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WRIT 1133, Summer 2010 Formal Assignment 3 Quantitative Research: Measuring Attitudes About Learning 5+ pgs, 4-6 sources APA

Your first assignment asked you to examine DU from a historical perspective, analyzing DU culture as you interpreted it through artifacts. The second assignment asked you to examine a current DU culture, observing and analyzing a particular subculture as it interacts and contributes to campus. While these assignments asked about the social and cultural environment of your campus, in this assignment you’ll be asked to inquire about attitudes and beliefs of its academic environment. Your assignment will be to use quantitative measurements to describe student and teacher attitudes toward the classroom environments at DU. One goal with this assignment will be to critically use quantitative measurements to create an honest description of the academic environment as it exists at the University of Denver. In other words, you’re taking abstract measurements about the environments of learning on campus that have been gathered through primary research, and making them meaningful to a popular audience, and audience outside of academia and the university itself. We’ll use the CTL’s 2009 study of Technology in the Classroom (available at: as the quantitative data that will drive the arguments you make for this assignment. You’re encouraged to use other data sets about learning at DU (ask me which ones!), but to also supplement your analysis of the Technology Survey with at least 3 other, print-based sources in APA format. The Technology Survey will allow us to inquire further into the learning environments at DU, and particularly how technology affects these environments. We might ask, for example: How do faculty/students at DU learn through technology? What do students/faculty value about the use of technology to enhance learning? How do faculty/students feel about the current uses of technology in their classes? What kinds of learning happen at DU through technology? What should an outside audience know about the technological opportunities as they relate to the education received at DU? While there are many ways to approach this assignment, in this project you’ll imagine a popular audience and specific purpose to describe or explain DU’s academic culture using quantitative measurements. (Feel free to also explore popular forums like news articles, blogs, letters, or “Guides to DU,” or a series of tweets.) Your project should describe DU’s educational and technological culture by using data correlations to synthesize the study’s measurements and support claim(s) you create from the study. Here is where you will also use relevant, secondary sources in support of your claims, or to correlate with your synthesis of the CTL’s study. For example: You might wish to argue why both DU students and faculty seem to use and prefer face-to-face interactions and email as the dominant modes of communicating with one another about class, over other possibilities like social-

networking, twitter, or chat. Find an appropriate popular forum that would be interested in your translations of such research (maybe even Twitter itself). OR: You might inquire as to why students overwhelmingly write to social networking sites outside of class (Question 4), when, in classroom environments, students predominately use collaborative tools or social bookmarking sites (Question 5). Make an argument, then, as to how this illustrates attitudes toward student-teacher relationships at DU, targeting alumni, parents, or another popular audience. OR: You might point to a particular component of the CTL survey to identify where DU could improve in its incorporation of technology in the classroom to enhance teaching, learning, or student preparation for life outside of DU, and synthesize the Technology Survey results to address this issue toward an audience of business professionals. One Last Option: There’s a lot of information included in the questions on the survey that ask for qualitative data. [I’m obviously NOT asking you to read this; it’s simply too much, besides, our focus is on the numbers.] However, if you can determine a way to use this data in making your argument, feel free to do so. Readings to Help You Along the Way (All available on Blackboard under “Readings”): 1. “Select Results and Quotes PPT from Pre-Conference Survey” 2. “2009 CTL Survey Data Documents” 3. CTL Conference Student Survey Results 4. CTL Conference Faculty Survey Results What you’ll be graded on: • How strong your approach to using quantitative research is, including: • The strength of your choice of topic and your ability to incorporate quantitative data and secondary material toward an argument or analysis, • How you identify the importance of the topic covered toward the audience chosen, • How you target your audience, and how your discussion of quantitative data has been translated as important to that audience • How strong your use of research is to support your analysis of quantitative data, • How you use credible evidence appropriately to support your main analysis • How well you incorporate different rhetorical strategies to achieve your purpose. DUE: July 24th, 5pm Mountain Time