Designing Senior-level Culminating Assignments that Help Students Integrate their Learning
Faculty Workshop with Dr. Patricia Hutchings
Assignments are powerful teaching tools, and their design is one of the most consequential intellectual tasks that faculty undertake in their work as educators.
- Organizing Assignment Design Work on Your Campus webpage — toolkit of resources and materials from NILOA
- Anderson, P., Anson, C. M., Gonyea, R. M., & Paine, C. (2015). “The contributions of writing to learning and development: Results from a large-scale multi-institutional study.” Research in the Teaching of English. 50(2), 199-235.
- Barkley, E. F. & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
- Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrative writing, critical thinking and active learning in the classroom. San Francisco, CA: Jossey-Bass.
- Hutchings, P. (2016). Aligning educational outcomes and practices (Occasional Paper #26). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Hutchings, P., Jankowski, N. A., & Ewell, P. T. (2014). Catalyzing assignment design activity on your campus: Lessons from NILOA’s assignment library initiative. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Melzer, D. (2014). Assignments across the curriculum: A national study of college writing. Boulder, CO: University Press of Colorado.
- Winkelmes, M., et al. (2016). “A teaching intervention that increases underserved college students’ success.” Peer Review.
- Winkelmes, M., et al. (2015). “Benefits (some unexpected) of transparent assignment design.” National Teaching and Learning Forum. 24(4), 4-7.