| Conference Registration WebCT Homepage | |
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| Thursday, July 13, 2006: 11:15 AM-12:00 PM | |||
| Erie Room (Sheraton Chicago Hotel & Towers) | |||
| H-15: WebCT Design Techniques for Linking Lecture and Composition Courses | |||
| Detailed Description: | This session will discuss the implementation of a pilot General Education program called “Writing Links.” Instructors designed a closely integrated curriculum for a geology lecture course linked with two composition courses. Course readings, research projects, and writing assignments were managed through shared WebCT calendars, content modules, group discussions, and assignments. Results indicate participation was robust, attendance routinely high, and assignments completed on time. Learn how students can become more engaged in the learning process when using this integrated assessment model. | ||
| Presentation Format: | Showcase | ||
| Topic: | Enabling learning: Effective instructional practices and student support models | ||
| Target Audience: | Faculty and Other Instructors | ||
| Appropriate Audience Level: | Experienced WebCT users | ||
| Abstract Text: | The presenter will discuss the assessment model used during an implementation of a pilot General Education program called “Writing Links,” which allows a cohort of student volunteers to take simultaneously a composition course with a lecture course. Similar programs at other institutions have been shown to increase student performance, participation, and retention. Ongoing assessment of the program's progress, from both faculty and students, indicated that tighter intergration of the linked curricula would enhance the development of learning communities and student affective response to the course. Multiple methods were used including student and instructor surveys and an unstructured group interview with instructors. Feedback from instructors has been particularly important in improving the effectiveness of the pilot from the first to second semester of implementation. From the feedback, three instructors in the second semester designed closely integrated curricula for a geology lecture course linked with two composition courses. Course readings, research projects, and writing assignments were managed through shared WebCT calendars, content modules, group discussions, and assignments. Results indicate that students were more engaged in learning activites: Class participation was robust, attendance routinely high, and assignments completed on time. Students reported feeling more confident about their compositions, and they actively engaged in peer assessments and evaluations of their writing. | ||
| Session Leader: | Samuel A. McCool University of Nevada, Las Vegas | ||
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