Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Nicole Beveridge

October 8, 2017

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 Project Proposal Module 2

PROJECT TITLE: SUSTAINABILITY: IMPLICATIONS FOR WRITING, RHETORIC, AND

SERVICE LEARNING

SPONSORING ORGANIZATION
Kingsborough Community College (KCC) of The City University of New York is a

comprehensive community college providing both liberal arts and career education. It is

dedicated to promoting student learning and development as well as strengthening and

serving its diverse community. The Composition program at Kingsborough is grounded

in the belief that higher education should foster social awareness, an acceptance of

social responsibility, and active participation in meeting the challenges of living in a

democratic society. While we focus on instilling critical literacy practices and habits that

are necessary for students in our colleges and society, we do so with the overarching

purpose of helping our students recognize our mutual responsibility for each other in

our college, in our communities, and on our planet.

Ideally, the sponsoring organization for this project will be KCC. However, the

sponsoring organization is within the framework of Trends and Issues EDUC 765 at the

University of Wisconsin- Stout

PROJECT DESCRIPTION

KCC students take Freshman Composition either during their first or sophomore

year. This writing intensive English course will be offered as a hybrid (blended) course

with the major theme being Sustainability. Many students at KCC lack the skills

necessary to write college -level essays. In this writing-intensive course, we will examine

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the conventions of academic discourse in writing. Course readings will focus on

sustainability and environmentalism and how they are shaped and defined through a

variety of literary, scientific, political, and popular texts. Class discussions will also trace

the roots of sustainability in environmental writing; students will analyze the diverse

debates surrounding sustainability, and will consider local, national, and international

texts about sustainability. Students will interact with invited guest speakers, conduct

field research on sustainability in local communities and institutions, and create their

own narratives and scenarios for sustainable futures based on their findings and

speculations. Students will develop written communication skills for diverse audiences

as well as learning how to write across several genres - including memoir,

autoethnography, popular history, and theoryhelping them and others to question,

formulate, challenge, and re-formulate its notions of what it means to "lead" and be

"civically engaged."
Composition courses often address grammar, punctuation, style and research

writing, however, when instruction is differentiated and integrates service learning- it

becomes directly relevant to learners and therefore is more likely to elicit improved

writing. Service Learning (SL) is grounded in Deweyan notions of democracy, civic

engagement and ethics and it connects individuals to society through experience

(Dewey, 1938). This type of learning requires students to work in the larger community

in the context of a class, while integrating meaningful service with credit-bearing work.

Service Learning is aligned with Blooms Taxonomy of Learning (1956), these learning

experiences address authentic community needs and provide students with more

sophisticated, higher-order, critical thinking skills. Online teaching and learning has

grown exponentially, however, fewer online learners are benefitting from civic and

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community engagement opportunities because they are not embedded in the

curriculum. As student enrollment dwindles, nationwide, online course sections are

increasing each year. Redesigning a course presents its own challenges. However,

integrating SL in this writing intensive course will certainly be an exciting and

rewarding opportunity for the students at KCC.

The goals of the project include:

To improve student writing and critical literacy competencies.

Identify connections between the concepts of nature, environment, ecology and

sustainability

Have students work with people in the local campus community and the wider

community.

Allow students to work with organizations that best suits their research interests

Raise the profile of the campus and reinforce the universitys mission.

Develop an awareness of the key discussions about sustainability in society today.

Develop a critical awareness of how debates about sustainability are shaped

through the written and spoken word.

Using practical learning activities to teach complex theoretical principles, experiential

learning encourages the student to generalize classroom information to professional

practice (Glass & Benshoff, 1999). Service-learning takes this process one step further,

moving beyond application of theory in the professional, real-world environment into

developing a collaborative relationship with an identified partner to address a defined

need through the students learning experience in a real-world setting.

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AIM
To improve student writing and critical literacy competencies by implementing a

sustainability curriculum in a writing intensive hybrid/blended learning environment.

Often the world of academia is criticized for focusing on abstract ideas, the notion being

that colleges and universities are isolated from the social environment (Angelidis,

Tomic, & Ibrahim, 2004). The inherent danger in such isolation is that programs might

fail to prepare graduates for life outside of the classroom.

TARGET AUDIENCE
The target audience for this course will be the following:

College students enrolled in Freshman Composition courses.

High school students who are taking college courses.

DELIVERY OPTIONS
The instruction for this course/project will be delivered in a blended or hybrid

format (Face to face and online). Online or hybrid course environment allow greater

student engagement in the active learning pedagogy versus the sole face-to-face (f2f)

classes. The learning Management software that will be used is Blackboard. If we expect

our students in an online environment to be able to create or produce some artifact of

their learning, then our directions must be vivid and detailed. I feel special attention

must be paid to the aspect of designing online activities.

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 Front-End Analysis: Instructional Need Module 3

INSTRUCTIONAL NEED

The sustainability-writing course will be designed to hone critical reading,

thinking, and writing skills. Many college students enrolled in Composition courses at

KCC lack basic writing competencies and are not prepared for the quality of work

required for the course. The English department at KCC has seen a significant decrease

in writing scores, which allows many students to be placed in developmental courses.

These developmental courses do not result in graduation credit or count toward a

degree. Many students take developmental writing courses multiple times, so the

likelihood of completion grows more expensive each term, because financial aid does

not cover every term and it is non-transferrable coursework.

Student must pass all courses in the developmental sequence to be enrolled in

Freshman Composition courses. Despite passing the prerequisite courses to enter

Freshman Composition I and II students were not doing as well as expected in these

courses. There is a twenty-five percent failure rate among students who take these

English courses. Other students receive an incomplete (INC) because they fail to

complete all the assignments to fulfill the requirements of passing the course.

As a member of the Composition Review Committee (CRC), I sat with faculty

members to discuss what was being taught, and how each of our composition courses

were progressing. Faculty outlined they were willing to try innovative ideas for teaching

and learning, others were set- they had a model thematic unit every semester and that

was not going to change; others complained that students were bored with the reading

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and writing process; students did not complete assigned readings for homework; some

students did not care about the content of the course and often distracted other

students. One professor commented that it was almost never the farmers kids or the

kids of the college educated professionals who were not doing the work in these classes,

but the ones, who tended to move between parents and between schools, those who

were attending school and working one or two jobs or even had kids of their own.

KCCs English department faculty recognized the necessity to find innovative

ways to reach and teach these adult learners. The adult learner wants control of their

learning. They decide what, where, when, and how they will learn whatever it is they

have targeted for themselves. Most of my students range from 21-25 years and older, in

addition to a few eighteen/nineteen-year-old. By providing customized instruction and

hands-on approaches to address their needs, this increases student confidence and the

probability of success in their Freshman Composition courses.

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 Front-End Analysis: Learner Characteristics Module 3

LEARNER ANALYSIS

Primary Audience
The primary audience is composed of students. The college enrolls approximately

14,000 degree seeking students on campus. The student body is racially and ethnically

diverse. More than half of KCCs students were born outside the U.S., representing 142

different countries and 73 different native languages. Sixty percent are the first

generation in their families to attend college. Fifty-eight percent are full time students,

over one-fifth are 25 years old or older and more than 40% come from households with

annual incomes of under $20,000. Half of the students work full-time or part-time

while attending college, and one in five supports children. A broad array of student

services permits all students to succeed to the maximum of their abilities.

Secondary Audience
Other audiences include academic staff, including faculty and advisors. The college has a

full-time faculty of 363, 82 percent of whom hold a doctorate or University

equivalent. Adjunct faculty ranges from 580-600; this group is drawn from throughout

the New York City metropolitan region. Professional staff, full-time and part-time

support staff total 1000.

General Learner Characteristics

Most of the students who will participate are twenty-five and older, with a few ranging a

from 18-24 years of age. [primary audience 65 % female, 35% male]. Most students

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completed a high school diploma or GED, which would make them eligible to take

courses at KCC.

The mode of instruction for the course will be a hybrid (blended) format- this will

include web-based lecture and activities.

Entry Characteristics

Prerequisite skill and knowledge:

Students passed the prerequisite developmental courses.

Enrolled in Freshman Composition

Most are familiar with summarizing and paraphrasing

Most have some research skills

Students must be familiar and be able to navigate the learning management

software Blackboard-which will be used to facilitate instruction.

Students must have reliable internet access to take a hybrid or fully online course

Attitudinal and motivational characteristics:

College students are taking this English course as requirement for graduation.

Students want to develop their writing proficiency so they can move on to other

courses.

Students may be motivated to learn about sustainability since it is one of the most

important conversations taking place in our society today and it is taking place in

their required English course.

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 Students may be motivated to learn more about sustainability on a personal level,

when they think about the foods they eat, their modes of transportation, and the

jobs they will pursue upon graduation.

Prior Experience
The students are familiar with their local community and the New York area.
Students have taken some form of English course prior to enrolling in Freshman
Composition I.
Some students understand the rules governing grammar, language usage and
citations.

Common errors made by novice learners

Learners may not realize why they are taking an English course that addresses

the theme of Sustainability when their major is nursing or criminal justice

Learners might say to themselves I am attending college to become dentist, so

why do I need to write a paper about sustainability or learn about environmental

issues?

CONTEXTUAL ANALYSIS

Orienting Context

Freshman composition is a required course in the school curriculum at KCC, so every

student who is enrolled is expected to complete this course by the first or second

semester. This is a mandatory course in the college curriculum for graduation. Students

at Kingsborough choose courses oftentimes based on a theme that the instructor is

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teaching and the reviews on the rate my professor website. Some of the learner goals

include:

Developing confidence as a speaker and writer

Competence in written work is necessary for successful completion of a degree.

To understand how a theory is being represented in an authentic setting.

To understand other situations that are likely to occur in school or a class setting

besides teaching and learning.

Understanding the concept of sustainability through a service-learning lens in

higher education is certainly a critical component and an academic goal of most

universities.

High school and college students must satisfy the requirements for credits toward

graduation.

Both students and educators will sharpen their research methods.

Preserving distinct voices within an academic context

Becoming part of a community

Juggling multiple deadlines and relying on other learners in the group

Adult learners have a clear and definite expectation for transfer- they are poised

to use the new information to create meaningful opportunities.

Learners Perceived Utility of the Instruction

Students will learn how to accomplish their own group goals

There will be some skepticism about the content and theme of this Composition

course.

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 Its a hybrid course, which is offered partially online so the adult learners come in

the course with a clearer understanding of its benefit.

Students will work in teams.

Students will be able to trouble shoot problems.

Learners Perception of Accountability

Students will take responsibility for their learning

Connecting classroom learning to community needs

Students will be graded on their learning and not just their service

Students know a grade is being assigned for activities in the course, which will be

added to their final grade.

A well-structured grading rubric can clarify what is expected of students and how

they will be held accountable, dispel any confusion or anxiety about

sustainability, and reinforce the role of service learning in the course.

Evaluation will reflect students ability to learn through service, thus deepening

their grasp of the course content

Learners Potential Misconceptions towards the subject of the Instruction

Students typically cannot perceive how their perspectives are limited by prejudice

and stereotypes.

Students may believe they are just unable to write well.

Lack of confidence they can pass the course.

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 Many students counter-intuitively credit the importance of the content and

writing mastery, and yet do not value research skills, grammar, and style.

Students who are not familiar with the concept of sustainability may be

influenced with incomplete assumptions portrayed by the media-political,

environmental, economic, and social issues.

Sustainability as a theme only fits in with certain disciplines and English is not

one of them.

Adult learners will be resistant to service learning experiences.

Adult learners have busy schedules and therefore will not choose classes that

have a service-learning component, which will require fieldwork.

Instructional Context
Freshman Composition is a required three-credit courses that meets four (4)

hours per week. However, due to the blended format of delivery this course will

meet only once per week for 2 hours, while the remainder of the course will be

offered online.

Online students will access all instructional and assessment content remotely

through Blackboard (LMS)

As a hybrid course, the learner will need a computer with reliable internet to

access the course content.

If students do not own their own computers, the class meets for two hours per

week on campus so they will be able to access the course material from the

computer labs on campus.

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 Weekly meetings allow students to interact more closely with their peers and

instructor on group assignments and the learner can seek clarification on

assigned tasks that may not be clear.

It is an introductory course in college-level reading and writing emphasizing the

development of ideas in essays, including how language communicates facts,

ideas, and attitudes.

This course teaches writing as a process involving revision based on feedback

from readers. Students learn how to develop college-level essays through close

reading and intertextual analysis reading across and between texts drawn from

various disciplines.

Seating and Temperature

Instruction will take place in regular classroom, computer labs and in the field.

Classrooms and computer labs for instruction seat 25-35 students comfortably.

Classrooms are equipped with smartboard technology and overhead projectors to

improve teaching and learning. Adequate heating ventilation and air conditioning is

provided in the classrooms. Some classrooms in some buildings are manually

controlled, while others have central heating and cooling that cannot be adjusted in the

rooms.

The campus is situated on a peninsula, so both faculty, staff and students enjoy the

ocean front natural setting. The tranquil seaside location is a perfect location for

reflective academic pursuits.

Accommodations

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 Academic accommodations are adjustments or modifications to the physical

environment, curricula design and educational process that allow disabled students

access to educational opportunities on an equal basis as other students. However,

accommodations cannot compromise academic integrity or impose undue difficulty on

campus programs or activities. Accommodations include, but are not limited to:

Accessible classrooms and labs

assistive technologies

readers and scribes

note-takers

modified class schedules.

Accommodations will be based on the nature of the disability and how it

influences the students ability to function in the academic environment.

Reasonable accommodations will be made in the instructional process to ensure a full

educational opportunity. This principle applies to all teaching strategies and modes,

including online and other electronic modes of instruction as well as to institutional and

departmental policies. At least three in twenty-five students in class require

accommodations due to some form of disability.

Transportation

The Department of Public Safety is responsible for the campus-parking program,

which includes the registration of all faculty, staff and student vehicles, and the

enforcement of parking and traffic regulations.

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Parking permits are sold to eligible personnel and students presenting a valid KCC

identification card. Registered students may purchase their permits in the Bursar office.

Vehicle documentation will be required. The issuance of parking permits constitutes

revocable permission to park a vehicle in the On-campus or Manhattan Beach lot. They

are issued with the understanding that neither Kingsborough Community College nor

The City University of New York assumes any liability whatsoever for any damage to the

vehicle; breaking or entering the vehicle; theft from the vehicle or from any other claim

whatsoever with respect to said vehicle. The vehicle is brought onto the campus entirely

at the owners risk.

The issuance of a parking permit does not guarantee a parking space, but does provide

the permit holder with the opportunity to park in authorized areas when there are

available parking spaces.

Parking permits must be visible always when a vehicle enters and parks on

campus. The parking permit must be hung from the rearview mirror. Violation of this

regulation may result in revocation of parking privileges

KCC provides free shuttle service between the Kingsborough campus and the

Coney Island/Stillwell Avenue and the Brighton Beach subway stations for KCC

students, faculty and staff.

Two yellow shuttle buses run approximately every 30 minutes from 7am to 11pm, with

stops at Brighton Beach subway station and the Coney Island/Stillwell Avenue subway

station. A third run between the campus and the Brighton Beach station from 7am-

2pm. The shuttles only run weekdays, during regularly scheduled school days. Students

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and faculty will be responsible for making advance preparations regarding

transportation on the weekends if they must commute to campus for training or classes.

Technology Inventory

Students will need reliable access to computers, tablets to participate in this

course.
The Marine and Academic Center (MAC), one of the colleges most contemporary

buildings is a registered point of navigation, houses a 12,000-square foot

conference facility that is the site of numerous college, community, and

university-related events; classrooms; computer labs and cyber lounge; state-of-

the-art nursing labs; an aquarium; and the Honors House.

The Robert J. Kibbee Library and Media Center, with a high-quality collection

that includes more than 420,000 references and circulating books in print and

electronic formats; over 75,900 online periodicals; more than 25,000 bound

periodicals; and over 10,400 micro-films.

Eighteen general-purpose instructional computer labs with more than 500 work

stations and approximately 200 computer workstations in specialized

instructional facilities.

A computerized testing facility with more than 150 stations.

An 800-student capacity NYC Department of Education high school.

State-of-the-art labs for both nursing and paramedic programs, replete with

high-fidelity simulation mannequins and a fully equipped ambulance.

A digital TV studio and FM-radio station.

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Transfer Context

Opportunities to use Learned Information

Specific opportunities for application and transfer-ability are viable because of

taking this course. The students will be able to take higher-level English courses

and meet the prerequisite for other major courses.

The ability to communicate well in writing is an asset in countless professions.

Students will have access to the course material (video clips, web links, lectures,

and podcasts) after the course or upon completion of the course.

Students will be able to transfer knowledge from this course to future courses or

programs of study.

Explore career options.

Connect the concepts they learn in the classroom to real -life experiences in the

community.

Instructional support from the course instructor and tutors in the Center for

Academic Writing Success on campus.

Students will be applying their learned information immediately through-

blogging, social media, emails to colleagues and instructors.

Prepare for potential internships and field research.

Establish contacts within the community.

Foster connections with people of diverse cultures and lifestyles.

Gain legitimate work experience that can be added to their resume.

Develop higher-order leadership skills.

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Support
Students will be able to benefit from many support groups on campus. Some of these

include:

Office hour meetings with instructor

Womens Center

Mens Center

Tech Support for online course issues

Access- Ability Services

Counseling & Health Services

Evening Advisement with academic advisors

Child Development Center

Career Services

Student Life

Learning Communities

Community Partners- recruit students as potential staff; strengthens college

community relations; increase efficiency in meeting community needs.

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 Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES

Learning Theories
Knowles outlines three assumptions that will be integrated in process of

improving student writing and critical literacy competencies.

Readiness to Learn- Many students at KCC are there because they want to learn.

They are eager to learn new and interesting things. Many desire to improve their

vocabulary and their writing skills.

Motivation- Writing is linear, it is a response and it is recursive. Students need to

order their words on a page so that it makes sense to the reader (grammar, logic or

flow); students will react to something or someone. It is an individual or personal act,

which could feel isolating at times. As we write, we constantly re-write, juggle words,

delete, re-read for clarity and coherence. Writing students who go through the drafted

writing process tend to demonstrate better skills and eventually become better writers-

that certainly feels great!

Relevance- Students strongly agreed that mastery of standard English would benefit

their future career choices.

Jerome Bruners Constructivist learning theory would fit in well in this course.

However, the course will also utilize the cognitive and transformative learning theories.

Constructivists learning environment differ greatly in the amount and kind of

instructional support that is provided for learners. To engage learners in knowledge

construction there must be a test of their understanding, and a reflection on the

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knowledge generation process. Bruner (1996) states that a theory of instruction should

address four major aspects: predisposition towards learning, the ways in which a body

of knowledge can be structured so that it can most readily be grasped by the learner, the

most effective sequences in which to present material, and the nature and pacing of

rewards and punishments. Good methods for structuring knowledge should result in

simplifying, generating new propositions, and increasing the manipulation of

information.

APPLICATION OF MOTIVATIONAL THEORIES

John Kellers motivation theory (1983) asserts there are four steps for promoting

and sustaining motivation in the learning process: Attention, Relevance, Confidence and

Satisfaction (ARCS). These characteristics relate to both high school students and adult

learners. Having the English course designed with the central theme of sustainability,

can certainly arouse interest and create relevance. Developing an expectancy of success

will best be executed by the way the course is designed. High school and college students

will earn credit toward graduation/degree, which will be their reward.

Even though this course is offered partially online, cooperative learning between

students will be encouraged in discussion boards and wikis

The course will utilize a variety of assignments so students will have

opportunities to share their learning growth in diverse ways.

The course offers some flexibility in assignments. For example, students will

choose their sustainability project from a list of possible topics that peeks their

interest and suits their learning style.

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 This is an academic required course, which will apply the extrinsic motivation of

grades.

Feedback will acknowledge performance improvement.

Skills apply and support success in other academic disciplines

Assignments will be designed to promote engagement with peers, fieldwork in

the community, audio-visual presentations and reflection papers.

The course will include some opportunities for extra credit, which will allow

students to take control of their learning (A low score could be replaced with an

extra credit assignment).

Skills and abilities have professional and personal application.

Should the student maintain an A average- for coursework they may be exempt

from taking the final exam.

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

KCC is a multicultural institution. The primary audience is college students;

however, there will be a very diverse group of learners in the course. Students come

from various cultural and socio-economic backgrounds and some need special

accommodations.

The course will be designed with a multicultural focus: considering syllabi, course

assignments, examples, stories, and potential classroom dynamics.

Another way the instruction meets the needs of a diverse audience is in the fact that

each students writing assignment is assessed to identify specific writing strengths and

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weaknesses. The activities and assignments will be an eclectic mix and will certainly be

relevant and effective in helping students build and improve their writing competencies.

Students will feel safe as though they belong based on the balance of ethnic, and gender

groups, multicultural materials, project groups, debate teams, and leadership roles in

the course.

Incorporate multicultural examples, materials, and visual aids as much as

possible in lectures.

Make sure that the expectations for the pedagogical process and learning

outcomes are stated clearly on the syllabus.

Writing assignments will encourage students to explore different social,

economic and cultural perspectives.

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 Task/Goal/Performance Analysis Module 5

TASK ANALYSIS METHOD

With the nature of this writing intensive course, we are going to do a task analysis.

This approach is the best way to define the higher-level content and the structure of the

course and it applies to the goal.

TASK ANALYSIS

I. Complete reading and writing diagnostic

i. Introduction to our Blackboard Site

ii. Complete reading Activity and annotation

iii. First in class intensive writing assignment (IWA) writing together

iv. Submit writing to instructor for review

II. Examine Diagnostic writing feedback- learners will review the comments of the

instructor and identify all the errors.

i. Access Blackboard for course resources under the Course Documents

folder to edit errors in writing.

ii. Consult external resources such as other texts and (Tutor)- (Center for

Academic Writing and Success) to help with the revision process.

III. Given the means of assessment and activities, learners will read closely and

practice applying the conventions of grammar, style, and analysis.

i. Learners will work closely with Sustainability text

ii. Learners will summarize several articles in the Sustainability text.

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 iii. Learners will generate initial ideas for Essay I

iv. Learners will pre-write essay I in class.

IV. Complete self and Peer Reviews

i. In Class peer review of essay drafts

ii. Learners will conduct at least (2) reviews of their colleagues essay

iii. Learners will engage in supported writing and conferencing as they

identify and correct errors by marking up and re-writing.

V. Through writing practice, learners will utilize specific skills and rhetorical

strategies.

i. Close reading and annotation of Al Gores Climate of Denial

ii. Apply Al Gores ideas to Trump and Clintons debate on Climate

Change/Global Warming.

VI. Throughout the writing process, learners will complete and submit writing for

review.

i. Learners will create eportfolios on Blackboard

ii. Learners will submit revised draft of essay to the Blackboard dropbox

iii. Learners will post reflections on course writings on the Blackboard site.

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 Instructional Objectives Module 5

Goal Analysis

Instructional Need/Aim
The sustainability-writing course will be designed to improve student writing and

critical literacy competencies. Many college students enrolled in Composition courses at

KCC lack basic writing competencies and are not prepared for the quality of work

required for the course.

Goal Analysis

Step I

Course as a whole/ Original Goal:

The goal of the course is to improve student writing and critical literacy competencies.

Students will produce drafted papers following the conventions of MLA style, word

choice, correct grammar, spelling, and evidence of research.

Step II

Understand how plagiarism occurs in research writing.

Identify patterns in their writing.

Summarize what they learned about academic writing
Analyze and synthesize articles for integration in research papers.
Take pride in error free writing
Engage in Peer review of writing pieces
Recognize consistent mechanical errors in writing
Revision of written work through a sequence of draft

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Step 3 Sort the items listed in Step 2

Categorized the items into ability to recognize issues and the ability to fix them.

Identifying

Recognize language usage errors

Recognize consistent pattern of mechanical errors

Identify errors in syntax in the peer review process

Understand focus, unity and coherence in writing

Application

Fix their writing errors (essay has a distinct focus and is well developed)

Logical progression of ideas

Compositional risks are handled successfully

Value

Details are effective and clear in writing

Learner takes pride in writing (very few mechanical errors if any)

Strong command of written language

Step 4

Students will gain confidence in writing and take intellectual and compositional

risks.
Students will be able to review and edit their own writing and that of their peers

for monotony and mechanical errors.

Students will be able to integrate sources and develop ideas in their writing.

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 Students will be able to identify areas of weakness in their own writing (language

usage errors, sentence errors, lack of transitions and focus).

Project (Instructional) Goal

The goal of the course is to improve student writing and critical literacy

competencies. Learners will gain confidence in the recursive and linear process of

writing and will be motivated to take intellectual and sophisticated risks.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

Objective 1: Learners will gain confidence in writing. (Affective Domain)

Learners will incorporate textual evidence, using summaries, paraphrasing

and quotations. (Understanding, Application, Remembering).

Learners will write clearly focused, logically organized, and effectively

developed essays (Remembering, Understanding, Creating, Evaluating).

Learners will implement MLA conventions, mechanics, and grammar in

their writing (Remembering, Evaluation, Application)

Objective 2: Recognize writers assumptions, beliefs, perspectives, and

distinguish these from those of others (Cognitive and Affective Domains).

Learners will compare ideas in different text. (Understanding, Analyzing)
Learners will write complex sentences and use an expansive vocabulary to

express their ideas (Creating, Application)

Learners will write reflections on readings using evidence from texts,

personal experiences, and observation (Creating, Analysis, Evaluation)

Objective 3: Learners will review and edit writing for accuracy and clarity

(Cognitive Domain)

Learners will identify recurring errors based on the results and feedback received

on essay drafts (Application)

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 Learner will model sample research papers that were used during instruction

(Application)

Apply the rules of grammar and style to correct errors in writing (Application)

Objective 4: Learners will take compositional and intellectual risks (Cognitive

Domain)
Learners will write fluent, unified, coherent, and well-developed essays

with vivid, explicit and effective details (Remembering, Analysis,

Evaluation).
Learners will employ rhetorical strategies effectively based on targeted

instructional materials (Evaluating, Application)

Synthesize information from several sources to support a written thesis

statement (Creating, Evaluation, Application)

Document research sources fully and accurately using MLA Conventions.

(Application, Creating, Remembering)

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 Enabling Objectives Matrix & Supporting Content Module 6

Freshman Composition Course

Module Title: Contemporary written Communication
Target Audience: Freshman Composition I students
The target audience for this course will be the following:

College students enrolled in Freshman Composition courses.

High school students who are taking college courses.

Terminal Objective: Learners will take compositional and intellectual risks (Cognitive
Domain)
Pre-Instructional Strategy: Introductory face-to-face (synchronous) lecture on the
conventions of academic discourse, research writing, and use of style.

Enabling Level on Learner Activity Delivery Method

Objective Blooms (What would (Group
Taxonomy learners do to presentation/lecture,
master this self-paced, or small
objective?) group)
Learners will Cognitive Learners will complete Essays will be accessed
write fluent, Domain: several drafted essays via the LMS (Blackboard)
unified, coherent, Remembering, with feedback to guide and submitted via the
and well- Analysis & error free writing. Blackboard Dropbox
developed essays Evaluation
with vivid,
explicit and
effective details
Learners will Cognitive: Learners will examine Instructor will conduct a
employ rhetorical Evaluation & the use of rhetorical mini lecture on rhetorical
strategies Application strategies (Cause and strategies. Learners will
effectively based Effect, analyzing, work in groups discussing
on targeted describing, several articles, while
instructional classification, and highlighting/recording the
materials definitions) in sample strategies present.

29
 Enabling Level on Learner Activity Delivery Method
Objective Blooms (What would (Group
Taxonomy learners do to presentation/lecture,
master this self-paced, or small
objective?) group)
essays provided by the
instructor.
Learners will review
essays of their peers,
identify these
strategies, and record
them.
Synthesize Cognitive: Learners will write Essay instructions and
information from Creating, critical analysis, essays rubric for grading will be
several sources to Evaluation, and reflection papers accessed online in the
support a written and using both sources from Course Documents Folder
thesis statement Application course readings and in Blackboard
external sources.
Document Cognitive: Learners will complete Quizzes will be done
research sources Application, multiple choice MLA online. Learners will have
fully and Creating & quizzes ad complete two (2) attempts at the
accurately using Remembering worksheets filling in quiz. Worksheets will be
MLA appropriate in-text distributed and completed
Conventions. citations. in class (on-campus).
Comments and feedback
will be posted online.

30
 References

Angelidis, K., Tomic L., Ibrahim, C. (2005). Service Learning: Assessing student
outcomes in a strategic management class. Journal of Business & Leadership
(2005-2012: Vol. 4: 2, Article 4.

Bloom, Englehart, Furst, Hill, & Krathwohl, 1956). Bloom's Taxonomy of the Cognitive
Domain

Bruner, J. (1996). Bruner, J. (1996). The Culture of Education, Cambridge, MA:

Harvard University Press.

Dewey, J. (1938). Theoretical roots of service learning. Service Learning General 150
http://digitalcommons.unomaha.edu/slceslgen/150

Keller, J. (1983). Motivational design of instruction. In C. Riegeluth (ed.), Instructional

Design Theories and Models. Hillsdale, NJ: Erlbaum.

Knowles, M., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive
classic in adult education and human resource development (6th ed.).
Burlington, MA: Elsevier

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013) Designing Effective Instruction

(7th ed.). Hoboken, N.J.: John Wiley & Sons.

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