We found 221 results that contain "writing"

The Writing Center at Michigan State University offers one-on-one and group consultations for graduate students at any stage of their degree program.

Topic Area: Information Session
Presented by: Casey McArdle, Jessie Borgman
Abstract:
Casey McArdle and Jessie Borgman will share what they have learned over their years of experience teaching online in this session and will present on their approach to teaching writing online via PARS: Personal, Accessible, Responsive, Strategic. This session will go in depth with each letter and provide an opportunity for participants to see the approach in action via examples and give attendees an opportunity to ask questions. McArdle and Borgman will offer several quick and easy strategies that online instructors and administrators can incorporate into their classes to facilitate a better user experience for both faculty and students. This session and the PARS approach, while developed for teaching writing online, can be applied to numerous disciplines. They have two recently published books, one that discusses the PARS approach and how it can be applied to teaching online, and another that is an edited collection of educators who have applied PARS to their online classrooms. This session will consist of a brief presentation of the PARS approach, a few small activities, and then a question and answer portion.

The Online Writing Lab at Purdue University provides advice related to job search letters, resumes, CVs, and video resumes for the non-academic job search.

Resources MSU Librarian John Harrison offers a list of resources related to funding and proposal writing including: Database Resources, Online Funding, Newsletters, Government Funders, Key MSU Web Sites, and Book Resources.

The Writing Center at Claremont Graduate University offers resources for graduate students related to writing, citing sources, and presenting conference papers.

This is an opportunity to share some of your exam questions and offer/receive feedback. You can share up to 10 questions - any format is welcome although multiple-choice and open-ended questions are covered most closely in this portion of the workshop.
1. POST at least ONE question.
2. PROVIDE FEEDBACK to others. Add comments or questions, suggest wording revisions, even rewrite the entire question if you are feeling the writing vibe. REFER BACK to the content shared in the workshop, particularly the DOS AND DON'TS of question writing.
3. READ COMMENTS left on your questions.
4. REVISE your questions. Try to keep track of why you are making revisions!

Dr. S. Joseph Levine of Michigan State University provides advice for creating a thesis or dissertation, tracking the process from the idea stage, to the proposal stage, to the writing stage, and finally to the defense.

If you read the article on backward design, you might already have a list of inspiration to develop your learning outcomes for your course. To help you draft refined outcomes for your learners, let's dive into student learning outcomes! 
Learning Outcomes
Learning outcomes help students (and us!) to know what students will be able to demonstrate in knowledge, skills, and values upon completing a module or course. Clear outcomes provide the foundation for evaluating the effectiveness of teaching and learning. 
There are three essential components of a measurable learning outcome:

Student learning behaviors
Assessment methods
Student performance criteria

Student Learning Behaviors
Focus on student behavior by using specific action verbs that are observable. This should focus on what the student will be able to demonstrate. This is the student-facing side of the objectives so that students know what their goals are for the module or course to self-reflect and track their own progress towards goals. Examples include:

Students will be able to identify and apply Universal Design for Learning (UDL) Guidelines to their current teaching context.
Students will be able to evaluate and create accessible content.
Students will be able to organize a course's structure using backward design.

To help you identify measurable verbs, you can reference this Bloom's Taxonomy Action Verbs resource.
Assessment Methods
Select appropriate assessment methods. You will likely consider multiple assessment methods. You should select the method that allows you to best determine the extent to which the stated learning outcome is achieved. We recommend employing a variety of qualitative and quantitative methods. 
Example assessment methods:

Exit slips
Multimedia projects
Quizzes
Lab reports
Presentations
Essay
Tests
Practicum/internship feedback from field instructor or employer
Discussions
Student-produced videos
State, national, and international standardized assessments for licensing, etc.

You will learn more about assessment opportunities and practices on Day 3. For now, you might consider browsing this list from Iowa State University.
Student Performance Criteria
Select and clearly communicate the criteria that students will be evaluated with. Performance criteria express specific and measurable terms that are acceptable in your course. Here are a few examples of criteria for success based on a few standard assessment methods:

Scoring rubric: All students will score an average of 8.5/10. None will score less than 7.0. 
Survey: 85% of students surveyed will demonstrate an increase in their understanding of UDL. 
Test:75% of all students will score at or above the average across sections of the course. No more than 25% will score lower than one standard deviation from the section average.

Putting it all Together
Once we've identified the three essential components for the learning outcome, we can piece it together for our records and to guide our assessment of teaching and learning taking place in our course. Here is one example of how this might look:

Module objective (what the student sees): Students will be able to organize a course's structure using backward design.
Add in the assessment method: By the end of the SOIREE program, students will produce an organized course map for at least one unit using backward design. 
Add in the performance criteria: By the end of the SOIREE program, students will produce an organized course map for at least one unit using backward design and 100% of students will complete all categories for that unit in the template provided.

If you're writing measurable learning outcomes for the first time, it can be tricky to get into the swing of things. Arizona State University has developed an Objectives Builder Tool that can assist you in developing your skills.
 
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick