The Daily Microtheme was an in-class, writing-for-learning assignment during which students script brief (micro) responses to selected questions (themes) pertinent to the lecture topic. The assignment maximized studentthinking time, while minimizing instructor-grading time. The questions posed were designed to help develop cognitive skills, as well as to generate class discussion, summarize lecture highlights, and capture student questions, feedback, and opinions. We observed that the assignment actively engaged the students with the course content, captured their feedback, and encouraged student attendance. The students reported that they felt the assignment was an effective tool for helping them learn the course content and the points associated with the assignment were an incentive for attending class more regularly.
Large undergraduate classes are a challenge to manage, to engage, and to assess, yet such formidable classes can flourish when student participation is facilitated. One method of generating authentic student involvement is implementation of quality circles by means of a Student Feedback Committee (SFC), which is a volunteer problem-solving and decision-making group that communicates student-generated input to the teaching team for the purpose of improving the course content, structure, and environment in the present and redesigning it for the future. Our objective was to implement a SFC in a large introductory Food Science and Human Nutrition (FSHN 101) course to enhance student involvement and course quality. Overall, the SFC provided a continuous and dynamic feedback mechanism for the teaching team, a beneficial experience for the SFC members, and an opportunity for class members to confidentially share their input to enhance the quality of the course throughout the semester. This article includes a brief introduction of the use of quality circles in higher education classrooms, as well as our methods of implementation and assessment after using the SFC for 3 semesters (Spring 2003, Fall 2003, and Spring 2004).
The Popular Press Critique was a 2-page, out of class writing-for-learning assignment. The purpose of the assignment was to help students learn how to analyze and critically evaluate the validity of published popular press articles in the context of accurate scientific research versus the demands of the mass media. The assignment included a peer evaluation component that provided feedback to the students and exposed them to the perspectives and writing styles of others. Overall, we observed that the assignment helped the students become more critical readers of popular press food science and nutrition news. The peer evaluation component encouraged the students to reflect on and improve their thinking and writing skills. The majority of students reported that they felt the assignment helped them learn how to appropriately interpret popular press articles.
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