Collaborating to Improve Student Learning: An Interdisciplinary “Big Idea” Reflection Assignment
Abstract
Members of a Faculty Learning Community (FLC) developed a writing assignment for assessing the central concepts of general education courses modeled on theories of reflective learning. Rather than asking students to reflect on course objectives or evaluate the course, the writing assignment required students to demonstrate their understanding and application of the “Big Ideas” of the course and to communicate the perceived personal and professional value of the ideas. FLC members benefitted through collaboration on developing the assignment, which required them to communicate effectively the central ideas in their courses. Student learning and course commitment improved in both metacognition and affective understanding of course ideas by this reflective assignment.
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