Literaturnachweis - Detailanzeige
| Autor/in | Berrett, Dan |
|---|---|
| Titel | An Old-School Notion: Writing Required |
| Quelle | In: Chronicle of Higher Education, (2012)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-5982 |
| Schlagwörter | Higher Education; Low Achievement; Writing (Composition); Role; Writing Across the Curriculum; Student Evaluation; Thinking Skills; Educational Assessment; Grading; College Faculty; Formative Evaluation; Instructional Effectiveness |
| Abstract | Too many students are not learning enough. That alarm was sounded by the book "Academically Adrift" two years ago and has been the theme of numerous articles and conferences since. It also underlies the frustrations of employers who find recent graduates ill-prepared for the workplace. What if colleges, in their search to more clearly demonstrate how much students are learning, insisted on an old-fashioned requirement: writing? Writing works exceedingly well as both a way to assess learning and a means of deepening that learning, according to experts who study its effects on students. Even faculty members whose disciplines are not commonly associated with writing think so. Seeking to improve learning by making better use of writing is decidedly old school. It runs against the grain of sexy new ideas about how to change higher education, like massive open online courses. Assigning and evaluating writing are also labor-intensive tasks that are not easily done in large classes. And they are uneasy fits for an economic model increasingly reliant on contingent faculty members, who often have little time or are not paid for grading. But if academe and its critics want students to leave college with sharper thinking skills, writing ought to gain a higher priority. Writing opportunities should be created throughout a student's time in college, in both general-education courses and in classes for their major. (ERIC). |
| Anmerkungen | Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; Tel: 202-466-1000; Fax: 202-452-1033; e-mail: circulation@chronicle.com; Web site: http://chronicle.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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