• Conceptually
• Chronologically
• Methodologically
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Teaching excellence & educational innovation, creating assignments.
Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.
What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.
This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).
After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.
Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.
Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.
Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.
Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.
If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.
Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.
Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).
If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.
If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.
Here is a set of questions you can ask yourself when creating an assignment.
Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .
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Gen ed writes, writing across the disciplines at harvard college.
Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types:
Traditional academic.
For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.
Two illustrations of common types include:
Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind.
Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences.
In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience.
Here are a couple of examples from Gen Ed courses:
Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt.
Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors.
One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.
The following are several examples of such assignments:
Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups.
Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant.
Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second.
These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.
The following are several examples from recently offered Gen Ed courses:
Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement.
Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself.
Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work.
Assignment Decoder
How to write the best college assignments.
By Lois Weldon
When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.
Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.
The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.
This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:
Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.
Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.
Here are some practical tips that will keep your work focused and effective:
– Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.
– Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.
– Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.
– Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.
– Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.
– Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.
– Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.
– Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.
The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:
– Stating the context and aim of the assignment
– Summarizing the main points briefly
– Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).
Lois Weldon is writer at Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.
Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.
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This article is certainly going to help student . Well written.
Really good, thanks
Practical tips on assignment writing, the’re fantastic. Thank you!
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Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and planning by using trackers and planners that bring you joy. Learning good habits in college will serve you well into your professional life after graduation, so don't reinvent the wheel—use what is known to work!
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Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.
When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments.
While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment.
All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with Bloom's Taxonomy, a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast.
See a complete description of Bloom's Digital Taxonomy for further ideas.
Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement.
There are many ways to incorporate authenticity into an assignment, but three main strategies are to use authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.
Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context.
Learn more about authentic assessments in Designing Assessments of Student Learning .
Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers.
Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project.
Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.
Learn more about Universal Design of Learning and Shaping a Positive Learning Environment .
Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.
Provide authentic assessments that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats.
Scaffold assignments so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way.
Lower the stakes by providing more frequent formative assessments in place of high-stakes, high-stress assessments.
In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.
Learn more about these tools in Strategies and Tools for Academic Integrity in Online Environments .
When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in asynchronous online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.
The Carmen course template addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.
Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products.
Technology Tip
Enter all assignments and due dates in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to develop rubrics for every assignment in your course.
Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished.
Carmen Discussions are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects.
Peer review can be enabled in Carmen Assignments and Discussions . Rubrics can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses.
Group projects can be carried out asynchronously through Carmen Discussions or Groups , or synchronously through Carmen's Chat function or CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments.
Learn more about Student Interaction Online .
The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.
Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.
Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances.
Explore supported tools
There are many university-supported tools and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the eLearning toolset , approved CarmenCanvas integrations , and the Microsoft365 suite .
If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool.
Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.
Effective assignments in online courses are:
Aligned to course learning outcomes
Authentic and reflect real-life tasks
Accessible and inclusive for all learners
Designed to encourage academic integrity
Transparent with clearly communicated expectations
Designed to promote student interaction and collaboration
Supported with intentional technology tools
Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from https://library.ohio-state.edu/record=b8475002~S7
Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. American Journal of Distance Education , 21 (3), 117–132. https://doi.org/10.1080/08923640701341653
Mayer, R. E. (2001). Multimedia learning . New York: Cambridge University Press.
Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf
Robles, M., & Braathen, S. (2002). Online assessment techniques. Delta Pi Epsilon Journal , 44 (1), 39–49. https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site
Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning. Journal of Asynchronous Learning Networks , 10 (1), 45.
TILT Higher Ed. (n.d.). TILT Examples and Resources . Retrieved from https://tilthighered.com/tiltexamplesandresources
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research. Review of Educational Research , 76 (1), 93–135. https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584
Walvoord, B. & Anderson, V.J. (2010). Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass. https://library.ohio-state.edu/record=b8585181~S7
Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.
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Grading student work.
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Developing grading criteria, making grading more efficient, providing meaningful feedback to students.
Barbara Walvoord and Virginia Anderson identify the multiple roles that grades serve:
Additionally, grading provides students with feedback on their own learning , clarifying for them what they understand, what they don’t understand, and where they can improve. Grading also provides feedback to instructors on their students’ learning , information that can inform future teaching decisions.
Why is grading often a challenge? Because grades are used as evaluations of student work, it’s important that grades accurately reflect the quality of student work and that student work is graded fairly. Grading with accuracy and fairness can take a lot of time, which is often in short supply for college instructors. Students who aren’t satisfied with their grades can sometimes protest their grades in ways that cause headaches for instructors. Also, some instructors find that their students’ focus or even their own focus on assigning numbers to student work gets in the way of promoting actual learning.
Given all that grades do and represent, it’s no surprise that they are a source of anxiety for students and that grading is often a stressful process for instructors.
Incorporating the strategies below will not eliminate the stress of grading for instructors, but it will decrease that stress and make the process of grading seem less arbitrary — to instructors and students alike.
Source: Walvoord, B. & V. Anderson (1998). Effective Grading: A Tool for Learning and Assessment . San Francisco : Jossey-Bass.
Developing criteria may seem like a lot of work, but having clear criteria can
Sample criteria are available via the following link.
Light Grading – Bear in mind that not every piece of student work may need your full attention. Sometimes it’s sufficient to grade student work on a simplified scale (minus / check / check-plus or even zero points / one point) to motivate them to engage in the work you want them to do. In particular, if you have students do some small assignment before class, you might not need to give them much feedback on that assignment if you’re going to discuss it in class.
Multiple-Choice Questions – These are easy to grade but can be challenging to write. Look for common student misconceptions and misunderstandings you can use to construct answer choices for your multiple-choice questions, perhaps by looking for patterns in student responses to past open-ended questions. And while multiple-choice questions are great for assessing recall of factual information, they can also work well to assess conceptual understanding and applications.
Test Corrections – Giving students points back for test corrections motivates them to learn from their mistakes, which can be critical in a course in which the material on one test is important for understanding material later in the term. Moreover, test corrections can actually save time grading, since grading the test the first time requires less feedback to students and grading the corrections often goes quickly because the student responses are mostly correct.
Spreadsheets – Many instructors use spreadsheets (e.g. Excel) to keep track of student grades. A spreadsheet program can automate most or all of the calculations you might need to perform to compute student grades. A grading spreadsheet can also reveal informative patterns in student grades. To learn a few tips and tricks for using Excel as a gradebook take a look at this sample Excel gradebook .
For a comprehensive look at grading, see the chapter “Grading Practices” from Barbara Gross Davis’s Tools for Teaching.
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Here’s our list of the best apps for college students:
Todoist is my favorite everyday tool, and I’m not alone: over 10 million people use this to-do checklist app for staying on top of things and keeping up their productivity. It’s a to-do list, sure, but it’s so much more than that. You can create different projects, add tags, due dates, reminders, and teammates, get daily and weekly progress reports, and integrate it with multiple apps you probably already have, such as Dropbox and Amazon Alexa.
Find this app on these app stores : iOS • Android • Chrome (ext.) • Windows 10 • macOS
Evernote, at its very heart, is a note-taking app. But it’s a note-taking app on steroids, to be honest. With the ability to create multiple notebooks for different college classes, sync across devices, share and collaborate with classmates, save images, take voice notes, and much more, it’s really a perfect app for university students to stay organized and productive.
Find this app on these app stores : iOS • Android • Windows 10
Related Read : 15+ Free Online Learning Platforms & Tools to Use to Study From Home
Trello can be used by anyone for anything, and that includes college students for college-y tasks, as well! I’ve used it myself to organize my writing tasks in an easy-to-comprehend kanban layout. People also use it to renovate their homes, organize upcoming travel itineraries, and even to plan their weddings! You can use Trello to create as many boards as you want, populate each board with different lists and individual tasks, collaborate with your classmates, and even integrate it with other apps, including Google Calendar and Slack.
Find this app on these app stores : iOS • Android
I’ve seen a lot of people use this simple app, and it makes sense. If you’re looking to stay focused but need some gamification to follow through, Forest is the best app for you. The gist is this: when you’re ready to focus, you plant a tree seed. Then as you work, your tree begins to grow. If you can work all the way until it grows into a big, strong tree, hurray! If you check your phone to see Facebook or Instagram, your tree dies. It’s a great way to help you undo the constant phone-checking habit we’ve all succumbed to.
Related Read : 18 Types of Scholarships to Explore for Your College Needs
We all already have the Google Office Suite with our Gmail addresses for free, which already give it an advantage. But, with its super-powerful and seamless collaboration features on Google Docs, Sheets, and Slides apps, it’s easier than ever to work on group assignments with classmates. When you’re done for the day, save it to a shared folder on Google Drive where everyone and your professor can access it.
6. mystudylife.
MyStudyLife is one of the best apps for college students looking to take control of their lectures, classes, homework assignments, exams, and more. With a gorgeously designed mobile and web interface, you can plan your weekly schedules, get important reminders, create to-do lists, and keep everything synced across multiple devices.
Related Read : 10+ Tips on How to Stay Healthy Studying From Home
iStudiez Pro is a favorite app among college students for its wide variety of features. There are live tiles and alarms to keep you on top of upcoming assignments, a classroom and college planner, university grade tracker, and a digest to get all your information as an overview at one glance. On top of those features, it has one of the best homework planners available on the market, with the ability to set priority levels, due dates, and even how much weight it carries towards your overall grade!
Find this app on these app stores : iOS • Android • Windows 10 • macOS
Not an app to help you cheat! Cheatography is all about cheat sheets, and with more than 3,500 of them available in a variety of subjects, they’re sure to have one for you. Whether you’re studying computer science, business and marketing, or sociology, Cheatography has plenty of cheat sheets to make your study sesh a breeze. And, if you can’t find one you’re looking for, help the next student by creating a cheat sheet and submitting it to the site!
Find this app on these app stores : Web Only
Related Read : Scholarships 101: Everything Students Need to Know About Getting a Scholarship
Are you struggling under the weight of your various college tasks and responsibilities? Habitica makes it easy to manage your daily college to-do list, life goals, and your everyday habits with a gamified experience for fun. Use it to prepare for university reports, group assignments, and other college tasks and keep track of them effectively as you progress towards the finish line.
As a college student these days, you’re probably used to everything digital and accessible from your smartphone or university laptop . Unfortunately, perhaps your university isn’t so up to date with their learning material and documents. Adobe Scan lets you easily capture documents as a handheld scanner, fixes them up, and lets you save them as digitized files. If there’s a large whiteboard equation you want to save for later, you can take multiple pictures, stitch them together, and save them all as a single, seamless PDF. On top of that, its powerful OCR engine recognizes text in images, making searching a breeze.
Related Read : 25+ Studying From Home Tips for Productivity and Success
XMind is a full-featured app for creating mind maps that are easy on the eyes. The Outliner feature helps you organize various facts, ideas, and thoughts floating around your mind, while the theme editor lets you view everything in a way that’s personalized just for you. Also, if you’re not sure how to get started with mapping your mind, there is an entire mind map gallery with templates you can download for free!
Headspace is the top mindfulness app for college students, with plenty of guided exercises, meditations for relaxation and calming, helpful videos, breathing exercises, and much more. For college students, it’s perfect for any time of day, with wake-up sessions, stress release and motivation boosters throughout the day, and sleeping aids to help you get a great night’s rest before your next busy day at university.
Related Read : 15 Books to Read Before College
More than 8 million people around the world use SimpleMind, one of the best cross-platform mind mapping apps for college students and young professionals.With SimpleMind, you can create multiple mind maps on one page, page size is unlimited, and you can even add images, video, and voice memos to take things to the next level.
Stop, Breathe & Think is one of the best meditation and mindfulness apps for university students. It’s got a fun design and powerful features, such as emotional check-ins, personalized recommendations, breathing timers, and more. Keep track of your emotional progress in the app and explore dozens of other activities to help you grow, broaden your perspective, and find peace during your stressful college life.
Related Read : 25+ Books for College Students to Read
Everyone’s familiar with Spotify, and you likely are already a subscriber. However, it’s more than just music and recommendations. From study playlists to help you get in the zone to nature sounds to lull you to sleep, Spotify has it all. With their growing podcast library, you can even follow educational programs to give you that edge at school or in your professional life.
16. quizlet.
Quizlet takes old-school flashcards, modernized them, and digitized them to make for one of the best learning apps for university students. There are flashcards to help you study, learn new languages, practice for tests alone or with your classmates, and even games to test your level of comprehension.
Related Read : How to Use Goodwall’s Web Profile to Score a Scholarship & Get Into Uni
Wolfram Alpha knows everything about almost anything. Powered by a powerful computational engine with expert data points in its database and tweaked algorithms, it can give you comprehensive answers to your questions. If you want 3D molecular models, domain-specific measurements (e.g., shipping container dimensions, tracheal tube size), biographical data on past government leaders, or advanced mathematical formulas, this is the tool for you.
Brainly is a complete online community for students to help each other with tasks, learning, and studying. Whether it’s mathematics, history, chemistry, or another school subject, college students can use this app to get the answers and support they’re looking for, a crowdsourced information portal, so to speak.
Duolingo is one of the best language learning apps available, and you can use it completely free to practice 35+ languages. Whether you want to brush up on your Spanish, challenge yourself with Hungarian Magyar, or learn Klingon before the San Diego Comic-Con, Duolingo has it. With fun gamification, intermittent quizzes, and motivational tools, it’ll have you speaking a second or third language in no time.
I love Dictionary.com and its sister site, Thesaurus.com, and their app is just as awesome. I subscribe to their word of the day, keep up with their blogs on grammar, slang, and writing, and save words for later use in my articles.
Are you looking for an app that lets you budget and track your expenses while in college? Mint is the right app for you. Put out by Intuit, makers of the popular TurboTax software, Mint has features to help you with every aspect of budgeting for college life. Link your various bank accounts to get a single dashboard of everything in one place, set limits and alerts to help you stay on track, and get expert tips on how to best manage your spending habits.
Related Read : 15+ Easy Ways on How to Save Money in College
I only recently discovered Brain.fm, but it’s been so helpful that I’ve purchased a subscription, so I definitely recommend it as one of the best apps for college students, young professionals, and anyone else looking for soothing sounds for work, sleep, or mindfulness. Brain.fm is all about functional music, using science-backed methods and proven approaches to produce sounds that enhance your ability to sleep, relax, meditate, and focus. There are various environments for each mood, from beach sounds to the pitter-patter of raindrops, all interlaced with melodic tunes to create soundscapes that work.
Circle of 6 is a great safety app for college students, perfect if you’re walking home from the school library late at night or walking through an unknown neighborhood after a night out with friends. The app connects you with six nearby friends, and keeps them just a tap away for any situation you’re in. If you need an interruption from someone harassing you at the bar or you are feeling depressed, you can hit the appropriate button and get your friends to provide the assistance you need. There are even special hotlines to call for every need, including Spanish-language assistance, LGBTQ guidance, and more.
Find this app on these app stores : iOS • Android (Update: app seems to be removed from app stores at the moment!)
During your college years, you’re busy cramming for exams and trying to make it through lectures without falling asleep. For many of you, the only real exercise you might get is by running from one class to another. Sworkit is a great way to stay on top of your fitness routine, whether you are looking to lose weight, build muscle, increase your endurance, improve your flexibility, or just stay fit overall. There are a variety of workout plans to choose from with 400+ unique workouts and 800+ different exercises.
Last but not least, it’s us!
Goodwall is the perfect app for college students because it’s an app built specifically for students, young professionals, and entrepreneurs. Join over 1.4 million people from 150+ countries around the world to give and receive support, ask and answer questions, build meaningful relationships, find inspiration, gain recognition, showcase your achievements, and so much more.
Also, on the Goodwall Blog , you’ll find tons of helpful tips and guides to help you through your university years and advice for starting your first jobs once you’re out!
Well, that’s all for now on our list of best apps for college students, and we hope you’ve found several that will help you! Got any questions, feedback, or other great college apps to add to our list? Let us know below in the comments section, and thanks for reading!
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Hello Christian, This is certainly a great list of productivity tools for University students. I’m currently studying for my master’s degree and finding a tool that helps me in note-taking was extremely important. I have never been an Evernote fan, but rather searched for apps with features like Zettelkasten or second brain. I recommend to try out Hypernotes, one of the recent knowledge management note-taking apps on the market, as an alternative.
Regards, Jess
When I was a student, I used kanbantool.com to manage my projects. It helped me a lot, especially that I studied two faculties at once, so there was quite a lot of tasks to deal with. In fact, I still use the app, to manage my work… that’s how good it is!
Hey Sasha, thanks for writing in! Yeah, I love kanban systems, just checked out the kanban tool you mentioned, it seems a bit like Trello, is that right? I love Trello and Asana for organizing projects, definitely a must-have app for college students, job seekers (you can organize your job hunt), and everyone else!
Tips and news for musicians, educators, and composers, 4 quick win assignment ideas to boost student engagement.
Whether you and your students are seasoned pros with using MakeMusic Cloud or are learning to use a new-to-you tool, trying out one of these “quick win” assignment ideas is sure to boost engagement and musical skills.
This activity is called “layup” review because when a student sees it on their assignment list, they should think “EASY!”
Choose an exercise, line, or section of something that you have already worked on in class time or in the recent past that you know your students will feel confident playing. Assign it to them with the instruction to submit the take that they feel the most proud of. Take it a step further and assign it as an ungraded assignment to further take pressure off. Encourage students to use the comments box in the submission process to tell you, in a few words, why they are most proud of what they submitted. This quick activity checks all the boxes of review, self-reflection, and focused practice!
Especially great for new users, this assignment can build MakeMusic Cloud confidence instantly with students of all ability levels. From your method book of choice (we have over 200!) or even a Foundations series exercise, select a line that is just one or two long-tone pitches that they should be able to confidently perform. Create an assignment for your students with the instructions to use their best tone. The content of the assignment should be easy so students can focus on learning how Practice in MakeMusic Cloud works, how the assignment submission process works, and even how the microphone calibration process works on their specific device. Just like anything, learning a new tool takes a little practice, and assignments like this are quick ways to guide students to success!
Sight Reading Studio within MakeMusic Cloud provides powerful customization options that allow teachers to create specific review exercises for students to support learning both in and out of class time. Need to review a new pitch that your students are working on? Adjust the pitch options to focus on just the new pitch and its neighboring pitches. Reviewing a new rhythm? Focus on that pattern in the options and deselect most others. Working on a specific interval? Sight Reading Studio can isolate intervals too! Once you have prepared your template, you can assign it, practice it in class time in Ensemble mode, or even share a specific generated exercise with your students. There are so many options here—spend some time experimenting with it yourself and you’ll come up with some great use cases for your specific students and situation!
Invite students to explore the ever-growing Music Catalog and choose a title (or titles) they would like to play at an upcoming concert or as a solo. Giving students some parameters can make an exercise like this feel less overwhelming—consider parameters such as specific composer names, title themes, genres, or difficulty ratings from the Music Catalog. Students can create their own repertoire Playlists or simply share single title links with you. You and your students will be sure to discover some new favorites from this exploration activity!
What other creative assignment ideas using MakeMusic Cloud have you come up with? Share your ideas here !
At the University of Delaware, communication students can build professional skills through a variety of on-campus opportunities. They have access to state-of-the-art facilities and equipment where they can practice the techniques of video production, television production, and broadcasting. This includes a student television studio, a media production lab, a campus/community radio station, and an independent, student-run newspaper. They also serve as public relations practitioners and as oral communications consultants who tutor fellow students in public speaking.
The work you do outside the classroom is what helps you get your foot in the door. - Stella Galli, AS23 2022-2023 PRSSA Chapter President and Oral Communication Consultant
Lambda Pi Eta is the National Communication Honor Society of the National Communication Association . A member of the Association of College Honor Societies, it was founded in 1985 at the University of Arkansas. The goals of Lambda Pi Eta are:
There are over 400 chapters located worldwide.
Requirements for the individual student include:
There is a one-time $30 membership fee in Lambda Pi Eta. This includes the cost of your membership pin and certificate. Also, there are local UD chapter dues in the amount of $20.
Lambda Pi Eta members can become members of the National Communication Association, receive honor cords, build their resume with service activities and professional experience, submit their papers for presentation, apply for awards, hold a national officer position, and attend and participate in regional and national conventions.
Each chapter must have a faculty adviser. The faculty adviser's primary duties are to check grade requirement eligibility of potential members, assist the chapter in carrying out its activities, submit orders to the national office, oversee the induction ceremony, and to keep correspondence with the National Communication Association.
Chapters typically elect the following student officers: president, vice president, secretary and/or treasurer.
Minimally, a chapter must submit a chapter report to the national office in the spring of each year. There are no specific requirements for the chapter report; however, it should include information about the chapter's activities. The more effort put into the chapter, the more members will benefit. Some activities include holding a regular scheduled meeting (some with speakers), fundraising events, participation at regional and national conventions, submitting application for Lambda Pi Eta awards, nominating members for student officer positions, attending induction ceremonies for new members each semester and much more.
Visit UD's Lambda Pi Eta Chapter
Oral communication consultants assist fellow students with speech organization and presentation. OCCs enjoy and excel at public speaking and multimodal presentations. Make an appointment with an OCC if you are working on a speech or presentation of any kind.
The paid, part-time positions with the University Writing Center are available to communication majors who have completed COMM351, a required training class offered by invitation only. Communication majors who have taken COMM 212, Public Speaking & Professional Presentation, will receive an invitation to interview for and take COMM351.
visit the University Writing Cente r
The Public Relations Student Society of America (PRSSA) is the foremost organization for students interested in public relations and communication. As a national pre-professional society, PRSSA is made up of more than 11,000 students in 300+ chapters at universities across the United States and Argentina. PRSSA helps you enhance your education, broaden your network, and launch your career in public relations. Membership in PRSSA provides many benefits to students like you:
The PRSSA chapter at the University of Delaware aims to provide members with practical public relations experience and hands-on, outside-the-classroom opportunities to prepare for their future careers. Aside from real-world exposure to public relations, members gain valuable professional development skills that will launch them into a successful career in any industry. Through PRSSA-UD, members can benefit from:
Visit UD's PRSSA Chapter
Consider joining The Review's staff. Applications typically open at the beginning of each semester; contact [email protected] .
The Review is the independent student newspaper of the University of Delaware. Since 1882, it has served as a voice for UD students and strived to provide timely, accurate and insightful information about the university and the surrounding community.
Founded as a monthly publication called the Delaware College Review, the paper now publishes an issue three to four times per semester. In addition, it provides daily updates and multimedia content through udreview.com. The print edition is distributed for free on campus and around the city of Newark.
visit the Review
STN49 is UD's student-run television network, with locations at Pearson Hall and on East Main Street. Students broadcast to the UD community in a wide variety of weekly shows. There are many opportunities available, and interested students can gain first-hand experience in production, writing, broadcasting, editing, and camera operation.
Visit stn49.com
WVUD, the Voice of the University of Delaware, is the University's non-commercial educational radio station. WVUD has a triple mission:
WVUD's offices and studios are located in the Perkins Student Center.
visit WVUD Radio
FORT VALLEY, Va. (WHSV) - A suspected 14-year-old male student is in custody after making threats involving school violence Friday.
The student submitted an assignment that involved school violence/threats, which was reported to school officials and the Shenandoah County Sheriff’s Office. The teen suspect was charged with the following:
The student was taken to a juvenile detention center and is awaiting a detention hearing.
This incident is one of multiple threat situations seen across the Valley and Virginia as a whole in recent days, all in the wake of the Sept. 4 mass killing where two students and two teachers were killed at Apalachee High School in Georgia.
Copyright 2024 WHSV. All rights reserved.
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To be successful in any assignment, it is important to understand the expectations and standards for your writing. Whether you are writing a discussion post or just having trouble understanding the key words in your assignment , this section of our site will provide you with resources.
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ANN ARBOR – Leaders at the University of Michigan have condemned the reported assault of a 19-year-old student who was confronted about his Jewish identity.
According to police reports , the victim said he was assaulted over the weekend by a group of men who were walking behind him and “asked if he was Jewish.” When he said that he was, they attacked him, the report said.
The victim suffered minor injuries and didn’t require hospitalization, according to the police, who are referring to the investigation as a “bias-motivated assault” and an instance of “ethnic intimidation.” Police have not yet released any other information about the victim or assailants.
The alleged incident is the latest report of a Jewish student being attacked on a college campus this semester, nearly a year after student activism exploded and reports of antisemitism spiked following the outbreak of the Israel-Hamas war. Two Jewish students at the University of Pittsburgh were attacked last month while walking to their Hillel building ; the suspect in that case was not a student.
The victim in Sunday’s alleged assault was attacked on a stretch of campus that is home to both Michigan Hillel and the Jewish Resource Center, an outpost of the Orthodox student outreach group Olami, as well as some Jewish fraternities and sororities. The Olami center was the site of antisemitic graffiti painted by student athletes last fall, prior to the Oct. 7 attack on Israel; those students later offered a public apology .
Michigan Hillel director Rabbi Davey Rosen wrote in a statement to the community that he was providing an “update that no Hillel director wants to send out,” and that he had been in touch with the university, law enforcement and a Jewish security agency.
“The safety of our students is our highest priority, and we appreciate law enforcement’s quick response. We know this is difficult news to hear especially as we are just beginning the school year,” he wrote. “In hard times, we at Michigan Hillel draw strength from this incredible community — students, parents, alumni, and friends — and that strength powers our pride and joy in being Jewish and, in particular, being Jewish at the University of Michigan.”
Michigan, which has large Jewish and Arab populations, has been a particular focal point of pro-Palestinian student activism that Jewish students say has made them feel unsafe. Student government leaders declared this year they would not fund any student activities unless the university divests from Israel , and the school was among the first this fall semester to see activists, who were not students, arrested for disruptive campus activities .
Last week Michigan’s Democratic Attorney General Dana Nessel, who is Jewish, announced criminal charges against 11 people related to a spring encampment at the school , including Jewish anti-Zionist protesters as well as two counter-protesters.
Jordan Acker, a Jewish regent at the university whose own business was physically targeted by protesters in recent months, wrote on X that he was “appalled” at what he called a “despicable hate crime.” And university president Santa Ono condemned the alleged assault in a statement on the social network X , as well as in a letter to the university.
“We strongly condemn and denounce this act of violence and all antisemitic acts,” Ono wrote in the letter, sent Monday early afternoon. “Antisemitism is in direct conflict with the university’s deeply held values of safety, respect and inclusion and has no place within our community.”
A study published by the Anti-Defamation League on Monday reported a massive increase in anti-Israel activity on U.S. campuses during the last academic year. The report included 28 instances of assault, most of them at rallies or student encampments surrounding the Israel-Hamas war. Whether Sunday’s alleged assault was connected to Israel is as yet unknown.
In addition to condemnation from Jewish groups and the university, the local branch of the Council on American-Islamic Relations — an organization that has criticized and clashed with Jewish and pro-Israel campus groups — denounced the attack and offered a reward of $1,000 for information that could lead to the perpetrator’s arrest.
“Everyone in Ann Arbor should be safe to express their ethnic and religious identity without fear of being assaulted nor menaced,” Dawud Walid, CAIR-MI’s executive director, said in a statement.
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University Open House is a great opportunity for prospective students and their families to explore all that NJCU has to offer! From our exceptional undergraduate and graduate programs to athletics , clubs , organizations , and more, this is a complete introduction to the university. Learn more about our deep commitment to academic excellence and access to a quality, affordable higher education. Register Now !
As a part of the Division of Student Affairs, The Office of Student Persistence serves as a centralized connector, convener, and collaborator to provide students with the resources needed to improve in the areas of leadership development and engagement on and off campus.
The Center for Leadership & Engagement serves as the hub for Leadership Development at NJCU. We guide our students and other NJCU departments in their facilitation of programming and training that engage our students in developing their leadership capacity.
Our vision is to provide a dynamic, culturally responsive center for the pursuit and integration of leadership and engagement within the entire NJCU community and beyond.
The Center for Leadership & Engagement promotes student growth through the following areas within the university:
UPCOMING EVENTS
Jeffrey Dessources , Director
Victor Delvalle , Assistant Director, GSUB Operations
Malvanie Williams , Assistant Director of Media Services and Technology
Ashley Lemon , Associate Director of Leadership and Engagement
Bianca Cribeiro , Fraternity and Sorority Life/Student Activities Coordinator and Student Government Program Assistant
Aisha Rathore , Assistant Director for Leadership and Engagement
Center for Leadership and Engagement 201-200-3585 2039 John F. Kennedy Blvd Gilligan Student Union Room 109 Jersey City, NJ 07305
Spring and Fall Semester Hours: 9:00 a.m. to 8:00 p.m. Monday - Thursday 9:00 a.m. to 5:00 p.m. Fridays
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6 team-building classroom activities for college students Snowball discussions . Group size: 2-4 students per group. Course type: Online (synchronous), in-person. Assign students a case study or worksheet to discuss with a partner, then have them share their thoughts with the larger group.
The assignments we give to students don't simply have to be research papers or reports. ... Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as ...
What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
Common Writing Assignments. These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
While this specific approach to scaffolding writing assignments can help students to succeed on their SOSC essays, the principle that underlies it—breaking down a writing process into its essential components—can also guide the design of writing assignments in upper-level undergraduate courses. It has helped me, for example, when designing ...
Indent the first line of every paragraph of text 0.5 in. using the tab key or the paragraph-formatting function of your word-processing program. Page numbers: Put a page number in the top right corner of every page, including the title page or cover page, which is page 1. Student papers do not require a running head on any page.
Undergraduate resources in the Writing Center. Paraphrase = restate a passage in your own words.. Example: Paraphrase the CDC's recent announcement on the use of hand sanitizer.. Tips: It can be tempting to directly quote the statement, but paraphrasing builds your academic skills.Read the announcement carefully and then open a new document on your computer.
Here are five tips to help you get ahead. 1. Use available sources of information. Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often ...
Easily distribute, analyze, and grade student work with Assignments for your LMS. Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education. Get ...
Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an "assignment sheet" tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment.
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to ...
Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate. The following are several examples of such assignments: Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy ...
Dividing the work in different paragraphs is very important for this purpose. - Usage of 'you' and 'I' - According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of 'you' and 'I' should be avoided. The only acceptable way of building your arguments ...
Templates for college and university assignments. Include customizable templates in your college toolbox. Stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more. Category. Color. Create from scratch. Show all.
Effective assignments in online courses are: Aligned to course learning outcomes. Authentic and reflect real-life tasks. Accessible and inclusive for all learners. Designed to encourage academic integrity. Transparent with clearly communicated expectations. Designed to promote student interaction and collaboration.
See how Assignments can help you easily distribute, analyze, and grade student work. Learn more. Assignments, an application for your learning management system, gives educators a faster, simpler way to distribute, analyze, and grade student work - all while using the collaborative power of Google Workspace.
Use different grading scales for different assignments. Grading scales include: letter grades with pluses and minuses (for papers, essays, essay exams, etc.) 100-point numerical scale (for exams, certain types of projects, etc.) check +, check, check- (for quizzes, homework, response papers, quick reports or presentations, etc.)
7. iStudiez Pro. iStudiez Pro is a favorite app among college students for its wide variety of features. There are live tiles and alarms to keep you on top of upcoming assignments, a classroom and college planner, university grade tracker, and a digest to get all your information as an overview at one glance.
The first reflective assignment was piloted in 2018, and the instructor/professor reviewed student feedback and grades for the assignment and collected examples of student writing. The formal course evaluations for the pilot showed that students wanted more guidance on the reflective writing assignments.
We further argue that assignment design is an overlooked and crucial site of student alienation, arguing that culturally relevant or politically inspiring readings and curricula will do little to ensure student engagement if assignments are arbitrary, artificial, and appear as simulacra of academic writing rather than as real sites of ...
Create an assignment for your students with the instructions to use their best tone. The content of the assignment should be easy so students can focus on learning how Practice in MakeMusic Cloud works, how the assignment submission process works, and even how the microphone calibration process works on their specific device. Just like anything ...
Public Relations Student Society of America, Delaware Chapter. The Public Relations Student Society of America (PRSSA) is the foremost organization for students interested in public relations and communication. As a national pre-professional society, PRSSA is made up of more than 11,000 students in 300+ chapters at universities across the United States and Argentina.
FORT VALLEY, Va. (WHSV) - A suspected 14-year-old male student is in custody after making threats involving school violence Friday. The student submitted an assignment that involved school ...
Assignment Resources. To be successful in any assignment, it is important to understand the expectations and standards for your writing. Whether you are writing a discussion post or just having trouble understanding the key words in your assignment, this section of our site will provide you with resources.
The Olami center was the site of antisemitic graffiti painted by student athletes last fall, prior to the Oct. 7 attack on Israel; those students later offered a public apology.
Previous student activities, event, and programming experience. ... Collaborating with teachers to design and execute curricula and activities that foster students' growth, learning, and development. Purchase supplies, equipment, food, etc., while operating within budgetary constraints.
University Open House is a great opportunity for prospective students and their families to explore all that NJCU has to offer! From our exceptional undergraduate and graduate programs to athletics, clubs, organizations, and more, this is a complete introduction to the university.Learn more about our deep commitment to academic excellence and access to a quality, affordable higher education.
This program rewards full-time students who meet Satisfactory Academic Progress (SAP) with a $250 credit on their student account for their next semester for actively engaging in activities that promote balance across academic, physical, emotional, and financial wellness. Students can earn $500 per year if they complete this for both semesters.
SSO means that students will use their SDCCD Email to sign into Canvas. SSO is part of a multi-phase ITS implementation project to streamline technology integrations and to strengthen cyber security for students, faculty, and staff. Steps to login to SDCCD Canvas starting July 15, 2024. Login using your student email and MySDCCD password