Document Type
Report
Publication Date
Summer 2022
Keywords
Student engagement, music, writing
Abstract
This brief essay explores the extent to which the implementation of student-centered assignments increases student engagement, agency, and success in MUS 342 and MUS 343. Beginning with descriptions of both courses and a few points regarding my own pedagogical philosophies, I discuss the premise and grading guidelines for an example student-centered assignment in MUS 342 titled “Personal Grove Encyclopedia Entry.” The write-up closes with a summary of what I hope my students can learn from the assignment initially, as well as how they can self-reflect on the assignment at the end of MUS 343 the following quarter.
Sponsorship/Conference/Institution
WIS Summer Retreat
Recommended Citation
Nutt, Haley, "To what extent does the implementation of student-centered assignments increase student engagement, agency, and success in MUS 342 and MUS 343?" (2022). Backward by Design Mini-Studies. 30.
https://cedar.wwu.edu/wis_backwardsbydesign/30
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