In order to align Western Kentucky University's curriculum for maximum impact in addressing our QEP student learning outcomes, it is essential that faculty across the university develop a shared understanding, vocabulary, and pedagogy . To that end, we are in the process of conducting two-year professional development programs for faculty (1) interested in improving their knowledge and skills in teaching evidence-gathering, sense- making, and argumentation, and (2) committed to applying this enhanced capacity to address a specific aspect of the curriculum. This includes development of an outcomes-based plan to revise or enhance the curriculum in an area of identified need . These groups, called E&A Argumentation Fellows, work interactively to integrate what they are learning into the curriculum in a targeted way.
Many of the E&A Argumentation Fellows have worked collaboratively to develop or tailor existing assignments that address the outcomes of the QEP. Below are exemplars of assignments from this process.
Please note that each assignment includes a complete citation. If you use any or all of the author's materials, please cite them in your version of the work.