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Prompt and Rubric Reflective Writing Assignment

Prompt and Rubric Reflective Writing Assignment
California State University, Fullerton
Krista Henderson, an Instructor from CSU Fullerton, shares a detailed writing assignment where students describe the scope of their previous sexual education and describe what the "ideal" sex ed program is. The instructor provides 6 question prompts and a detailed rubric which provides 5 criteria for evaluating the essay.

Sketchnotes Discussion Forum Assignment

Sketchnotes Discussion Forum Assignment
California State University, Northridge
Instructor Nicole Solis from CSU Northridge, developed an assignment in which students practice visual notetaking skills and engage in a discussion. While reading a scholarly article students are to select at least 2 quotes and additional terms and concepts and arrange them visually including sketches, illustrations, or other ways of decorating their notes visually. Students use the Canvas Discussion forum for students to submit the assignment, but they can choose to create their notes on paper or using one of several technologies.

Pinterest Encyclopedia Activity

Pinterest Encyclopedia Activity
California State University, Stanislaus
Monica Flores, an Instructor from CSU Stanislaus, describes an activity using a social media tool, Pinterest. Students are prompted to create a Pinterest account and than choose 2 "terms" from a list about Latinx Lit and Cultural Studies. Students are creating two encyclopedia (Pinterest) entries and than commenting on at least 3 of their classmates Pinterest pins.

Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion

Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion
California State University, Fresno
Aric Mine, an Instructor at Fresno State, uses an episode from Radiolab as a foundation for discussion in an introductory assignment in a climate change and environmental science class. It was formerly just a short answer response submission by individual students (file uploaded; screenshot of discussion prompt) which has now been expanded to include a discussion on Canvas that helps segway to the following week where water usage is introduced with a Jamboard (linked). This exercise engages students via three different means of communication and interaction. They listen to a podcast, reflect on their understanding and communicate that understanding in written form to the instructor and to their peers in an active discussion. They're also then subsequently engaged with a Jamboard that builds off this introductory activity, expanding the engagement tools used in this course.

Communication Styles Nearpod Activity

Communication Styles Nearpod Activity
California State University, Stanislaus
Stacey Aprile, an Instructor at CSU Stanislaus, developed an activity where students read about learning styles, take a self-assessment, and apply their learning to their future classroom. This activity provides students with the opportunity to connect with like-communication style peers for possible extension activities in the course.

Lab Assignment Connecting Students to Their Community

Lab Assignment Connecting Students to Their Community
California State Polytechnic University, Pomona
Weimin Li, an Instructor from Cal Poly Pomona, developed a module lab assignment. This lab assignment includes includes an activity with students exploring the hardware and software that they will use in a GIS lab. The activity has students using a database from LA county to apply mapping skills.

Journalism Ethics Scenarios

Journalism Ethics Scenarios
California State University, Fresno
Instructor Timothy Drachlis from Fresno State, created an exercise and discussion whereby students learn more about journalism ethics. Working in groups, students select from 5 scenarios where they collaboratively develop a presentation using lectures, readings, and research as they apply the code of ethics to their respective scenario.

Plagiarism Workshop Wrap-Up Activities

Plagiarism Workshop Wrap-Up Activities
California State University, Fresno
Judith Scott, an Instructor at Fresno State, shares a plagiarism workshop where students can work together on the practice exam before meeting meeting in Zoom to take the assessment quiz independently. As a class, they watch a plagiarism video and then in Zoom, students work in breakout rooms to prepare for the post test. Students have the opportunity to ask the instructor and classmates questions and the delivery of the workshop provides multiple opportunities to give feedback.

Fashion Analysis

Fashion Analysis
California State University, Fresno
Lizhu Davis, an Instructor at Fresno State, created an assignment which includes; 1) the purpose and learning objectives of the assignment, 2) streamlined the guideline to give students a clearer instruction, and 3) a well developed grading rubric. Students are also given choice around how they want to approach the assignment.

Assignment Using Transparent Assignment Design and Mind Mapping

Assignment Using Transparent Assignment Design and Mind Mapping
California State University, Los Angeles
Margaret Finnegan, an Instructor from CSU Los Angeles, shares an information literacy project in which students choose a topic related to a criminal justice career that they would like to learn more about and find sources to support their opinion. The assignment description uses the “Transparent Assignment Design” template which makes learning more explicit for students. It also offers a different way to demonstrate mastery with students creating a mind-map created with bubbl.us.

Active Learning Through a Team Project

Active Learning Through a Team Project
California State Polytechnic University, Pomona
Dr. Wu Lin, an Instructor at Cal Poly Pomona, designed a team project in an asynchronous online class to improve active learning. The project is chunked into weekly tasks and due at the end of the semester to facilitate and support active learning with frequent peer to peer engagement. in addition to helping students reinforce what they learned in class, the project also helps students develop various skills, including collaboration skills which will help them be successful beyond the class.

Facilitating Asynchronous Debates

Facilitating Asynchronous Debates
California State Polytechnic University, Humboldt
Jill Anderson, an Instructor at Cal Poly Humboldt, developed a debate activity for an asynchronous online class that facilitates peer-to-peer interactions and critical thinking. This debate utilizes the online platform Kialo to host and organize the debate. This tool assists with the organization of information is an accessible tool that integrates with Canvas.

Collaborative Lab Activity Using Google Draw

Collaborative Lab Activity Using Google Draw
San Francisco State University
Instructor Susan Cholette from San Francisco State University, developed a group activity for synchronous online learning to replace the original quiz where students submitted an individual assessment. In this activity, students work in breakout rooms and collaborate on solving a problem using Google Draw.

Essay Outline Peer Review Activity

Essay Outline Peer Review Activity
Sacramento State University
Joshua Pryor, an Instructor at Sacramento State University, utilized the peer-review feature in Canvas where students submit an essay outline and are asked to complete a peer-review rubric for 2 other student outlines. Finally, students need to upload their completed peer-review rubrics to Canvas.

Meet Your Peers: A Shared PowerPoint Activity

Meet Your Peers: A Shared PowerPoint Activity
California State University, Long Beach
Barton Saunders, an Instructor from CSU Long Beach, designed an activity using PowerPoint to provide students the opportunity to self-introduce themselves and begin developing a sense of community while also engaging them with course content.