1) The document discusses engaging students in developing writing rubrics and learning outcomes for their courses. 2) It suggests having students write learning objectives for assignments and presentations to increase engagement and empower students to take responsibility for their own learning through metacognition. 3) The challenge mentioned is how to scale this up to involve students in developing rubrics and learning outcomes for large introductory level courses.

1. Yikes! Engaging students in writing rubrics and learning outcomes Kathy Williams Pearson - BLC VII 2010

2. Please complete the short form Select a reporter to look at the responses and be ready to share summary of results for your table. Is there a pattern of responses by course type? Place slips in the envelope. (One “R” and One “O” per course type)

3. What we hope for …

4. What’s the point?

5. What we hope for … Increase engagement Empower students to be responsible for their learning (metacognition)

6. UD Elective - “Coevolution” Course Design Overarching Course Goals/Objectives Objectives for each “module” or chapter, (e.g., Mimicry and Coevolution)

7. UD Elective - “Coevolution” Course Design Text Chapters Text Chapter + 2 Journal Articles (Tues) (Thurs) Instructor Students (in permanent groups)

8. Rubric for Presentation (~ 15% of ttl pts) Students’ scales … I can live with all of these options! My scale

9. Learning Objectives - of Students Organization Clearly state relevant issues or topics Present arguments and evidence in a logical sequence Introduction Select papers that are appropriate for the topic (coevolution) Give sufficient “set up” to put papers into context with chapter and topic of coevolution Main content of the presentation Restate questions, problems, or issues addressed by authors Describe methods that were presented, relevant to arguments made about coevolution Provide evidence and/or discuss arguments for or against coevolution in each case, and explain whether it supported claims Explain critical terms (those that were not easy to look up) Encourage class to challenge and discuss ideas Engage class in activities to help them better understand the topic Conclusions regarding evolution & coevolution Present conclusions and clearly discuss them. Discuss ideas, issues, and problems in the papers - in terms of text chapter

10. Also … Students provide learning objectives for their papers to rest of class. Students set expectations for other students! Metacognition

11. The Challenge How many of you let your students write SLOs or rubrics? Scaling up - to large and/or introductory level courses