FALL 2007 FACULTY DEVELOPMENT DAY Johanna Bishop, Behavioral Science Jim McFadden, Graduate Business Faculty Development Day Oct. 6, 2007 Johanna Bishop,

FALL 2007 FACULTY DEVELOPMENT DAYJohanna Bishop, Behavioral

ScienceJim McFadden, Graduate Business

Faculty Development DayFaculty Development DayOct. 6, 2007Oct. 6, 2007

Johanna Bishop, Assistant Professor & Johanna Bishop, Assistant Professor & Program Coordinator Behavioral ScienceProgram Coordinator Behavioral Science

James McFadden, Adjunct Professor, James McFadden, Adjunct Professor, Graduate Business ProgramGraduate Business Program

Alternative Writing Alternative Writing Assignments: Assignments:

Developing A Culture of Developing A Culture of Thinking & WritingThinking & Writing

Today’s Session…Today’s Session…

• Discuss alternative writing assignments– Suggestions for types of assignments

• undergraduate and graduate writing

• Relate assignments to Bloom’s taxonomy

• Explore how, together, we can develop a culture of reading and writing

Why Discuss Alternative Why Discuss Alternative Writing Assignments?Writing Assignments?

Peter Elbow…Peter Elbow…

• On Term Papers…– “I find term papers involve

maximum work and minimum learning. I call them "terminal papers." Students often pad them. Students seldom learn from our comments since the course is over before they pick up their papers--if they pick them up. I find it more productive to use several shorter essays--even (perhaps especially) for high stakes writing.”

A the undergrad level…A the undergrad level…

Several Short Writing Several Short Writing AssignmentsAssignments• Since many students have poor writing skills,

several short writing assignments may be preferable to one long one

• Provide rubric and criteria for evaluating the assignment

• Provide clear outline and requirements of the assignment

• In observation-type assignments, may have to teach how to take field notes

Writing to Learn/ Writing to Writing to Learn/ Writing to ExplainExplain

• Most student writing assignments ask them to report report back to the back to the instructorinstructor

• Shift in thinking:– Writing

assignments that encourage students to LEARNLEARN

Listing…Defining…Listing…Defining…

• Theory• Idea• Event• Etc• Your suggestions?

Article SummariesArticle Summaries

• Write 1-2 page summaries of scholarly articles

• Challenges students to read and be able to summarize in their own words

• Good for orienting students to “scholarly” literature

Reports: Observations, Reports: Observations, Family History projects, Family History projects, Observing City Council Observing City Council

Meetings, etcMeetings, etc• Apply

theory to “real life” or vice versa

Comparing/Contrasting…Comparing/Contrasting…

• Theories…• Theorists…• Situations…• Structured

Journal writing

• Suggestions?

Field Observations… Field Observations… Research Projects…Research Projects…

Defending A Position… Defending A Position… Critiquing a Theory…Critiquing a Theory…

• Letters to the editor advancing a position or defending a position

• Position papers• Short

argumentation papers

Minute PapersMinute Papers

• Used at start of class to get students to focus on the subject

• Used at end of class for assessment

• Used during class to provide a learning/ reflection moment

• Used to clear up confusion- inform instructor of gaps in understanding

SuggestionsSuggestions• Have student complete a small writing

assignment early in the course– Alerts instructors to any writing problems– Provides sample of “authentic” voice

• Articulate the requirements of a writing assignment on paper– Helps to clear up questions/ confusion

• “Standardize” writing assignments- cuts down on your work as the instructor

• Develop a grading rubric- standardizes evaluation

More SuggestionsMore Suggestions

• Have students share their writing with the class– Group sharing– Peer editing– Poster presentations– Read their writing aloud

• Your suggestions?

Instructor Issue…Time & Instructor Issue…Time & GradingGrading

• Rubrics• Define standards at the Beginning• Develop your own shorthand for grading

papers: Underline for something significant

Use wavy lines for errors, grammar, etc

Star areas you think particularly well done

And finally… (again from And finally… (again from Peter Elbow)Peter Elbow)

• Students understand and retain course material much better when they write copiously about it.– We tend to think of learning as input and writing as output, but it

also works the other way around. – Learning is increased by "putting out"; writing causes input.

• Students won't take writing seriously till all faculty demand it.

• Writing needn't take any time away from course material. • We can demand good writing without teaching it. The

demand itself teaches much. • Students won't write enough unless we assign more

writing than we can comment on--or even read. There is no law against not reading what we make them write.

• Writing can have a powerful communal or social dimension; it doesn't have to feel solitary.

At the graduate level…At the graduate level…

Just like the Label…The Just like the Label…The Writing Product Must Be Writing Product Must Be

Self-ExplanatorySelf-Explanatory• When you give someone

something to read, you won’t be there to explain it

• Your writing must be self-explanatory

• “Instruction label” must say it all

Critical Reading- WritingCritical Reading- Writing

• To be an analytical writer must first be To be an analytical writer must first be analytical reader:analytical reader:– Read first ½ pageRead first ½ page– Read final half pageRead final half page– Begin to go through the great “meat” of the Begin to go through the great “meat” of the

article and see how each paragraph leads off article and see how each paragraph leads off (can label in supermarket)(can label in supermarket)

• Put yourself in a consumer position: Put yourself in a consumer position: Is this Is this as powerful and succinct if I were asked to as powerful and succinct if I were asked to read this?read this?

4 Dimensions of an Exec 4 Dimensions of an Exec SummarySummary

Thesis: The purpose for writing the article, as made clear by the author(s), as well as other relevant information concerning its publication– This is the raison d’etre of the article, and also makes

clear the contribution to a particular body of knowledge, insights, or individual/organizational improvement that the article intends to yield

Methodology: Explains the way(s) in which the Article is developed, or operationalized, and its insights deployed

Achievement of purpose – Whether, how, and to what extent, the thesis is actually sustained; or, how fully the author(s) deliver the goods, as advertised

Contribution to knowledge – What is now known that was not known before reading the article, as well as an elucidation of its value. This should include an assessment of how well the author(s) conclude the article with clear statements of its major points, as well as of its final importance, or meaning

Oral Final Exam with Oral Final Exam with Written Exec SummaryWritten Exec Summary

• Reinforces natural relationship between reading and writing– (for course and

presentation)

• Reaches visual learners or auditory learners

• Practice reaching both kinds of learners throughout course

• Background (what/why)

• Format (how)• Take-away

(synthesis or final meaning)– Micro-chip– Baking bread– Time element

• Instant feedback

ConclusionConclusion

• Consider yourself a stock on the NYSE… – Are you a buy? Hold? Or a Sell?

• Writing/ expression: strategic weapon for your career

• Constant opportunity to add value… opportunity to demonstrate how brilliant you are every day!