Both teachers and students invest significant time and energy into course assignments. When these assignments are well designed and engage students in authentic learning tasks, everyone benefits. Students become more engaged in the learning process and teachers find the marking process more meaningful.
The Centre for Teaching and Learning has many resources and tools that can help faculty with assignment design. Consider attending a workshop or consulting with CTL staff on this important assessment topic.
CTL WORKSHOP RESOURCES
Pedagoggle: Designing Effective Assignments (Vol.3, No.2)
This pedagoggle walks through an instructional design process that works effectively for assignments.
An Overview of Integrated Course Design
This short overview is based on D. Fink’s work in the area of Designing Significant Learning Experiences. D. Fink has also created a “Self-Directed Guide to Designing Courses for Significant Learning“. Fink’s book is available in the Centre for Teaching and Learning. See references below.
Assignment Design Process Map
This scaffolding resource helps with the deconstruction of assignments. It facilitates reflection on how assignments are supported and whether assignment expectations are realistic and achievable for students.
Active Learning Continuums
This handout is based on work by Sutherland & Bonwell (1996) and provides a framework for designing learning tasks in a way that takes into account learning objectives, task complexity, learning/teaching styles, and students’ level of experience.
Sutherland, T.E. & Bonwell, C.C. (Eds.) (1996). Using active learning in college classrooms: A range of options for faculty. New Directions for Teaching and Learning, 67. San Francisco: Jossey-Bass. (Book is available in the CTL).
Objectives: Definition, Rationale, and Structure
Having clear learning objectives can help focus both student and teacher time and energy. Assignments that are designed around focused and authentic objectives are more engaging for students to do and for teachers to evaluate.
Profiles of Effective Practice (Georgian Faculty Practices)
The CTL has profiled effective practices of a number of Georgian Faculty. Many of these profiles outline outstanding ideas and strategies for assignments. Each profile includes information on learning outcomes, preparation, implementation logistics, tips for success, and evaluation methods.
Acadmic Integrity
Designing assignments that promote academic integrity benefits both teachers and students. Several web resources are listed below including Georgian’s Academic Policies and Procedures, The Centre for Academic Integrity, and a couple of articles on plagiarism.
SAMPLE ASSIGNMENTS
Building Assignments in Blackboard -It is possible that special circumstances may prevent you from meeting your class on campus. In that case you should consider having an assignment ready for Blackboard. The following information will help.
Using Media Rich Sites - Designing Authentic Assessments Using Media Rich Sites
Learning Discussion Presentation -Sample Assignment
ARTICLES ON ASSIGNMENT DESIGN
Hart, M. & Friesner, T. (2004). Plagiarism and poor academic practice: A threat to the extension of e-learning in higher education. Electronic Journal on e-Learning 2 (1). Retrieved Sept. 2009 from: http://www.business-kac.co.uk/art25.pdf
Lombardi, M.M. (2007). Approaches that work: How authentic learning is transforming higher education. Educause. Retreived Sept. 2009 from: http://net.educause.edu/ir/library/pdf/ELI3013.pdf
Lombardi, M.M. (2008). Making the grade: The role of assessment in authentic learning. Educause. Retrieved Sept. 2009 from: http://net.educause.edu/ir/library/pdf/ELI3019.pdf
Williams, J.B. (n.d.). Plagiarism: Deterrence, detection, and prevention. Economics Network. Retrieved Sept. 2009 from: http://www.economicsnetwork.ac.uk/handbook/printable/plagiarism.pdf
BOOKS AVAILABLE IN THE CENTRE FOR TEACHING AND LEARNING
Bean, J.C. (2001). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Huba, M.E. & Freed, J.E. (2000). Learner-cenered assessment on college campuses: Shifting the focus from teaching to learning. Allyn & Bacon.
EXTERNAL WEB RESOURCES
Georgian Academic Policies and Procedures. Retrieved Sept. 2009, from:
http://www.georgianc.on.ca/admissions/policies-procedures
Designing assignments in ways that promote academic integrity creates a better learning experience for both faculty and staff. Becoming knowledgeable about academic policies and procedures is important for all faculty.
Centre for Academic Integrity. Retrieved Sept. 2009 from:
http://www.academicintegrity.org/
The Centre for Academic Integrity defines academic integrity as a commitment to the fundamental values of honesty, trust, fairness, respect and responsibility. Georgian College endorses these values and is committed to translating them into action.
Alternatives to the Research Paper. Nichols College. Retrieved Sept. 2009 from: http://www.nichols.edu/library/instructionalservices/alternatives.html
This site offers lots of suggestions of assignments and projects that can help students develop the skills needed to efficiently find, critically evaluate, effectively use, and clearly communicate information.
Ideas for Assignments to Promote Information Literacy and Research Skills. Clark College. Retrieved Sept. 2009 from: http://www.clark.edu/Library/Faculty/assignment_ideas.html
Although the title of this site suggests a focus on information literacy, it offers lots of great ideas for post-secondary assignments that can be applied to any content area.