https://mla.hcommons.org/members/mrodak/activity/ Activity feed for Miranda (Yaggi) Rodak. Sat, 04 Apr 2026 10:04:46 -0400 https://buddypress.org/?v=10.6.0 en-US 30 hourly 2 ad642b8a9854990387747f499df1fba9 https://hcommons.org/activity/p/1929693/ Thu, 02 Oct 2025 01:57:33 -0400 0 80dd587b5fe6c5d37c55e83f12d855fd https://hcommons.org/activity/p/1925057/ Thu, 14 Aug 2025 18:37:54 -0400 0 7c279ea4176952af4a4e4509ce7761d6 https://hcommons.org/activity/p/1925056/ Thu, 14 Aug 2025 18:36:16 -0400 0 d6723c820a114fd02269388aeb8e3936 https://hcommons.org/activity/p/1907053/ Tue, 17 Dec 2024 13:39:58 -0500 0 238fd168d1ae9fe7d09b347210b4219c https://hcommons.org/activity/p/1900046/ Sat, 28 Sep 2024 18:34:51 -0400 0 633cea9911acb1a6a0ee639bd8ec73e7 https://hcommons.org/activity/p/1900045/ Sat, 28 Sep 2024 18:32:21 -0400 0 dc444944f25fc04a44c100001a2968d7 https://hcommons.org/activity/p/1889739/ Thu, 20 Jun 2024 23:06:23 -0400 0 5b133e62256b0d1d5aed9b4d7946f4c0 https://hcommons.org/activity/p/1881562/ Sat, 30 Mar 2024 03:01:45 -0400 Backward course design is a foundational framework based in educational best practices that instructors can use to design effective courses. Most explanations and formulations of this model, however, assume a linear course design. For those instructors who teach courses invested in design thinking, recursive thinking, or iteration, these…[Read more]

]]> 0 2375b41bbfeb48d1a089a7c1ad75f2d0 https://hcommons.org/activity/p/1881561/ Sat, 30 Mar 2024 03:01:44 -0400 Backward course design is a foundational framework based in educational best practices that instructors can use to design effective courses. Most explanations and formulations of this model, however, assume a linear course design. For those instructors who teach courses invested in design thinking, recursive thinking, or iteration, these…[Read more]

]]> 0 8113f1a78560fc475846b50917c829f4 https://hcommons.org/activity/p/1881560/ Sat, 30 Mar 2024 03:01:37 -0400 Backward course design is a foundational framework based in educational best practices that instructors can use to design effective courses. Most explanations and formulations of this model, however, assume a linear course design. For those instructors who teach courses invested in design thinking, recursive thinking, or iteration, these…[Read more]

]]> 0 691a1abe168983e58ad3838aca6dc300 https://hcommons.org/activity/p/1881559/ Sat, 30 Mar 2024 03:01:26 -0400 Backward course design is a foundational framework based in educational best practices that instructors can use to design effective courses. Most explanations and formulations of this model, however, assume a linear course design. For those instructors who teach courses invested in design thinking, recursive thinking, or iteration, these…[Read more]

]]> 0 ac3b93347fb47db41a98850e592a46f9 https://hcommons.org/activity/p/1881558/ Sat, 30 Mar 2024 03:01:17 -0400 Backward course design is a foundational framework based in educational best practices that instructors can use to design effective courses. Most explanations and formulations of this model, however, assume a linear course design. For those instructors who teach courses invested in design thinking, recursive thinking, or iteration, these…[Read more]

]]> 0 e5ca61ddcce54f59444d92ae31de2241 https://hcommons.org/activity/p/1881503/ Fri, 29 Mar 2024 20:05:45 -0400 Backward course design is a foundational framework based in educational best practices that instructors can use to design effective courses. Most explanations and formulations of this model, however, assume a linear course design. For those instructors who teach courses invested in design thinking, recursive thinking, or iteration, these…[Read more]

]]> 0 1393952b076a3e6cf903373fb61e6959 https://hcommons.org/activity/p/1879476/ Thu, 14 Mar 2024 16:29:16 -0400 0 90597d8469df4c31575fc32cacb98ae2 https://hcommons.org/activity/p/1878307/ Sat, 02 Mar 2024 03:00:18 -0500 One-page overview of the TILT in Higher Ed framework.

]]> 0 90597d8469df4c31575fc32cacb98ae2 https://hcommons.org/activity/p/1878306/ Sat, 02 Mar 2024 03:00:18 -0500 One-page overview of the TILT in Higher Ed framework.

]]> 0 d6ac5eb46992f201f8f79d6e00020ac4 https://hcommons.org/activity/p/1878305/ Sat, 02 Mar 2024 03:00:13 -0500 One-page overview of the TILT in Higher Ed framework.

]]> 0 4661d990e2e73ba1d1d5c5347aab4ce8 https://hcommons.org/activity/p/1878304/ Sat, 02 Mar 2024 03:00:02 -0500 One-page overview of the TILT in Higher Ed framework.

]]> 0 f0922349130f390a3e31df0126b65341 https://hcommons.org/activity/p/1878195/ Fri, 01 Mar 2024 06:34:49 -0500 One-page overview of the TILT in Higher Ed framework.

]]> 0 2d043e558d86096221a4a35ffeda2ba7 https://hcommons.org/activity/p/1867938/ Thu, 14 Dec 2023 03:01:18 -0500 As educators, we are all familiar with Bloom’s Taxonomy and the way it progressively maps the cognitive activities involved in learning and constructing knowledge. Too often, however, we educators who work in writing-focused curricula ask our students to work in the higher-order cognitive domains of analysis and creation without necessarily giving…[Read more]

]]> 0 f86ff557c43be9ea7f40a58aa03bb331 https://hcommons.org/activity/p/1867937/ Thu, 14 Dec 2023 03:01:13 -0500 As educators, we are all familiar with Bloom’s Taxonomy and the way it progressively maps the cognitive activities involved in learning and constructing knowledge. Too often, however, we educators who work in writing-focused curricula ask our students to work in the higher-order cognitive domains of analysis and creation without necessarily giving…[Read more]

]]> 0 e85c7b9bfcbd3694d2b6d580d505470c https://hcommons.org/activity/p/1867936/ Thu, 14 Dec 2023 03:01:12 -0500 As educators, we are all familiar with Bloom’s Taxonomy and the way it progressively maps the cognitive activities involved in learning and constructing knowledge. Too often, however, we educators who work in writing-focused curricula ask our students to work in the higher-order cognitive domains of analysis and creation without necessarily giving…[Read more]

]]> 0 eff22a20019665fb798281098759d7a3 https://hcommons.org/activity/p/1867935/ Thu, 14 Dec 2023 03:01:08 -0500 As educators, we are all familiar with Bloom’s Taxonomy and the way it progressively maps the cognitive activities involved in learning and constructing knowledge. Too often, however, we educators who work in writing-focused curricula ask our students to work in the higher-order cognitive domains of analysis and creation without necessarily giving…[Read more]

]]> 0 a98e0e5911ca96eb71ef3e320852c1b6 https://hcommons.org/activity/p/1867934/ Thu, 14 Dec 2023 03:01:01 -0500 As educators, we are all familiar with Bloom’s Taxonomy and the way it progressively maps the cognitive activities involved in learning and constructing knowledge. Too often, however, we educators who work in writing-focused curricula ask our students to work in the higher-order cognitive domains of analysis and creation without necessarily giving…[Read more]

]]> 0 4de704b4d0c501f6fe1853cfaae95ab2 https://hcommons.org/activity/p/1867933/ Thu, 14 Dec 2023 03:01:00 -0500 Teaching the fundamentals of writing composition shouldn’t be boring. It should be active, engaging, and EMPOWERING! Most students, whether they consciously articulate it or not, want to vanquish their writing anxiety. They want to develop confidence in their ability to compose and revise strong prose that will help them thrive in coursework and…[Read more]

]]> 0 5226cb115910566c9ace9b07daeb8031 https://hcommons.org/activity/p/1867932/ Thu, 14 Dec 2023 03:00:59 -0500 Teaching the fundamentals of writing composition shouldn’t be boring. It should be active, engaging, and EMPOWERING! Most students, whether they consciously articulate it or not, want to vanquish their writing anxiety. They want to develop confidence in their ability to compose and revise strong prose that will help them thrive in coursework and…[Read more]

]]> 0 e08ae2f63971e637067b5d668e28d8a6 https://hcommons.org/activity/p/1867931/ Thu, 14 Dec 2023 03:00:55 -0500 Teaching the fundamentals of writing composition shouldn’t be boring. It should be active, engaging, and EMPOWERING! Most students, whether they consciously articulate it or not, want to vanquish their writing anxiety. They want to develop confidence in their ability to compose and revise strong prose that will help them thrive in coursework and…[Read more]

]]> 0 326a783e5d6a7da0eaf2df528a8fe56f https://hcommons.org/activity/p/1867930/ Thu, 14 Dec 2023 03:00:47 -0500 Teaching the fundamentals of writing composition shouldn’t be boring. It should be active, engaging, and EMPOWERING! Most students, whether they consciously articulate it or not, want to vanquish their writing anxiety. They want to develop confidence in their ability to compose and revise strong prose that will help them thrive in coursework and…[Read more]

]]> 0 07e9df1fbdc04558751ee9ef90f3e015 https://hcommons.org/activity/p/1867929/ Thu, 14 Dec 2023 03:00:46 -0500 In courses that end in summative final exams or capstone projects, it can be challenging to get students to pull back and identify the learning that they’ve done across an entire unit or semester rather than only focus on the learning they’ve undertaken most recently. As part of our larger sequence of active-learning-based lesson plans designed to…[Read more]

]]> 0 bb333a05a4b997d41c349694f31e88a0 https://hcommons.org/activity/p/1867928/ Thu, 14 Dec 2023 03:00:40 -0500 In courses that end in summative final exams or capstone projects, it can be challenging to get students to pull back and identify the learning that they’ve done across an entire unit or semester rather than only focus on the learning they’ve undertaken most recently. As part of our larger sequence of active-learning-based lesson plans designed to…[Read more]

]]> 0 bb333a05a4b997d41c349694f31e88a0 https://hcommons.org/activity/p/1867927/ Thu, 14 Dec 2023 03:00:40 -0500 In courses that end in summative final exams or capstone projects, it can be challenging to get students to pull back and identify the learning that they’ve done across an entire unit or semester rather than only focus on the learning they’ve undertaken most recently. As part of our larger sequence of active-learning-based lesson plans designed to…[Read more]

]]> 0 f066944409e5fa017bce30b62249e98b https://hcommons.org/activity/p/1867926/ Thu, 14 Dec 2023 03:00:30 -0500 In courses that end in summative final exams or capstone projects, it can be challenging to get students to pull back and identify the learning that they’ve done across an entire unit or semester rather than only focus on the learning they’ve undertaken most recently. As part of our larger sequence of active-learning-based lesson plans designed to…[Read more]

]]> 0 e46531289fb050aafbe56f96d209b19f https://hcommons.org/activity/p/1867925/ Thu, 14 Dec 2023 03:00:23 -0500 In courses that end in summative final exams or capstone projects, it can be challenging to get students to pull back and identify the learning that they’ve done across an entire unit or semester rather than only focus on the learning they’ve undertaken most recently. As part of our larger sequence of active-learning-based lesson plans designed to…[Read more]

]]> 0 78effab153d7f0584d1f9f6382068d21 https://hcommons.org/activity/p/1867849/ Wed, 13 Dec 2023 18:05:45 -0500 As educators, we are all familiar with Bloom’s Taxonomy and the way it progressively maps the cognitive activities involved in learning and constructing knowledge. Too often, however, we educators who work in writing-focused curricula ask our students to work in the higher-order cognitive domains of analysis and creation without necessarily giving…[Read more]

]]> 0 2039607512a03d67da667c0f41aadbc7 https://hcommons.org/activity/p/1867840/ Wed, 13 Dec 2023 17:46:07 -0500 Teaching the fundamentals of writing composition shouldn’t be boring. It should be active, engaging, and EMPOWERING! Most students, whether they consciously articulate it or not, want to vanquish their writing anxiety. They want to develop confidence in their ability to compose and revise strong prose that will help them thrive in coursework and…[Read more]

]]> 0 51fffc762b5bcf1b05a51476ad82ff32 https://hcommons.org/activity/p/1867839/ Wed, 13 Dec 2023 17:34:52 -0500 In courses that end in summative final exams or capstone projects, it can be challenging to get students to pull back and identify the learning that they’ve done across an entire unit or semester rather than only focus on the learning they’ve undertaken most recently. As part of our larger sequence of active-learning-based lesson plans designed to…[Read more]

]]> 0 31f9fa6c510e49c40ede25cd384fd15a https://hcommons.org/activity/p/1867815/ Wed, 13 Dec 2023 16:20:06 -0500 0 0afcb38dbf4ba891a420f2079ab6f2cd https://hcommons.org/activity/p/1867453/ Sun, 10 Dec 2023 16:22:53 -0500 0 8174e50800ba8341645cbf5a269c6f8f https://hcommons.org/activity/p/1862396/ Mon, 23 Oct 2023 03:01:00 -0400 Students in analytical writing courses can struggle to fully grasp the difference between observing/describing features of a text and making interpretive claims rooted in close reading and analysis of those features. This multi-part class activity uses color coding and generative AI to establish a clearer framework for students to understand the…[Read more]

]]> 0 077ea9fdef0e81a5fee5177905b27799 https://hcommons.org/activity/p/1862395/ Mon, 23 Oct 2023 03:00:55 -0400 Students in analytical writing courses can struggle to fully grasp the difference between observing/describing features of a text and making interpretive claims rooted in close reading and analysis of those features. This multi-part class activity uses color coding and generative AI to establish a clearer framework for students to understand the…[Read more]

]]> 0 0eed7c5b3e4a93176b1e3f4d67d21bd5 https://hcommons.org/activity/p/1862394/ Mon, 23 Oct 2023 03:00:49 -0400 Students in analytical writing courses can struggle to fully grasp the difference between observing/describing features of a text and making interpretive claims rooted in close reading and analysis of those features. This multi-part class activity uses color coding and generative AI to establish a clearer framework for students to understand the…[Read more]

]]> 0 0dcc0c94054ec5a60f494450cf4afb21 https://hcommons.org/activity/p/1862375/ Sun, 22 Oct 2023 19:45:40 -0400 Students in analytical writing courses can struggle to fully grasp the difference between observing/describing features of a text and making interpretive claims rooted in close reading and analysis of those features. This multi-part class activity uses color coding and generative AI to establish a clearer framework for students to understand the…[Read more]

]]> 0 006a839cead7909eeaa270d7533a32c0 https://hcommons.org/activity/p/1862345/ Sun, 22 Oct 2023 03:00:16 -0400 A lesson plan outlining a two-part activity that establishes a framework within which students productively wrestle with the place of generative AI in their learning and writing processes, thereby creating the space for instructor and students to arrive at a collective agreement about the use of these tools in the course grounded in a clear set of…[Read more]

]]> 0 3f5ebaff2de31d4bbad7e15a92fe94b1 https://hcommons.org/activity/p/1862344/ Sun, 22 Oct 2023 03:00:12 -0400 A lesson plan outlining a two-part activity that establishes a framework within which students productively wrestle with the place of generative AI in their learning and writing processes, thereby creating the space for instructor and students to arrive at a collective agreement about the use of these tools in the course grounded in a clear set of…[Read more]

]]> 0 7d80dbc64e3ab4bd96c26f9e12c1d611 https://hcommons.org/activity/p/1862343/ Sun, 22 Oct 2023 03:00:03 -0400 A lesson plan outlining a two-part activity that establishes a framework within which students productively wrestle with the place of generative AI in their learning and writing processes, thereby creating the space for instructor and students to arrive at a collective agreement about the use of these tools in the course grounded in a clear set of…[Read more]

]]> 0 dcb6bd6b10f60daf755b9d9853c137db https://hcommons.org/activity/p/1862334/ Sat, 21 Oct 2023 17:34:36 -0400 0 09aadc79b942196c27c554e98603feb0 https://hcommons.org/activity/p/1862285/ Sat, 21 Oct 2023 03:58:39 -0400 A lesson plan outlining a two-part activity that establishes a framework within which students productively wrestle with the place of generative AI in their learning and writing processes, thereby creating the space for instructor and students to arrive at a collective agreement about the use of these tools in the course grounded in a clear set of…[Read more]

]]> 0 4a4ab44b585cae69c7fc4889ab13fb64 https://hcommons.org/activity/p/1855887/ Sun, 20 Aug 2023 17:56:59 -0400 An essay assignment sheet and evaluation rubric for a lower-level General Education writing course focused on literary texts.

]]> 0 8f9cf35c6ac7c5896ebae9ecc6ffb295 https://hcommons.org/activity/p/1855884/ Sun, 20 Aug 2023 17:52:34 -0400 0 0a5acb9e972f8af7569bf6d4de514bf1 https://hcommons.org/activity/p/1759864/ Sun, 28 Nov 2021 02:07:38 -0500 0