Course: English 315 Seventeenth Century Non-Dramatic Literature

Author: Dickson, Donald
School: Texas A&M
Department/Program: English
Sub Area/Speciality: Seventeenth century literature
Year: 2004

Portfolio Objective/Abstract:

I undertook this Peer Review project to examine my teaching strategies and the assumptions underling them to teach more effectively in all my classes, but especially in the advanced class for English majors in my specialty. I have taught this course for more than twenty years at Texas A&M University. My portfolio is for English 315, Seventeenth-century Non-dramatic Literature, a course that is paradigmatic for me: the course covers some great literature and spans a crucial time from the standpoint of intellectual history (i.e., the end of the medieval worldview and the rise of the modern one) but also a course that offers good opportunities for sharpening critical reading skills and analytical abilities. I have tried to transform what was at one time a coverage-centered course into one in which the class was more interactive for my students, who were made more responsible for learning. By having to perform orally in class and post their results on the web, students were obliged to make more significant contributions to the class. By giving "minute papers" as in-class diagnostics, I was able to help detect my deficiencies (and theirs). By having two "research" assignments, students had greater opportunities to hone their research skills. By encouraging students to revise and re-submit one of these assignments for a chance at improving their grades, I gave feedback and offered a reward for them to show their improved understanding. I believe my changes to English 315 are helping me meet my goals of providing an introduction to the literature and literary history of the seventeenth century and of improving the reading and writing skills of my students.

Type of Portfolio: Benchmark
Evidence of Student Learning in the Portfolio: Examples of Student Work

Size of Class: Unknown
Type of Student: Major and Non-Majors
Level of Course: third-year
Type of Course: Major/discipline

Teaching Environment:
  • Classroom
 Student Activities:
  • Writing
  • Reading
 Assessment Approaches:
  • Examination
  • Homework

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Comments from other readers of this portfolio

As someone involved in course and program assessment, I am very pleased to see your taking the initiative to be a truly reflective practitioner. That you can evoke the kind of positive outcomes that you have shows that all students, with the right catalyst, opportunities,and mentoring can rise to meet high expectations even in challenging courses. Students exit your course with proof of their performance and growth. Cheers!
- Gibson, Claude