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EDUC 10 Critical Thinking and the Educated Person

Selected ACUE Technique: Aligning Activities and Assignments with Course Outcomes.

Reflection on Instructional Change:

I followed the guideline from the module to develop learning outcomes: student-centered, observable and actionable, and be specific, direct and focus their efforts. I then created a chart outlining learning outcomes side by side with activity and assignments. I also created grading rubric for an essay assignment. The rubric includes how students would be evaluated, and how the weight assigned to each component.

Although in the beginning, some students struggled to find sources for their essay topic; overall, students were able to write essay and developed power point presentation. The following is an example from the assignment: “we gained a thorough understanding because of the collection of multiple sources. We were given an idea of everyone’s perspective, such as men, women, lawmakers, the president etc. along with practicing on how to evaluate our media reports the proper way, identifying the different elements that make an argument strong.”

There are several learning activity(s) that influenced changes I made in my instruction. ACUE Course Activities provide a solid foundation that help me expand my understanding of what student-centered courses mean and knots and bolts of how to implement in my own course. The Observe and Analyze Videos show the instructor implements some techniques effectively, while other techniques may need adjustment, so I gain concrete idea of what to do and what not to do. Through Online Discussion Forum, I learned from my colleagues their perspective of implementing the techniques, and received feedback how I could improve my instruction. I addition, I appreciate all the Implementation Resources.

I appreciate the opportunity meeting two colleagues during "Observe and Analyze Session" this semester. Dr. Lyon aims creating more transparent assignments to approve assignment transparency for students. Dr. Assadi developed a fair, consistent, and transparent grading practices. One main Takeaway is, the learning outcomes shape assignments and assessments, as well as communicate with students, help them learn what they need, and evaluate the quality of their work. I went back to the assignment rubric, revise the paragraph, clarify students’ questions and/or misunderstanding to ensure accuracy, consistency, and learning value.

**Evidence of Instructional Change**
Aligning Activities and Assignments with Course Outcomes Assignment: Analyzing media messages	sample student work	A sample slide added to power point presentation

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule: EDUC10_pre-2.docx

Post FLC - Syllabus and Schedule: EDUC10_post-2.docx

**Faculty Bio**
	I teach undergraduate general education courses and teaching credentials program. I enjoy reading, several of my favorite books are Little princes, Charlotte’s web, To kill a mocking bird, Siddharthe, Harry Potter. I also like hiking and feel fortunate to live in California, such a wonderful place to explore the beauty of nature.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.