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There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.
Consider your learning objectives. What do you want students to learn in your course? What could they do that would show you that they have learned it?
To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: Use active, measurable verbs as you complete that sentence e. Design assignments that are interesting and challenging.
This is the fun side of assignment design. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the s. After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do.
If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.
Students can be misled by assignments that are named inappropriately. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students. Think about how to order your assignments so that they build skills in a logical sequence.
Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events.
Consider how long it will take students to complete all parts of the assignment e. Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload whether for you or for students without compromising learning objectives.
For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report.
If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality. Articulate the task description clearly.
If an assignment is vague, students may interpret it any number of ways — and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do e.
It can be helpful to differentiate the central task what students are supposed to produce from other advice and information you provide in your assignment description.
Establish clear performance criteria.
To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources.
Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus.
Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide.
Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet. Specify the intended audience. Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message.
For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts.Jan 20, · To write a business plan, start with an executive summary that lays out your grand vision for your business.
Follow that with a section that describes what products and services your company will offer%(22). The first lesson in this module introduces the Effective Communication specialization, the capstone project, and the Business Writing course.
You'll meet the writing instructor, Dr. Quentin McAndrew, and her counterparts Dave Underwood and Professor William Kuskin, who teach Graphic Design and Successful Presentation. The grading rubric for this assignment appears below, if you opened the Assignment in the Assignment Folder, or can be opened by clicking on the ' Country Plan Part 1 Rubric' tab in the lower right corner of the screen, if you opened the Assignment in Content.
At this point you will start to dive deeper into creating your business plan. After analyzing a real-world business plan of a social enterprise you will listen to guest speaker giving advice about important issues to consider when writing your business plan. A business or career portfolio is useful for expanding on the information contained in your resume and cover letter.
It not only illustrates your skills and accomplishments, but also validates resume and cover letter statements. How to Create a Business Plan for a Sales Interview By Victoria Duff ; Updated July 05, Sales jobs are entrepreneurial because you generate your own leads, solicit business .