Title:
Designing assignments to facilitate learning?
Author Information:
Dr. Rajan Batta
Professor of Industrial & Systems Engineering (410 Bell Hall)
Associate Dean for Graduate Studies, School of Engineering and Applied
Sciences (412G Bonner Hall)
University at Buffalo (State University of New York)
Buffalo, NY 14260
USA
Email: batta@buffalo.edu
Tel: 01-716-645-0972
FAX: 01-716-645-3302
URL: www.acsu.buffalo.edu/~batta
Abstract:
A key component to learning in any class includes the completion of
assignments, which include labs, term papers and projects. Designing assignments
for a course properly is very important to the learning outcomes of a class. Ideally,
each assignment should be linked to a specific objective of the class. So, for example,
if there are ten objectives of a class, then these assignments must collectively cover
all ten of these objectives, and preferably there should be multiple coverage of each
of these ten objectives. This design ensures that learning in all parts of the course
has been reinforced.
The frequency and length of assignments needs to be established. For most
classes, the rule of thumb is that twice the class time is spent studying for the course
and/or completing assignments. So if the course meets 3 hours per week, then it
can be expected that the student spend 6 hours per week on the course. Normally,
one-third of this extra time is reserved for reviewing materials and for studying for
exams, which leaves two-thirds of this extra time available for completion of
assignments. Given this calculation, for a typical course 4 hours per week are
available for completion of assignments. So, for example, if assignments are given
once every two weeks, then the length of the assignment can be 8 hours. Now
comes the difficult part. How does one design the elements of each assignment in a
way to reinforce the material being taught in the lecture portion of class?
Proper choice of textbook is a key ingredient. A textbook must have excellent
explanations of the material and concepts being taught, but must also have excellent
questions, which can be used for assignments. The combination of both excellent
explanations and assignment materials is difficult to find; very few textbooks have
this. Once the book is selected the assignment questions have to be chosen. A good
way of doing this is to select about 5 questions for each assignment, with three of
them being straightforward applications of the materials being taught, one being an
application which requires the integration of material being taught with other
aspects of the course, and the final question being one that requires an in-depth
understanding of the material, i.e. one where students are stretched to think very
carefully about the material.
In the workshop, the plan is to focus on the importance of assignments
within the context of course instruction in general. The main focus will be on using
assignments as a method of decreasing the gap between what is taught and what is
learned. Also, the focus on the design of the assignments themselves will be done in
a way that encompasses all of the different types of student learners: sensing
learners, intuitive learners, active learners, reflective learners, sequential learners,
and global learners.
Introduction and Background:
Learning objectives are often defined as statements that describe the
expected accomplishments of graduates after graduation. Namely, they are what
the graduates are able to with what they learned. Learning outcomes, on the other
hand, are statements of results of what students know and are able to do by the time
of graduation. Of course, it would be ideal if the learning outcomes of a course and
perfectly in synch with the learning objectives of a course. This is of course a rarity.
An important way in which the gap between learning outcomes and objectives is
closed is by designing course assignments in an intelligent and meaningful manner.
But in order to know how to design proper course assignments one must be
able to properly state the learning objectives of the course and then be able to relate
each of the assignments to these learning objectives.
How does one define the learning objectives of the course? Though there is no
clear way to do this, the general guidelines state that learning objectives:

Should be consistent with the mission of the program and the institution.

Should be measurable—need to be assessed and evaluated periodically.

Objectives should be evaluated on a systematic basis to determine their
continued relevance to the needs of the constituents.

Help determine the learning experience.
Perhaps the quote by Albert Einstein best summarizes the overriding principles
that an instructor should keep in mind when developing learning objectives for a
course: “The value of an education is not learning of many facts but the training of
the mind to think something that cannot be learned from textbooks.”
An important thing to remember is that what we teach is different from what
students learn. By designing proper assignments for the course we can reduce
(though not eliminate) the gap between what we teach and what students learn.
Recommended Practices:
An important reason why there is a gap between what instructors teach and
what students learn is that there are different learning styles for students and
professors, and the most significant consequence of a mismatch between these
styles is that the students don’t necessarily learn what is being taught. Perhaps the
simplest way to fix this problem is by assigning properly designed assignments. If
assignments are designed correctly and proper support is offered during office
hours and recitation sessions, then students can learn the material being taught in
class through the assignment problems and thereby narrow the gap. In this
instructor’s experience, the most important method of supplementing classroom
material is through properly designed assignments.
In general, there are two types of learners, sensing learners and intuitive
learners. Sensing learners are methodical, have an eye for detail, usually have a
complaint that the material is not real world, and often run out of time on tests.
Intuitive learners on the other hand, are quick on their feet, grasp concepts soon,
don’t like to plug and chug, and tend to be careless on tests. This separation of
learning styles does not just apply to classroom lectures but to assignments as well.
If the homework questions are too repetitive, they tend to bore the intuitive
learners, who get through the assignments quickly but don’t typically pay attention
to the details. If the homework is too detail oriented, then this greatly satisfies the
sensing learners because it provides them with great satisfaction; however, the
intuitive learners tend not to like such detail-oriented work. Thus assignments
must contain material that will appeal both to intuitive as well as sensing learners.
Another classification of learners is based on style. With this classification,
there are two types of learners, active learners and reflective learners. Active
learners like to think out loud, have a “let’s try it out attitude,” often jump in
prematurely into a discussion, and most often like group work. On the other hand,
reflective learners are fairly introspective, have a “let’s think it through attitude,”
often delay starting a discussion, and most often dislike group work. Adapting
assignments to these learning styles is important. Some group work is important in
a class so as to permit active learners to participate fully.
Yet another classification of learners is based on how learning is
accomplished. There are sequential learners and global learners. Sequential
learners like to function with partial understanding, make steady progress, explain
things easily, and like analysis and analytical thinking. Global learners, on the other
hand, need to see the big picture, make large leaps in progress, cannot explain things
easily, and like synthesis and systems thinking. Assignments need to appeal to both
sequential and global learners. For example, case studies appeal better to global
learners, as they are able to see the big picture.
Another aspect of designing good assignments is to make sure that they
adequately make use of the available technology. For example, one should consider
what technologies are available to students and make sure that as many of these
technologies are used when completing the assignments. For instance, Excel is
commonly used by students and should be incorporated in assignments as much as
possible, including homework calculations.
It is important to seek feedback about the quality of assignments from
students. Preferably, this feedback should be taken mid-term, so that there is
adequate opportunity to correct the format for the assignments.
Assignment of frequent short writing assignments is a great way to keep
students motivated. The best strategy is to assign frequent, short writing
assignments. Students “write to learn” gaining deeper understanding of course
material. In fact, student entries can be kept in a learning log.
A great short assignment is to have students list the main points of the
lecture right at the very end, and also list the least clear points. Collecting these
papers helps plan the next lecture. This is an assignment with instant feedback.
Experiences with this approach:
The author has been instructing at the University of Buffalo’s Department of
Industrial & Systems Engineering for the past 26 years. In this time he has taught a
variety of courses, ranging from freshmen to doctorate levels. Assignments have
always been an integral part of the courses that he has taught, and have typically
constituted 30-40 percent of the class grade. He has seen a remarkable positive
correlation between student assignment and exam performance. In designing
assignments, he has always taken care to include a variety of materials, that cover
the whole gamut of materials, from calculation exercises to extensive case studies.
All assignments are designed to serve as a companion to the lectures being taught.
They reinforce the lecture materials and typically have a range of questions, which
are designed to motivate all categories of learners: sensing learners, intuitive
learners, active learners, reflective learners, sequential learners, and global learners.
Open Issues:
The relationship between exams and assignments remains fuzzy. A clearer
understanding of how assignments can be designed specifically to improve exam
performance needs to be carefully studied.
The extent to which the assignments narrow the gap between what is being
taught and what is learned needs to be more carefully understood. A scientific study
on this subject would be a valuable contribution to the university education field.
References:
1. R. M. Felder and B. A. Soloman, “Learning Styles and Strategies,”
http://www.ncsu.edu/felder-public/ILSdir/styles.htm
2. R.M. Felder and R. Brent, “Understanding Student Differences,” Journal of
Engineering Education, 94 (1), 57-72 (2005).