“Do it Yourself” assignments allow learners to stake a higher-than-average claim in their academic education, encouraging students to make their own decisions regarding the content, structure, or presentation of their work. An undergraduate, introductory marketing class allowed students to determine the content of their midterm test. Students chose the specific focus of the test questions (by researching how marketing works in their various fields of study) and picked which three of the nine listed test questions they wanted to answer. Students were then encouraged to revise and resubmit by the end of the term. This roundtable session briefly explains the details of this midterm from the initial planning stages to the final implementation and results. Afterward, presenters will open the floor to discussion about other potential “DIY” avenues to foster student engagement and transform typical test and assignment structures with the “IKEA” model.

Attendees will learn to brainstorm, develop, and implement an IKEA-style assignment that best suits their students' unique needs. Attendees will discuss potential pitfalls (e.g., inflexible grading rubrics and student indecision) and mediate these obstacles without disrupting the transformative spirit of the project or diminish student learning. Attendee feedback will help to improve IKEA projects in future semesters.

Recently, an undergraduate, introductory marketing class allowed students to determine the content of their midterm test. First, students chose the specific focus of the test questions (by relating their answers to how marketing works in their various fields of study). Second, students picked which three of the nine listed test questions they wanted to answer. Finally, students who wished to improve their grade on the midterm were then encouraged to revise with instructor input and resubmit by the end of the term—this element pushed students into a “growth mindset” versus a “fixed mindset,” and prompted them to strive for self-improvement throughout the semester. This roundtable session briefly explains the details of this specific midterm test from its initial planning stages to the final implementation and post-semester assessment of its impact.

Afterward, presenters will open the floor to discussion about other potential “DIY” avenues to foster student engagement and transform typical test and assignment structures with the “IKEA” model. These suggestions may include utilizing a “video term paper,” the “un-research” research paper, and various other means of associating in-class concepts with current events and real-world scenarios to bring an added sense of relevance to otherwise hypothetical, abstract concepts.

Attendees will participate in an open, interactive discussion in which they may develop their ideas for DIY content and receive feedback and suggestions from presenters and other participants. Attendees will receive a content-planning handout that walks them through the process of building a DIY assignment from the ground up. Attendees will learn to brainstorm, develop, and implement an IKEA-style assignment that best suits their students' unique needs. Attendees will discuss potential pitfalls (e.g., inflexible grading rubrics and student indecision) and mediating these obstacles without disrupting the innovative spirit of the project or diminish student learning. 

Genereux, W. E. (2015). Video term papers as an expanded form of literacy. C2C Digital Magazine. Retrieved from http://scalar.usc.edu/works/c2c-digi-mag-spring-summer-2015/video-term-papers-as-an-expanded-form-of-literacy

Hosier, A. (2015). Teaching information literacy through "un-research".Communications in Information Literacy, 9(2), 126-135.

Pande, R., Jeffrey, A., Megoran, N., & Young, R. (2013). Connecting lectures to current affairs: The "letters to newspapers" assignment. Journal of Geography in Higher Education, 37(2), 220.

Schmal, D. K. (2013). Multiple frameworks for creative instruction: Academic content taught through music-infused instruction and integrated arts (Order No. 3575254).

30-Minute Roundtable Session

Measuring Transformative Learning