Eliminating Lab Reports: A Rhetorical Approach for Teaching the Scientific Paper in Sophomore Organic Chemistry
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چکیده
since the early 2000s, many departments at Seattle University have adopted a “discourse approach” to outcomes assessment in which an instructor’s report on the results of a course-embedded assignment leads to productive faculty discussion of student performance (Bean, Carrithers, and Earenfight 2005). Using this approach, a department typically identifies a senior-level assignment requiring “expert insider prose” (a term we have adopted from MacDonald 1994). The instructor grades the assignment using a rubric and identifies patterns of strength and weakness in students’ work as preparation for a departmental discussion aimed at backward design of the curriculum. In that conversation faculty explore what might be done earlier in the curriculum, such as better instruction or improved assignment design or sequencing, to help novices improve their skills of disciplinary writing and thinking. This paper reports the results of this approach in the Department of Chemistry at Seattle University.
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تاریخ انتشار 2009