Sharing our Experiences with Writing‐for‐Learning Techniques in a Large Introductory Course: The Daily Microtheme

Abstract

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.

Personality Diversity: Extrovert and Introvert Temperaments

“…After the discussion is over, all students can submit their written response as “evidence’ of their participation in the discussion. This is similar to the one‐minute paper idea that has been around for a long time (for more about the minute paper see Angelo and Cross and Schmidt and others ). Use the Think‐Pair‐Share technique, where a question is posed to the students and instead of engaging in a full class discussion, students first think about the question (could even jot down some ideas on a piece of paper) and then turn and share their responses with a neighbor. After this mini‐discussion, students could be invited to share their responses with the entire class.…”

“…After the discussion is over, all students can submit their written response as “evidence’ of their participation in the discussion. This is similar to the one‐minute paper idea that has been around for a long time (for more about the minute paper see Angelo and Cross and Schmidt and others ).…”

Implementing Student‐Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course

“…Microthemes are in‐class writing‐for‐learning assignments during which students script brief responses to select questions pertinent to lecture topics (Schmidt and others ). Microthemes provide students with the opportunity to practice, apply (or elaborate), and reflect upon what they are learning in lecture with their classmates (the students are encouraged to collaborate with other students in the class as they respond to the microtheme question).…”

Student Projects that Make a Meaningful and Lasting Contribution to Course Content

“…I am passionate about teaching this course! I love coming up with new and exciting active and experiential learning activities intended to engage large numbers of students in the course material (e.g., Schmidt and others , Schmidt and Bohn ). I love introducing students to the fascinating and relevant fields of food science and human nutrition.…”