LAP 1 Requirement Courses

ENGL 228 01 Practicum in Literary Editing: Beloit Fiction Journal, Fall 2013

Chris Fink, finkc@beloit.edu

This course is an editing workshop aimed at selecting manuscripts for publication in the Beloit Fiction Journal, an established national literary magazine. Students will read and critically assess unpublished manuscripts submitted by writers from all over the world. They will also participate in various facets of literary magazine production. (also listed as Journalism 228. English majors should register for English 228.) Offered each fall. Prerequisite: Junior standing or consent of instructor.


WRIT 200 Writing for the Community Organization, fall 2010
Megan Muthupandiyan, muthupam@beloit.edu

Student Commitment: 18 hours outside of class, required for this course
Developmental Stage: advanced
Community partner(s): Lunch and Learn Program Aldrich Middle School, P.R.I.D.E. Associates, Beloit Area Economic Development Association, Beloit College Institutional Research, Help Yourself, Beloit College Writing Program
Logistics: Students provided personal transportation to Aldrich Middle school. One stakeholder meeting (with Principal Smullens at beginning of project)
Resources: Course Syllabus (pdf), Student Testimonial (pdf)
Results: Lunch and Learn website

In this semester long course, students are introduced to the basic purposes and methodologies of conducting a needs assessment—an integral component of strategic planning for organizations in many sectors, including health care, education, the arts, community non-profit groups, and community planning.

Assignment Description and Assessment Rubric

Assignments will vary depending on the parameters of the project and the programmatic needs of the community organization with whom we are working through the course of the semester.  Several fundamental assignments which students develop through the course of any needs assessment course are:

Outcomes Driven Assignments:

  1. Write an initial descriptive analysis of the client population vis-à-vis data mining.
  2. Develop a concept paper for distribution to all key stakeholders (This assignment was not conducted in Spring 2011, in so much as no formal stakeholder meeting was held, at the behest of Principal Smullens). 
  3. Develop a best methods needs assessment (literature review)
  4. Design an effective survey metric.
  5. Design an implementation method for the survey/data collection.
  6. Conduct an analysis of the data.
  7. Design a visual aid for formal public presentation of materials.
  8. Conduct a formal public presentation of assessment findings.

Reflection Driven Assignments:

  1. A Personal Inventory, conducted at the beginning of the semester.
  2. A Personal Reflection on the course outcomes, conducted at the end of the semester.

Corollaries Between Assignments and Teaching Goals

A. Each of the first eight assignments that are incorporated into the course help introduce students to:

  • research, analysis, and collaborative writing/synthesis methods that are integral to institutional assessment,
  • modes of effective communication within various public venues and genres of writing (surveys, literature reviews, memos, power points, web-pages,)

They are ordered in such a way as to follow a logical progression, a methodology of staging a needs assessment from planning, design, execution, analysis, and reporting.

B. Each of the reflective assignments that is incorporated into the course helps students to map and synthesize their own investments in the project, and to articulate their own learning goals, as well as establishing how their own sense of their learning outcomes are mapped out across those outlined in the course.