1. SUBMIT: Revised draft of Where/Who

Before we delve into Week 2's topics, we wanted you to reflect on, revise, and expand upon your WHERE/WHO draft from Week 1's synchronous session. Remember -- if you've decided to change the assignment/activity, you are welcome to do so and to resubmit Week 1's homework. 

For your convenience, here are the prompts from the TRILL Submission Guidelines: 

• WHERE & WHO: Describe the course and instructors

  • Course and student context: This might include information about when and where the course was taught, format (e.g. in-person, online, hybrid, learning management system), class size, class purpose (e.g. General Education, linguistics for non-linguists), level of the students (e.g. lower-level undergraduates, graduate students in an English MA program). When describing the institutional context, think beyond the typical ways of characterizing institutions (e.g. Carnegie classification, HBCU, PWI). For example, include factors that are important to understanding the context for this assignment. This might include course and/or student needs for financial and technological resources.

  • Instructor context: This might include information about the number of instructors, instructor roles (e.g. sole instructor, instructor of record, teaching or grading assistants),  the instructors’ teaching experiences (both generally and specific to this course), and how the instructors’ positionalities, professional responsibilities,and affiliation with the department or institution influence the activity. 

• Save your file as “LastName CohortDay WHERE/WHO” (e.g. Hiramatsu Tuesday WHERE/WHO) in your folder.

• LINK to submitting on Google Drive

2. READ: TRILL WHAT Guidelines

This week, we'll be focusing on parts covered by the WHAT guidelines for TRILL. 

WHAT: Describe the activity or assignment

• • • What are the learning outcomes?

    • What are students asked to do? What prior knowledge do students have (if any) and/or what is the context for the activity within the course?

    • What is assessed? 

    • What criteria are used to assess learning? How does the activity (and its assessment) align with course learning outcomes?

3. READ: Dee Fink's What is "Significant Learning?"

As we delve into assessment, we want to think about learning outcomes in ways that encompass a broad vision for what counts as success. In Creating Significant Learning Experiences (2013), Dee Fink helps us consider ways that learning outcomes can encompass more than students' knowledge -- ways that include skills and applications, as well as dispositions. 

For this week's reading, please read this summary/excerpt from Fink 2013. You can also consult this webpage from the University of Buffalo's Office of Curriculum, Assessment, and Teaching Transformation. 

4. WRITE and REFLECT

This week, we'd like you to WRITE AND REFLECT on the following:

1. • Goal: What are your values as an instructor? What do you want your students to get out of this? What counts as success for this resource?

   • Assessment: How do you know it’s working?

   • Reflection: What challenges did you face in thinking about these topics?