Project Investigator: Katie Fitzpatrick, Lecturer, WRDS (School of Journalism, Writing and Media)
Project Description
I have developed a hybrid pedagogy model organized around what I call “Individual Learning Activities,” or ILAs. Every Monday, my students complete an asynchronous, low-stakes “ILA” instead of attending class. ILAs ask them to learn and practice a relevant writing skill. The activities are graded for completion and students receive immediate, formative feedback. My students have been highly receptive to this approach and at least six of my colleagues have adopted it as well. With SoTL seed funding, I would assess whether the ILA approach improves student learning through increased opportunities for active learning and formative feedback, without adding substantially to faculty and student workload.
Project Questions
- How does replacing 1 class per week with asynchronous, low-stakes writing practice (an “ILA”) affect student perception of their learning in the course? Do students feel that their learning is improved through the increased opportunity for accountability, practice, and feedback?
2. How does replacing 1 class per week with asynchronous, low-stakes writing practice (an “ILA”) affect student perception of their stress and workload in the course?
3. How have other faculty used this approach and how it has impacted their workload?