Pearson Learning Solutions.
The topic of the discussion was making the transition to blended and online learning.
Building research student communities: is there a role for library and learni...Jo Webb
Slides from a symposium exploring the role and experiences of librarians and learning developers in building communities of practice for researchers.Uses two case studies from De Montfort University (Leicester, UK) onexperiences of building a virtual CoP (wiki-based) and a face-to-face writing group.
Symposium was led by Katie Fraser (now University of Leicester), and content contributed by Melanie Petch and Jo Webb (both De Montfort University).
Discussion Practices in Online Courses: An Online Survey of InstructorsVanessa Dennen
Discovery Session at OLC '17 (Vanessa Dennen, Tami Im)
This presentation just covers a small portion of the data from our survey. Contact the authors for additional information.
The growing emphasis on student achievement – in combination with increased budget pressures – have led many institutions to seek proven ways to simultaneously accomplish two goals: improve student outcomes and reduce institutional costs. During this April 24, 2013 webinar, Dr. Carolyn Jarmon, Vice President of the National Center for Academic Transformation, provided an overview of the success that more than 200 institutions have had in achieving both of these goals. She discussed the principles, models and results that have characterized these success stories, providing examples from recent case studies.
Online writing feedback: A national study exploring the service and learning ...Studiosity.com
Professor Chris Tisdell, Scientia Education Academy Fellow at the University of New South Wales (...and YouTube star, mathematician, former DJ...) kicked off the day by talking student word choice, feedback, and psychology, and wellbeing.
Chris presented findings from a national study which used the feedback from students from more than 20 universities. Why? After every Studiosity session, students give feedback. That feedback from students needs to be analysed and used in practical ways (especially recalling Associate Professor Phill Dawson on Day One, who discussed the importance of feedback literacy and translating it into action.) Online, 24/7 support is needed as much to fulfil student expectations for their overall university service experience, as it is needed for delivering learning outcomes.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansBeck Pitt
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
2. The basics
26 responses/46 invitations (56.5%)
Represents 75 sections of HUMW I over the last 3 years
=63.6 % (75/118)
3. More basics
• Writing load: almost all responses in the range of 35-45 pages per semester, including revision,
or about 20-25 pages of new text
• Reading load: from 5 pages/wk to 200, with 15 falling in between 50-100 pages
4. Use writing as a tool for
inquiry
• 77% assign pre-writing work
• 69% ask students to reflect on their own writing
5. Practice writing as an
iterative process
• 85% use some sort of peer review
• 81% scaffold short assignments toward larger projects
• Over 90% offer students both conferences and written comments for revision
6. Approach writing as a
rhetorical practice
Reading: 7 different genres assigned by over 50%, with high numbers spread across the board
Writing: far greater concentration around assigning analysis and argument essays
7. Rhetorical practice, cont'd
Assigning digital texts: 4
Non-academic genres: 4
"High-impact" practices:
7 note teaching directly to genre, writing for public audiences, and community engagement
Perhaps higher?
8. Odds and ends
In addition to almost 100% of respondents saying that their students perform both analysis and
argument, almost 50% also say their students craft narrative
Over 80% assign student presentations
77% assign the reading of other students' work for a variety of purposes
10. A few more...
Typical recent HUMW I:
•assigns reading in multiple genres
•assigns argumentative and analytical writing
•builds up from short to longer projects
•engages process and formative feedback
11. How will WCS be different?
More attention to:
•writing as inquiry
•writing as rhetorical
•"high-impact" practices