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Participants in 2007

- Diane Lichtenstein wants students in English 196, the survey of American literature, to find a visual "text" from the mid-nineteenth century. Early American Imprints, ARTstor, and the American Memory web site are possible sources. Diane plans to give a short written assignment for which students research the illustration's context and what it reveals about a course reading.

- Debra Majeed will give her First-Year Initiatives students at least two assignments that require writing with sources and formating a bibliography. In one assignment, students will compare and contrast metropolitan Chicago, site of the 1893 World's Fair in Devil in the White City, with metropolitan New Orleans, victim of Hurricane Katrina in Come Hell or High Water. The teaching objectives include becoming familiar with bibliographies as a source, with locating and using texts, and with endnotes and footnotes. Some sources on writing a comparison and contrast paper are High School vs College Writing: What's the Difference?, The Nuts and Bolts of College Writing, and Guidelines for Comparison/Contrast Essays.

- Kathleen Mandell developed new materials for her First-Year Initiatives class on DNA this fall. She outlined a series of assignments in which students find information about the human genome. She also prepared questions which guide students through exploring careers and fields they are interested in, researching the demographics of professional organizations, and reflecting on voices that may not be heard in the organizations.

- Beatrice McKenzie developed an Information Sources Worksheet for the History Workshop. Goals of the assignment are to review components of an introduction and to enhance students' information literacy skills by identifying sources available for a history topic.

- Britt Scharringhausen examined how information literacy would play a role in the "Astronomy in the News" format that she uses for Physics 130 (Introduction to Astronomy.) She wants students to learn how to assess the reliability of scientific information in the popular media. She sees two main categories that would be especially relevant to the class: informative (or "gee-whiz") science writing, and also the intersection of science and public policy (global warming, Young Earth Creationism and Intelligent Design, asteroid impact hazards, etc.) See Britt's presentation for more details.

- Kathleen Schowalter built upon a previous assignment for Art 120-Art, History, & Culture to 1400 in which groups of students researched theories of why representations of the Egyptian pharaoh Akhenaten changed during his reign. Then the class had a debate about the theories. She developed more assignments which involve analyzing visual images, performing short research tasks, some in groups, some individually, and working with "non-traditional" research materials - newspaper articles, the History Channel, and non-lecture or traditional discussion formats of learning. Her goals are to get students involved, to connect visual culture more directly from in and outside the classroom, and to have students practice skills as well as 'learn' them. Examples of assignments are looking at art in the news such as new findings at Stonehenge, and creating brochures or posters about an object for an audience equivalent to museum visitors.

- Pablo Toral created a "model European Union" exercise. Each student will represent an EU country and must research the country's policy goals and the interests of different groups, and analyze the constraints and resources. Their final product will be a written policy paper. They will use official EU and government web sites and other very current databases.