Using eJournal writing assignments to assess learning and classroom community
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This activity has benefited from input from faculty educators beyond the author through a review and suggestion process. This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Jul 8, 2008
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Higher order thinking skills goals for this activity
Other skills goals for this activity
Description of the activity/assignment
The following two eJournal question sets are part of a course, Marine Environmental Geology, a non-majors science course that has a significant service learning component. The semester long service learning projects that accompany this course require constant monitoring.
Assessing Service Learning Project Work The set of questions just below is designed to have students think outside the group context about what concrete steps need to be done to finish the work of their service learning project. We read these and respond very quickly, supporting good ideas. During the following week we encourage each group to come together and share what they have written in Part 1. Writing their thoughts down and having them supported by faculty helps some students who normally don't express their ideas in a group to try out their ideas with their peers.
The second question asks the student to reflect upon their own work and work effort and helps us learn if there are any potential problems within groups.
This week's e-journal is a follow-up to the presentations & lab we did this week. The first part, goals & help needed, should be written as a bulleted list with concrete objectives. The second part should be answered in brief paragraph format.
The data collection phase of the projects is complete, or for some groups, almost complete. While project work will carry on independently through the end of the semester, we only have one more week in lab devoted to it.
After reviewing where you stood at the time of your presentation and what you accomplished in lab this week, what do you intend to do with the remaining lab period? What analyses do you hope to complete before you present your results to the class in November? What help do you need to meet these objectives?
How do you feel about your project at this point? What do you feel you did well? Are there any places you think you could have done better, either personally or as a team?
Assessing Mastery of Content and Concepts
Last year I used this question to learn what specific problems students were having with course material before an exam. By asking them to use "use textbook vocabulary and to use it precisely" I am forcing them to dig into material and be very specific about what they don't understand. Sometimes students will write a very careful paragraph and at the end say, "I understand it now." That doesn't always happen, so for the most part I see what gets voted for most frequently and weave that into the next lecture.
Critical Concepts Question
Thus far I have covered topics in my lectures which depend on the following Critical Concepts sections in your textbook
CC4 Particle size/sinking
CC6 Salinity, temp, etc
Read through these sections and write about the one that you had the greatest difficulty understanding. Be specific about what you don't understand. Be very careful to use textbook vocabulary and to use it precisely. Write no more than three paragraphs
Determining whether students have met the goals
Download teaching materials and tips
Clifford, Joanne, 2000. Chapter 4: Building Community in the Classroom. In: Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Gordon, R.(Ed), Education by Design, Keene, NH, pp 43-56.