Swtxpc nagelhout presentation

Digital Composing and the Invention of a Program:

Long-Term Assessment Practices for the UNLV Professional Writing Minor

Southwest Texas Popular Culture Conference - February 2013

Ed Nagelhout

Long-Term Assessment Practices for the UNLV Professional Writing Minor

1. Core Program Principles2. Initial Developmental Goals3. One “Organizational” Chart4. Gathering and Analyzing Data5. Review/Reflect/Revise6. Incorporate/Naturalize7. Long-Term Vision


Overview


Core Program Principles

10-Hours per Week



Coherence and Consistency

http://www.serpinstitute.org/2013/serp-press/november-2011/internal-coherence-website-nears-completion/



Learning for All

Means

Learning for One

http://pumr.pascalobservatory.org/pascalnow/pascal-projects/pumr/higher-learning-all

Increase self-directed and non-formal learning activities/opportunities (i.e., independent and lifelong learning)


Initial Developmental Goals

http://www.olecommunity.com/the-power-of-personal-learning-networks-wait-what-is-a-personal-learning-network/

Provide robust support structures for all teachers in the program


Initial Developmental Goals

http://www.sfexaminer.com/local/2013/01/rust-damaged-support-structures-golden-gate-bridge-set-be-repaired


One “Organizational” Chart

Program Goals

Program Courses

List of Possible Projects

Lists of Possible Criteria/Rubrics

List of Possible Activities



Program Goals• Demonstrate proficiency in designing,

writing, and editing print and digital texts for a variety of audiences and purposes in professional contexts

• Demonstrate project management skills• Exhibit a deftness with common

professional writing genres• Exhibit an ability to collaborate

effectively at all stages of a writing project

• Exhibit visual design awareness and acuity

• Apply a broad repertoire of research and critical-thinking skills that reflect an awareness of cultural contexts

• Develop strategies for learning digital/software applications and acquiring expertise











Program Courses

Professional Writing Required Courses (9 credits):

Professional Writing Core (6 credits from the following):

Electives (6 credits from any writing, language, or literature course, including 200-level introductory courses) Recommended Electives include:











Program Courses

Course Projects











Program Courses

Course Projects

Lists of Criteria / Rubrics











Program Courses

Course Projects

Lists of Criteria / Rubrics

Lists of Activities


Comprehensive Assessment

http://epubgeneration.weebly.com/learning-analytics.html

How can we best understand student learning and pedagogical effectiveness in our program?

Traditional Database Management

Quantitative Applications

Capture Rubrics

Norming Sessions

Staff Meetings


Gathering and Analyzing Data

Course and Program Dashboards

Adaptive Learning Analytics

Social Network Analytics

Discourse Analytics

Data Compilation

Data Visualizations


Gathering and Analyzing Data

• How can we review the data comprehensively? From multiple perspectives?


Review/Reflect/Revise

• How can the data help us improve student learning?

• How can the data help us improve our teaching?

• How can the data help us improve the program?

• How can we reflect on the data consistently? Inclusively?

http://foundwalls.com/tree-sea-moon-reflection-island-stars-night/

Inclusive process for reviewing, reflecting, recommending, revising, and improving each course individually and the program as a whole


Incorporate/Naturalize

Assessment as a natural part of our every day routine

Minor

Support

Assessment


Long-Term Vision

Questions?

Or to continue the conversation:

[email protected]@[email protected]


Swtxpc nagelhout presentation

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