Teaching and Learning Resources

This study examines how the layout of syllabi in first-year writing courses can aid or obscure content that is key to student success. This study makes the case for considering students as expert end-users that have valuable knowledge useful to composition programs.

This case study examines the implementation challenges and learning outcomes related to digital media-based assignments by reviewing and assessing the use of digital media in a health communication course, specifically through the development of documentaries. Creating an effective assignment requires addressing the development of technical skills along with course content and providing guidance and feedback throughout a semester-long project.

This research focuses on the design of writing assignments to detect and prevent plagiarism. Three types of writing assignments were examined using the “Turnitin” detection system to gauge potential plagiarism. The conclusion is that faculty can design assignments to mitigate plagiarism

Building on an initiative of the National Institute for Learning Outcomes Assessment, Washington State University faculty have worked to develop more effective integrative capstone assignments in ways that support ongoing improvement.

The purpose of this paper is to describe alternative forms of grading as an entry point for faculty incrementally progressing toward competency-based education axioms in higher education.

College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case study examined student attitudes and experiences regarding standards-based grading (SBG) principles introduced in an educational technology course in a medium-sized, Midwestern university. The authors found that, while students were initially anxious about the paradigm shift and the additional work it would entail, they nevertheless viewed the model as clearer and more fair.

This article presents an example of how standards-based grading was implemented in two sections of an undergraduate course on assessment to add clarity to the meaning of students' grades. The author reflects on lessons learned from implementation including the benefits and challenges posed by adopting the practice.

Two common ways that instructors assess participation in sociology courses are recalling participation by memory or counting times spoken during class in real time. However, these common assessments rely on faulty assumptions that do not support their usage. This article reconceptualizes participation grading as an opportunity to motivate skill building across a variety of dimensions.