scholarly journals First-Year Composition Course Redesigns

2016 ◽  
pp. 51-64
Author(s):  
Emily J. Isaacs
Keyword(s):  
First Year ◽  
First Year Composition ◽  
Composition Course

Information Literacy Education for First-Year Composition Students

2018 ◽  
pp. 85-121 ◽  
Author(s):  
Monica D. T. Rysavy ◽  
Russell Michalak ◽  
Kevin Hunt
Keyword(s):  
Information Literacy ◽  
Business Students ◽  
Literacy Skills ◽  
First Year ◽  
Literacy Assessment ◽  
First Year Students ◽  
Composition Students ◽  
First Year Composition ◽  
Composition Course ◽  
International Graduate

This chapter describes how the researchers at a small private Master's level college examined how different delivery modes—face-to-face (F2F), hybrid, and online instruction—may impact first-year students' perceptions of their information literacy (IL) skills compared to their test-assessed information literacy skills using the students perception of information literacy-questionnaire (SPIL-Q) and information literacy assessment (ILA) instruments. These instruments were developed and deployed to international graduate business students in two previous studies: Michalak and Rysavy and Michalak, Rysavy, and Wessel. The students (n=161) in this study were enrolled in a first-year English composition course in the Spring 2017 semester. This iteration achieved an overall response rate of 87.04% (n=141). Overall, results demonstrated the greatest achievement were demonstrated by students in hybrid course sections.

How Students in a First-Year Composition Course Respond to the Flipped Classroom

2016 ◽  
pp. 1405-1425
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

scholarly journals Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course

2017 ◽  
Vol 17 (4) ◽  
pp. 67-82
Author(s):  
Tara Moore ◽  
Suzanne C. Shaffer
Keyword(s):  
Lifelong Learning ◽  
College Education ◽  
Student Growth ◽  
Control Group ◽  
First Year ◽  
Learning Skills ◽  
Writing Assignments ◽  
Lifelong Learners ◽  
First Year Composition ◽  
Composition Course

Lifelong learning skills have been shown to benefit students during and after college. This paper discusses the use of the Effective Lifelong Learning Inventory (ELLI) in a first-year composition course. Reflective writing assignments and pre- and post-semester ELLI data were used to assess student growth as lifelong learners over the course of a semester. Statistically significant gains in lifelong learning dimensions were made by students in the study as compared to those in a control group who received no direct instruction. The authors reflect on the outcomes of the project for students and instructors and question the general assumptions often made about the outcomes of a college education, namely, whether students gain lifelong learning skills simply by virtue of attending college, or is more instruction on these “intangible” qualities needed?

scholarly journals Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition

Open Praxis ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 343
Author(s):  
Matthew Bloom
Keyword(s):  
Community College ◽  
Research Study ◽  
Classroom Research ◽  
The Other ◽  
First Year ◽  
Student Groups ◽  
First Year Composition ◽  
Course Materials ◽  
Composition Course ◽  
The Impact

This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given “open” assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the impact on student skills mastery yielded no statistically significant differences in performance between the student groups, which suggests that there may be no harm in shifting away from the traditional “disposable” assignment.

Cultural Biases in Transitional Writing Courses and Their Effect on Hispanic Students in Texas

2021 ◽  
pp. 39-66
Author(s):  
Nora K. Rivera
Keyword(s):  
High School Students ◽  
English Language ◽  
Hispanic Students ◽  
The United States ◽  
First Year ◽  
School Students ◽  
College Credits ◽  
Writing Courses ◽  
First Year Composition ◽  
Composition Course

High school students in the United States have the option of taking advanced placement (AP) courses designed to prepare them to take AP exams that will potentially give them the opportunity to receive college credits for first-year undergraduate courses. This chapter examines the cultural biases present in the AP English Language and Composition course and exam, which focus on skills and knowledges typically learned in a first-year composition course. With culturally relevant theory in mind, this work specifically draws attention to the effects of such cultural biases on Hispanic students in Texas, a state where the number of Hispanic students surpasses the number of students from any other cultural background.

How Students in a First-Year Composition Course Respond to the Flipped Classroom

2015 ◽  
pp. 99-118
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

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