11/2/2018 Designing Assignment Charrettes to Improve Learning on Your Campus RUTH SLOTNICK, PH.D., DIRECTOR OF ASSESSMENT, BRIDGEWATER STATE UNIVERSITY NANCY QUAM‐WICKHAM, PROFESSOR, HISTORY, CSU‐ LONG BEACH Portions of this slide show have been referenced and adapted from NILOA materials Who’s here today? • I’ve never heard of assignment charrettes before!? I’m here to learn more about them. • I’ve participated in an assignment charrette. • While I’ve not been part of a charrette, I have talked with others at my campus about assignment design informally. • I’d like to facilitate an assignment conversation on my campus. • Someone told me to be here. 1 11/2/2018 Welcome!! IF YOU HAVE LED OR AN ASSIGNMENT DESIGN CHARRETTE, PLEASE RAISE YOUR HAND. What’s a“charrette”? "Charrette" (Fr.) means a small cart. Because architecture students once deposited their assignments in it as the cart was rolled through the studio, architects now use the word to refer to an intense creative effort in a limited time period. 4 2 11/2/2018 NILOA Assignment Design Charrette • What is an assignment design charrette? • Why assignments? • A step‐by‐step process to creating better assignments • Variations in the process for different purposes How does a charrette work? • Faculty work together to create in structured format to intentionally align and scaffold learning opportunities that help students integrate and connect their learning, over time. 3 11/2/2018 Why Assignments? • Students take assignments seriously. • For students, assignments are linked to grades. • For faculty, assignments can be the best measures of student learning. Facilitating a Workshop: Preparing participants for what to expect • Process is based on a well‐tested model developed by NILOA • A constructive exchange in a supportive environment • Purpose: To improve assignments to create meaningful and integrated learning opportunities • Typically requires some pre‐workshop preparation • Active engagement with others during the workshop • Ongoing: Reflections and follow up • Opportunity to submit revised assignment to NILOA Assignment Library 4 11/2/2018 Typically a Small Group Process Format (can be widely adapted, see handout) 25 minute segments per person/assignment in groups of 4‐6 participants Read others’ assignments (5 minutes) Introduce ones’ assignment (5 minutes) Discussion of assignment (10 minutes) Feedback for each participant (10 minutes) Facilitator circulates, keeps time Charrette Example 1 (Introducing): Capstone Assignments Introduction & tell partner a bit about your assignment (5 minutes) • In what course it is used (single v. multiple department capstone options) • General information about the students (general characteristics) • In the past: o What seemed to work well with this assignment? o What did you/students find most challenging about the assignment? 5 11/2/2018 Charrette Example 2 (Discussing): New Minor Discussion (15 minutes) 1. Read through others’ assignments – feel free to make brief notes 2. Then discuss and offer helpful comments on the following: o What are the main strengths of this assignment? o Feedback on Purpose, Task and Criteria o Thinking about the assignment from the point of view of students, what other questions or suggestions might you have? Charrette Example 3 (Reflection & Improvement): GenEd Take 10 minutes to discuss assignment improvement (designate a note‐taker) • How can we incorporate new GE SLOs into this assignment? • How can we make SLOs & assignments more transparent? • Follow up plans? 6 11/2/2018 Adapting the Assignment Design Model to Local Environments • Decide what you want the charrette to accomplish and let that drive your other decisions ‐‐ e.g., who should be there, what format to use, if a facilitator is needed. • Don’t try to take on too much in one setting (i.e., doing assignment and rubric conversations) – this is hard, intellectual work. • The ”special sauce” is getting folks together to talk collaboratively about assignments from a shared starting point and perspective. • Provide framing and structure, then let the process unfold. • Use NILOA guided and unfacilitated assignment design tool kits. Adapting the Assignment Design Model to Local Environments • Assignment Design Charrettes can be modified in focus and length • Examples ‐ Focus: • Plan for an interdisciplinary minor • Slim down Gen Ed offerings & write better learning outcomes • PD: Introduce convention attendees to revised ‘Disciplinary Core Statement’ • Identify civic learning and engagement opportunities within a program • Alignment of program learning outcomes with transfer partners • Other examples from the group? 7 11/2/2018 The NILOA Assignment Library and Resources • 80‐some assignments • Contributed by faculty from a wide range of fields and institutional types • Online, indexed, and searchable • With a scholarly citation and CC license • Stimulating assignment work on campuses www.assignmentlibrary.org Group Activity • Find a partner • Introduce yourself • Take turns brainstorming charrettes and types of design for your campus (e.g., audience, length, focus) • Develop a sketch of possible charrettes you can facilitate on your campus to share with group 8 11/2/2018 THANK YOU! 9.