Document Type

Report

Publication Date

6-1-2018

Keywords

art history, writing assignments, scaffolding

Abstract

As a result of my participation in WWU’s Backward by Design retreat in 2017, I sought to modify the written assignments of my introductory Art History course for pre-majors in order to better prepare students working towards a lengthy research paper. In course evaluations and anecdotally, students reported being intimidated by the size and scope of the final paper, and asked for more writing practice. I decided that instead of requiring a high stakes research paper as the culmination of the coursework, I would scaffold assignments throughout the course that would eventually lead students to composing a thesis around which they could curate a virtual exhibition. This study discusses how I modified the assignments in the course, and measures the positive results in terms of improved student performance and course evaluations, comparative to the course before revision.

Subjects - Topical (LCSH)

Art--History--Study and teaching; Academic writing--Study and teaching; Critical thinking--Study and teaching

Genre/Form

reports

Type

Text

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Language

English

Format

application/pdf

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