'Students First' is redesign mission
Originally published June 24, 2007 in The (Monroe, La.) News-Star
In my last column, I discussed innovative changes in math at the University of Louisiana at Monroe. These changes are in response to the findings of The National Center for Academic Transformation, (NCAT) an independent non-profit center that explores how to revamp the teaching and learning atmosphere of several core freshman subjects. NCAT's Roadmap to Redesign (R2R) philosophy is influencing universities, such as LSU and ULM, across the country.
ULM's most recent efforts to develop and enhance its educational environment entail redesigning not only math but also freshman English composition courses. Beginning in 2007, freshman-year composition courses, which are offered by the First Year Writing Program, will have a newly-developed student-centered focus.
The strategic plan behind the redesign follows four tenets of the R2R philosophy: sound methodology, student-centered learning, clear assessment criteria and effective technology incorporation. Each component helps introduce an environment that nurtures student success.
The comprehensive planning methodology implements a defined set of student objectives as well as criteria for learning outcomes at the end of each semester. Course objectives adhere to national writing standards and are based on the Council of Writing Program Administrators Outcomes Statement for First-Year Composition, a document that describes best practices in college composition. Sound pedagogical techniques are an important factor in ULM's composition course redesign. All assignments are uniform so accurate assessment data can be collected and analyzed at the end of each semester.
In the first composition sequence, English 101, students will learn informative and argumentative college writing skills and then move on to analytical research writing in English 102.
As students progress through essay assignments during their freshman year, they will process information at an increasingly challenging level, thus improving not only their writing skills but also their capacity for thinking critically.
In addition to sound pedagogical methodology, students will learn to write in a hands-on workshop environment. Instructors teach the writing process through peer review and one-on-one feedback. This environment encourages students to read closely, think critically and formulate well-thought, effectively-designed discourse. Through peer review, students learn collaboratively from one another; through instructor feedback, students learn how to correct their own error patterns.
Rather than complete an assignment and quickly submit for a grade, students are encouraged to write recursively — that is, write several drafts with the instructor's input before submitting their papers for a final grade. This approach is a proven instructional method for teaching students how to write effectively. In this student-centered environment, instructor feedback is crucial because students see their writing errors and learn how to improve their writing skills. Students best learn writing by writing.
Established methodology and student-centered learning are important components of the composition course redesign, but measuring outcomes, or collecting assessment data, is vital to ensure students are learning course objectives and to ensure continuous improvement. Assessment data leads to quality assurance: were the ultimate goals for the course achieved? Any ineffective teaching methods can be corrected and improved for subsequent courses. Data will be compared to an established baseline, which can later be used to assess learning outcomes as well as retention rates and course completion rates.
Incorporating technology is the final — but not least — component of the First Year Writing Program's course redesign. Both English 101 and 102 include ample assignments that ask students to use a sophisticated online tutoring program to complete traditionally repetitive tasks, such as grammar exercises. Class time is not consumed in exercises where student learning styles and skill levels differ; instead, students work online at their own pace and at their own skill level in the new ULM Writing Center, a state-of-the-art center that will house 60 new computer workstations.
Interactive tutorials and exercises will shift learning from instructor-led lectures to student-driven activities. Students get needed practice with repetition and immediate feedback. These self-paced assignments are deadline oriented, so students are required to keep up in the course. Students will also be graded on their online work. The added technology will help instructors to offer more one-on-one assistance in the classroom.
In conclusion, the First Year Writing Program's large-scale course redesign is a concept that has been well thought through so that student success is possible. Emphasis is placed on student learning outcomes and integrating a classroom environment where the focus is not just learning itself, but student learning productivity. At ULM, the paradigm of instructor-focused teaching has shifted to more effective student learning.
By integrating hands on course redesign with technology, the Writing Program course redesign will provide cutting-edge English composition that helps ULM continue to put "students first."