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Sample written assignments

Look at sample assignments to help you develop and enhance your academic writing skills. 

How to use this page

This page features authentic sample assignments that you can view or download to help you develop and enhance your academic writing skills. 

PLEASE NOTE: Comments included in these sample written assignments  are intended as an educational guide only.  Always check with academic staff which referencing convention you should follow. All sample assignments have been submitted using Turnitin® (anti-plagiarism software). Under no circumstances should you copy from these or any other texts.

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Templates — Homework Assignment

Templates tagged Homework Assignment

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Here we provide a selection of homework assignments templates and examples for school, college and university use. These often include a question and answer section already set out, along with space for the student name, course title, date and any other required information. Teachers and lecturers may also find these templates useful for preparing material for their classes.

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Free, Downloadable Educational Templates for Students

Published on June 16, 2022 by Tegan George . Revised on July 23, 2023.

We have designed several free templates to help you get started on a variety of academic topics. These range from formatting your thesis   or   dissertation to writing a table of contents or a list of abbreviations .

We also have templates for various citation styles , including APA (6 and 7), MLA , and Chicago .

The templates are loosely grouped by topic below.

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Table of contents

Chicago and chicago turabian, structuring your document, applying to college, formatting your front matter, other interesting articles, frequently asked questions about scribbr templates.

• General formatting: Word | Google Docs
• APA 6th: Word
• APA 7th: Word | Google Doc

Prevent plagiarism. Run a free check.

• General formatting: Word | Google Doc
• Citations: Word
• Works Cited: Word | Google Doc
• Header: Word | Google Doc
• Title: Word | Google Doc
• Author-date style
• Notes and bibliography style
• Research proposal outline: Word
• Research schedule template: Word
• Literature review outline: Word | Google Doc
• Evaluating your sources for a literature review: Word | Google Doc
• Dissertation or thesis outline: Word | Google Doc
• Scholarship essay tracker: Google Sheet
• Writing a résumé: Research program option | Professional program option
• College application tracker: Google Sheet
• Figure and table lists: Word
• List of abbreviations: Word | Google Doc
• Acknowledgments: Word | Google Doc
• Glossary: Word | Google Doc

If you want to know more about AI for academic writing, AI tools, or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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Paper and report design and layout templates

Pen perfect looking papers and reports every time when you start your assignment with a customizable design and layout template. whether you want your paper to pop off the page or you need your report to represent your data in the best light, you'll find the right template for your next paper..

Perfect your papers and reports with customizable templates

Your papers and reports will look as professional and well put together as they sound when you compose them using customizable Word templates . Whether you're writing a research paper for your university course or putting together a high priority presentation , designer-created templates are here to help you get started. First impressions are important, even for papers, and layout can make or break someone's interest in your content. Don't risk it by freestyling, start with a tried-and-true template. Remember, though: Papers and reports don't have to be boring. Professional can still pop. Tweak your favorite layout template to match your unique aesthetic for a grade A package.

Search our database of 10,000+ Microsoft Office templates.

28+ Best Free Assignment Cover Page Formats for MS Word

What is an assignment cover page, key elements for a comprehensive front page.

• Institution Details: Begin by prominently featuring the name of your school, college, or institute. This establishes credibility and provides context for your assignment.
• Personal Information: Include your own name to indicate authorship and ownership of the assignment. This adds a personal touch and facilitates easy identification.
• Assignment Title: Clearly state the title of your assignment, conveying its purpose and focus. A concise and informative title sets the tone for your work.
• Course Information: Specify the relevant course title or code to indicate the academic context in which your assignment was completed. This assists in proper categorization and organization.
• Instructor’s Name: Acknowledge the teacher or professor who will be evaluating your assignment by including their name. This demonstrates respect and professionalism.
• Due Date: Clearly indicate the deadline or due date for the assignment submission. This ensures timely assessment and helps you stay organized.

What are the basic tips?

• Font style : It is always in the best interest to use bold, simple, and clear text instead of using fancy text fonts and styles. This helps the reader understand things in a better way.  Moreover, the usage of pictures behind texts must be avoided as it creates poor visibility for the reader when reading the text printed on it.
• Presentation: Presentation plays an important role in expressing what you need to convey to someone and how you need to communicate it. Presenting the title page in the most effective manner is essential as this leaves an impression on the teacher reading the assignment. It also acts as a decisive tool for the teacher whether or not he/ she interestingly goes through the whole document.
• Spell Check: Before handing over the assignment, one should take a brief review of all the spelling and also look for any grammatical errors.
• Avoid plagiarism: A student must always be honest in what he writes. He should avoid copying material or texts from anywhere.
• Personal detail: One should never forget to mention his/her name. The font size used for writing the name must be bigger so that it makes the name visible to the teacher.

Advantages of an Impressive Assignment Cover Page

• Showcasing Professionalism: By meticulously designing your cover page, you demonstrate a strong commitment to professionalism. This attention to detail reflects positively on your work ethic and sets you apart as a dedicated student.
• Creating a Positive Impression: A well-crafted front page sets the tone for your assignment, capturing the attention of your teacher or professor. It establishes a positive first impression, arousing their interest and encouraging them to delve further into your work.
• Enhancing Visual Appeal: A visually appealing cover page enhances the overall presentation of your assignment. With carefully chosen fonts, colors, and layouts, you create an engaging and aesthetically pleasing introduction that captivates the reader’s attention.
• Communicating Pertinent Information: It provides a concise summary of essential details, such as the assignment title, your name, and the due date. This ensures clarity and facilitates seamless identification and organization of your work.
• Reflecting a Professional Attitude: By dedicating time and effort to creating an impressive cover page, you exemplify a professional attitude towards your academic pursuits. This level of dedication and care leaves a lasting impression on your teacher or professor.

Download Free Cover Page Templates

#1 – best format.

#2 – Assignment Cover Page for Case Study

#3 – Best Design for Critical Review

#4 – For Any Kind of Educational Assignment

Video Tutorial

#5 – essay assignment.

#6 – Syllabus Assignment

#7 – Cover Page For University Assignments

#14 – Cover Page for Business Assignment

#16 – Academic

#17 – Generic Cover Page for any Assignment

#18 – Biology Assignment

#19 – For Chemistry Projects

#20 – Cover Page for Computer Projects

#21 – For Engineering-Related Assignments

#22 – For English Assignment

#23 – For Geography Projects

#24 – Mathematics

#25 – Physics

#26 – Cover Page for School Assignments

#27 – Best for Science Projects

#28 – For Social Study Assignment

Versatile Designs and Layouts for Every Purpose

• Assignment Types: Our templates are designed specifically for different types of assignments, such as case studies, critical reviews, essays, syllabi, and business projects. Each template is tailored to suit the requirements and objectives of its respective assignment type.
• Academic Disciplines: Our collection includes templates suitable for various academic disciplines like biology, chemistry, computer science, engineering, English, geography, mathematics, physics, and social studies. Each template aligns with the themes and aesthetics of its corresponding discipline.
• Purposes: Whether you are a student, educator, or professional, our templates serve multiple purposes. They can be used for university assignments, school projects, research papers, or any academic or professional endeavor that requires a polished cover page.
• Designs, Layouts, and Styles: Our templates offer a diverse range of designs, from minimalistic and clean to visually captivating and sophisticated. You can choose from different layouts that creatively arrange text, images, and graphics. Our templates cater to a variety of styles, ensuring there is something for everyone’s preferences.

User-Friendly Customization: Make It Your Own

• Easy Modifications: We believe in keeping things simple. With just a few clicks, you can effortlessly modify our templates to suit your specific requirements. Change colors, fonts, and layouts with ease, and watch your cover page transform before your eyes.
• Colors and Themes: Infuse it with the perfect color scheme and themes that truly represent your assignment. Our templates offer a wide range of options, so you can find the ideal palette and theme that resonate with your content.
• Font Selection: The right font can make all the difference. Choose from our diverse selection of fonts to enhance the visual appeal and readability. From elegant and professional to modern and bold, we have fonts to suit every style.
• Layout Flexibility: It should reflect your unique presentation style. With our templates, you have the freedom to experiment with different layouts, arranging titles, subtitles, images, and text blocks in a way that best suits your assignment.

Benefits of Using Professionally Designed Templates: Make an Impact with Ease

• Time and Effort Saving: Our professionally designed templates eliminate the need to start from scratch. With pre-designed layouts, styles, and graphics, you can save valuable time and effort in creating visually appealing front pages. Simply customize the template to suit your assignment’s requirements, and you’re ready to impress.
• Consistency and Professionalism: Using our templates ensures consistency in your assignment submissions. The standardized design elements and formatting guidelines help maintain a professional appearance throughout your work. Presenting your assignments with a polished title page enhances the overall quality and credibility of your content.
• Visual Appeal: A visually appealing title page grabs attention and sets the tone for your assignment. Our templates are thoughtfully crafted by design professionals, incorporating aesthetically pleasing elements, color schemes, and typography. By leveraging these designs, you can effortlessly create eye-catching cover pages that captivate your professors or readers.
• Positive Impression: First impressions matter, and a well-designed cover page leaves a positive impact on professors and readers alike. Showcasing your assignment in a professional and visually appealing manner demonstrates your dedication and attention to detail. It sets the stage for an engaging reading experience, encouraging your audience to delve deeper into your work.
• User-Friendly Customization: Our templates are designed to be easily customizable, allowing you to add your personal touch without technical expertise. You can modify text, colors, images, and other elements to align with your assignment’s theme and requirements. This flexibility ensures that your cover page reflects your unique style while maintaining a professional look.

Tips for Maximizing the Impact: Make Your Cover Page Stand Out

• Choose Colors Wisely: Select colors that complement your assignment’s theme and evoke the desired emotions. Vibrant colors can grab attention, while muted tones create a sense of elegance. Maintain consistency with your assignment’s overall design and avoid using too many colors that may distract from the main message.
• Opt for Legible Fonts: Use clear and readable fonts to enhance the accessibility and professionalism of your cover page. Avoid overly decorative or complex fonts that may hinder readability. Opt for fonts that align with your assignment’s tone and maintain consistency throughout the document.
• Incorporate Relevant Graphics: Graphics can enhance the visual appeal of your cover page and reinforce the assignment’s subject matter. Choose images or icons that are directly related to the topic or convey the assignment’s main concept. Ensure that the graphics are high-quality and appropriately sized to maintain clarity.
• Organize Information Effectively: Arrange the information in a logical and visually appealing manner. Use headings, subheadings, and bullet points to break down content and make it easier to read. Highlight key details such as the assignment title, your name, course information, and submission date.
• Maintain Simplicity: While it’s important to make it visually appealing, avoid cluttering it with excessive elements. Keep the design clean and uncluttered, allowing the key information to stand out. Remember, simplicity often has a greater impact than complexity.
• Preview and Proofread: Before finalizing, preview it to ensure that all elements are properly aligned and visually balanced. Proofread the content to eliminate any spelling or grammatical errors. A polished and error-free cover demonstrates your attention to detail and professionalism.

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Using the Transparent Assignment Template

Developed by Mary-Ann Winkelmes, Transparency in Learning and Teaching (TILT) is a straightforward framework for assignment design that supports student success by making the goals, process, and expectations for their learning clear. Using TILT  has been shown to improve learners' academic confidence and success, metacognitive awareness, and sense of belonging in class (Winkelmes et al., 2016). The TILT process centers around defining (and then communicating to students) three key components of your assignment: purpose , tasks , and criteria for success .

First, think about what you want students to gain from the assignment. What should they understand about course concepts? What knowledge and skills will they gain by undertaking the assignment? How does the assignment connect to students’ lives or the world beyond the classroom? 

Next, list the steps students should take when completing the assignment. In what order should they do specific tasks, what do they need to be aware of to perform each task well, and what mistakes should they avoid?

Lastly, clarify the criteria for success on the assignment. What are the characteristics of a successful submission? How does excellent work differ from adequate work? Be prepared to provide a scoring rubric and examples of sample submissions to support students in understanding the criteria.

Alongside the TILT framework, Winkelmes and colleagues developed a template to support instructors in planning out the purpose, tasks, and criteria for an assignment. Evidence gathered from use of this Transparent Assignment Template demonstrated its ability to promote academic success and reduce achievement gaps for underrepresented and nontraditional students (Winkelmes et al., 2016).

Here we present a modified version of the Transparent Assignment Template, with additional rows to plan expected learning outcomes (ELOs) and examples to share with students. The completed model below shows preliminary plans for an education course assignment that asks students to generate a lesson plan using artificial intelligence (AI), and then evaluate and revise that lesson plan. Keep in mind that these are just planning notes ( you can view the final assignment here ).

Download our adapted Transparent Assignment Template to help with planning your next assignment.  

Transparent Assignment Template 

Assignment Name: AI-Generated Lesson Plan

Due Date: March 7, 2024

The original Transparent Assignment Template created by Mary-Ann Winkelmes (2013) and the remixed version presented above are licensed under a   Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .  

Winkelmes, M. (2013). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education 99 (2).

Wilkelmes, M. (2013). Transparent Assignment Design Template for Teachers. TiLT Higher Ed: Transparency in Learning and Teaching. https://tilthighered.com/assets/pdffiles/Transparent%20Assignment%20Templates.p

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review.

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Formatting your assignments

Illustrated step-by-step guides to help you understand the formatting and presentation expectations of university assignments.

Introduction 

Although formatting your essay, report or dissertation can feel like a lesser priority than the process of research and writing itself, it is an important way to ensure your ideas are given the spotlight through visually accessible, professional presentation. Formatting can be a minefield, especially when you’re formatting at the last minute; it’s important to leave a few days at the end of your essay writing process for working on your formatting, and to spend some time familiarising yourself with the different aspects of formatting.

301 Recommends:

Our Essay Structure and Planning workshop will outline how to analyse your essay question, discuss approaches logically structure all your ideas, help you make your introductions and conclusions more effective, and teach how to link your ideas and ensure all essay content flows logically from the introduction.

Below, you will find some general introductions to the key areas. 

Action: know the rules 

Because formatting rules can vary greatly depending on your department or assignment, it’s crucial to check the formatting specifications in your assignment description/rubric, and any general departmental presentation standards, as a first port of call. Many referencing systems also have specific rules about how to format your work, so make sure to familiarise yourself with the university library’s referencing guides . Many referencing systems also have more detailed style guides available via their websites.

Formatting key information  

Assignment cover sheets .

In some departments, you may be expected to include a cover sheet on the front page of your assignment. This is a page including key information about your assignment, such as your module number, student registration number, essay title, and submission date.

You may be asked to submit a plagiarism declaration and to make your markers aware of any disabilities through the yellow sticker system . If you are asked to include a cover sheet in your assignment, your department should make you aware of where you can access this.

Assignment titles

Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title. Here are some top tips on designing your own title:

• To bring focus to your essay, draft a working title at the essay planning stage. You can come back and review this title in light of your finished essay draft.
• Make sure to use action words in your essay title that reflect the skills your assessors are looking for, both in the assignment description and the marking criteria you have been given. For example, if heavy emphasis is placed on critical analysis, you could use a title like ‘Analyse the effect of…’ See this glossary of essay terms , containing examples that you can use in your own titles. 
• The action words you choose can also help you to reflect the structure of the essay in your question. For example, an essay using the action word ‘Discuss’ might use a for/against/conclusion or advantages/disadvantages/conclusion structure, or an essay using the term ‘Analyse’ might break an issue down into parts, e.g. into key themes, to understand its meaning as a whole. Think about the type of essay you want to write: do you want it to be comparative, look at several topics equally, or do you have a clear argument that you want to put forward? You can then create a question that gives you the opportunity to approach the topic from your own perspective.
• Make sure to include the main terminology you are working with in your assignment title.
• Make sure your question has a realistic scope, without being so broad that you cannot answer it within the limitations of your essay. To limit your question, you could include any limiting factors you are working with, such as specific time periods, geographical regions or sub-themes within the overall topic area. For example, in the title ‘Evaluate the proposition that a global monoculture will destroy diversity and difference’, the broad topic of global monoculture is limited down through a specific sub-focus on diversity and difference.

Stating word counts 

Depending on the instructions you have been given, you may be asked to state your word count, either on your cover sheet or at the beginning of your essay. If you are asked to include this information, make sure your word count accurately reflects the assessment guidance: for example, are references included in your word count?

Visual clarity  

Line spacing .

Most assignment descriptions specify that you should increase the space between each line on the page, from the standard 1.0 spacing to either 1.5 or 2.0 spacing. You are asked to do this to make the essay more visually accessible and easier to read, by breaking up the number of lines on each page. 

Download this step-by-step illustrated guide to line spacing in Microsoft Word and Google Docs.

Fonts 

All non-examination based assignments should be word processed rather than handwritten. Most assignment descriptions will specify that for visual clarity, and to ensure a professional appearance, you should use a plain, sans-serif font such as Arial. For readability, this should be in 11 or 12 point size. Check your departmental or assignment guidance for any specific rules about font choices. 

Page numbering, headers and footers  

Including page numbers in your assignments makes them more accessible. Depending on the departmental guidance you have been given, you may be asked to include these in either the header or the footer of your essay (the blank space above and below where the text would go on a normal page in a word processor). It may also be helpful to include your registration number and the module code of the essay in the same header or footers that specify the page number. 

Download this step-by-step illustrated guide to adding page numbers and using headers and footers in Microsoft Word and Google Docs. 

Page layout   

Margins .

A margin is the amount of blank space on either side of a paragraph in a normal word processor. Traditionally, assignment descriptions specified that the margins should be made wider at the binding edge (the left hand side) of the page, to allow for easier reading of printed essays. However, with the shift to online essays, you might not be asked to do this any more and the default settings on your word processor are likely to be sufficiently wide.

For printed dissertations and theses, you may receive specific guidance about the suitable layout of margins, as these are more likely to be printed: see this university guide on formatting PhD theses . 

Download this step-by-step illustrated guide to adjusting margins in Microsoft Word and Google Docs.

Paragraph alignment 

Most formatting instructions specify that paragraphs should be lined up in a straight line (aligned) on the left hand edge, but left jagged on the right hand edge (like this page). This is called left alignment, or flush-left style, and should be the default alignment setting for your word processor. This style can be helpful for visual accessibility, but check any specific instructions you have been given by your department to see which style of alignment you have been asked to use. 

Download this step-by-step illustrated guide to adjusting paragraph alignment in Microsoft Word and Google Docs.  

Paragraph indentation

You may be asked to add indents to your paragraphs: an indent is an additional small gap between the margin and the beginning of a paragraph (it makes a ‘dent’ in the first line of your paragraph). Indents are used to provide extra clarification that the reader is starting a new paragraph after finishing the last one: therefore, they should not be used in the first paragraph of your essay. Indents are not always required, and whether you are expected to use them may depend on your referencing style , and any formatting instructions you have been given by your department.

Download this step-by-step illustrated guide to indenting paragraphs in Microsoft Word and Google Docs.

Formatting referenced material 

Footnotes and endnotes .

Some referencing systems require you to use footnotes or endnotes to format your references (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). Inserting a footnote into your word document when you have cited from a source adds a superscript number (a number formatted in a smaller font) to the sentence. It creates a note with a matching number at the bottom of the page you are working on (in the footer), which you can add the reference information to.

Endnotes work in the same way, but instead of appearing at the bottom of the page, the reference list appears at the end of the document.

Download this step-by-step illustrated guide to manually inserting footnotes and endnotes in Microsoft Word and Google Docs.  

References and bibliographies  

Instead of, or alongside footnotes/endnotes, some referencing systems ask you to include a bibliography and/or a reference list at the end of the essay (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). A reference list is a list of all the sources you have directly referred to in the essay, which could be ordered numerically or alphabetically, depending on your referencing style.

A bibliography could be used alongside, or instead of, a reference list, depending on your referencing style; here, you list all the sources you have consulted that have influenced your ideas, whether they are included in the essay or not. The way this is ordered also depends on your referencing style. 

If you auto-generate your citations in Microsoft Word or Google Docs, you can auto-generate your bibliography instead of creating it manually: instructions for doing so are in the resource below. If you use a different reference manager, such as Mendeley, Zotero, or Endnote, these have their own specific instructions for auto-generating bibliographies. See the reference management resources offered by the university. 

Download this step-by-step illustrated guide to manually or automatically formatting a bibliography or reference list in Microsoft Word and Google Docs.

Block quotations  

When you need to include a quotation in your essay that is three or more lines long, you can add this as a block quotation. A block quotation appears on a separate line to the other parts of the paragraph, and is indented (i.e. there is a wider gap between a block quotation and the left-hand margin than there is between the rest of the paragraph and the left-hand margin). Block quotations aren’t placed in quotation marks, so the indentation is used to indicate that you are using a quotation.

Check your referencing guide and any departmental guidance to learn more about the specific rules on formatting block quotations in your department. Because they take up large chunks of your word count, and break up the flow of your texts, make sure to use block quotations sparingly: they are especially helpful when you are going to perform close analysis of a large section of text. For more information on different types of quotation and how to use them, see our workshop on paraphrasing and using academic sources.

Download this step-by-step illustrated guide to formatting block quotations in Microsoft Word and Google Docs.

Advanced formatting 

Headings and contents tables .

Most standard short essays do not include headings, other than the essay title and reference list and/or bibliography. Section headings may be required for some longer or more structured types of academic writing, such as reports; reports often follow a very closely prescribed structure, so it is essential to pay very careful attention to the specific guidelines issued with your brief. Make sure that any system you use for numbering your headings and subheadings is consistently applied throughout the document.

Depending on the advice you have been given, and the length and complexity of a lab report, you may also be required to include a table of contents to help the reader navigate between headings. Contents tables are generally standard practice in longer assignments such as dissertations and theses. Make sure to check any departmental guidance you have been given about formatting reports.

Download this step-by-step illustrated guide to formatting headings and contents tables in Microsoft Word and Google Docs.

301 Recommends: Scientific Writing and Lab Reports Workshop

This workshop  will help you to familiarise yourself with some of the specific expectations associated with this assignment format.

Figures and tables 

Some kinds of essays, dissertations and reports will require you to make use of figures (pictures, diagrams, and graphs) and tables (any data in a table format). Figures and tables are normally numbered in sequence, e.g. ‘Table 1’, ‘Figure 4’, and are directly referred to in the text according to their number, rather than according to their location on the page (e.g. ‘as shown in Table 2’ rather than ‘as shown below’). 

If your text is of dissertation or thesis length, or if your text has several figures, it may also be helpful to include a list of figures immediately after the table of contents. Some referencing guides have specific rules about presenting and referencing tables and figures, so make sure to familiarise yourself with these and carefully read any specific instructions about figures and tables in your assignment brief. 

Download this step-by-step illustrated guide to inserting figures and tables and creating lists of figures/tables in Microsoft Word and Google Docs.

Top tips for formatting tables and figures:

• Make sure that any tables or figures you use are placed below the paragraph where you refer to them, and that you have directly referred to all figures and tables in the text of the essay.
• The caption for a table usually acts as its title, so this is placed above the table in the document. The caption for a figure is usually placed underneath the figure. Do not include unnecessary additional titles in the graph image itself, if the title is already included in your image caption. 
• Make sure to label your captions consistently, choosing between ‘Fig.’ or ‘Figure’ and consistently using either a full stop or a colon after the label (i.e. ‘Figure 1:’ or ‘Fig. 1.’) 
• Your caption should clearly and succinctly explain what the figure or table is. If the figure is taken from an external source, you must provide a reference that accurately reflects its copyright status (see these university library guides to inserting and attributing images and figures in university work). 
• Make sure to include legends in any charts you use (a key that helps to explain the data in the chart). Any data series you use should be clearly distinguishable from each other (e.g. avoid printing a report with coloured graphs in black and white!) If you are only using one series of data, a legend is not always necessary. 
• Make sure tables are clear and easy to read, using sans serif fonts, a readable font size, and avoiding unnecessary use of colour. 
• Make sure graphs are clear and easy to read, with clearly and appropriately labelled axes. Be wary of 3D effects that may obscure the clarity of a graph.
• Make sure to avoid presenting the same information in a graph and a table.
• Images and figures in printed essays, such as dissertations and theses, should be large enough for the text and numbers to be legible on the printed copy. Make sure they do not extend beyond the print margins of the document. 

301 Recommends: Displaying Data in Graphs and Tables Workshop

This workshop will provide more technical advice on using graphs and tables in your work. See also this Engineering department guidance on formatting graphs and tables in Engineering lab reports.

Appendices 

Appendices commonly appear in dissertations, theses, and lab reports. An appendix provides supporting information that gives the reader a better understanding of the essay, but that might be too long, detailed or awkward to insert into the main body of the essay without breaking up its flow. Interview questions or transcripts, sample questionnaires, raw data, figures, photographs, large/complex datasets, and diagrams are all examples of information that could be included in an appendix, if it is relevant to do so.

The reader should be able to understand the essay without reference to this supporting information, as all the most important and relevant information needed to answer the question should be included in the body (i.e., the appendix should not be used to make room for content that doesn’t fit within your word count). Your appendices must be clearly signposted and explained in the body of your report, highlighting any information that is essential for your reader to understand. Do not include any appendices that are not referenced in the text itself.

The appendices should be placed in numerical or alphabetical order, and signposted according to this specific system (e.g. ‘Appendix B indicates that…’) They should be clearly labelled, using headings that match up to the in-text reference. Appendices usually appear at the very end of the assignment, after your references/bibliography. Make sure to list any appendices used in your table of contents; if you have been instructed to do so by your department or within your referencing system, you could include a list of appendices separate to your contents list. 

The specific format of the appendix heading, and the reference made to the appendix in the text, depends on your referencing style , so make sure to carefully review this information before you design your appendices.

Download this step-by-step illustrated guide to inserting appendices and creating lists of appendices in Microsoft Word and Google Docs.

Tips and resources

• Use this 301 proofreading checklist to check over your work when you are finished.
• Use the University Library referencing guide for advice about referencing and formatting that is specific to your referencing style. If you need extra clarification about formatting rules, it is often possible to download an extended style guide from the official website for a specific referencing system. 
• For further training on referencing, using reference generators, and using images in your work, see the University Library workshop programme .

Related information

Academic Writing

Proofreading

Essay structure and planning

Scientific writing and lab reports

Creating accessible Word documents

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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

–         Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

–         Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

–         Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

–         Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.  

–         Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

–         Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

–         Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

–         Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

–         Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at  Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

Disclosure statement

Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

University of Sydney provides funding as a member of The Conversation AU.

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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

• College assignments
• University study
• Writing tips
• Essay writing
• Student assessment

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• TILT Higher Ed Examples and Resources

The following resources from the Transparency in Learning and Teaching project (TILT Higher Ed) can help faculty, educational developers and administrators to apply the Transparency Framework (of purpose/task/criteria) in contexts including assignments, curricula, assessment and strategic initiatives, all toward the goal of enhancing student success equitably. If you have developed TILT-focused tools or publications you would like to share, please contact [email protected]

Introduction to Transparency in Learning and Teaching

• Transparency and Problem-centered Learning (7-minute overview)
• Transparent Instruction and Its Impact on Learning, University of Tokyo TV (45 minutes)
• Transparency Framework for academic work
• Unwritten Rules for College Success, 39 second video
• Transparency Framework 1) Purpose, 44 second video
• Transparency Framework 2) Task, 25 second video
• Transparency Framework 3) Criteria, 24 second video
• Nave, Lillian. " Transparent Design with Mary-Ann Winkelmes. " Think UDL, Episode 76, 9 December 2021
• Christopher, K. (2018). "What are we doing and why? Transparent assignment design benefits students and faculty alike." The Flourishing academic: A Blog for teacher-scholars. Duquesne University Center for Teaching Excellence, April 16, 2018.
• Willingham-McLain, L. (2017). Just a TAD: Transparent assignment design. The Flourishing academic: A Blog for teacher-scholars. Duquesne University Center for Teaching Excellence. December 8, 2017.
• Cepek, R. (2017). Parallelograms and poetry: Helping first generation students connect. The Flourishing academic: A Blog for teacher-scholars. Duquesne University Center for Teaching Excellence. October 5, 2017.
• Yong, Darryl. "How Transparency Improves Learning." Teaching Tidbits (Mathematical Association of America blog), October 24, 2017.
• Nichols, Karen. "Remember 'Transparency' in Your Instructional Continuity Preparations." >CAT FooD, August 18, 2017.
• Mulnix, Amy B. "The Power of Transparency in Your Teaching." Faculty Focus: Higher Ed Teaching Strategies, November 6, 2016.
• Gambill, Sandy. "Transparent Assignments." Inclusive Teaching, November 30, 2016.
• Volk, Steven. Revealing the Secret Handshakes: The Rules of Clear Assignment Design." Article of the Week: Teaching and Learning at Oberlin College, September 27, 2015.
• Mary-Ann Winkelmes: "Transparency in Teaching and Learning interview,Smart Talks", Project Information Literacy
• “Small Teaching Changes, Big Learning Benefits” video interview with Mary-Ann Winkelmes, ACUE Community ‘Q’ Blog, Expert Series, December 2016.
• Great Conversations: Mary-Ann Winkelmes video interview at Indiana University (6 min:47 sec - 10 min: 25 sec)
• Faculty at 7 institutions reflect on their use of transparent assignment design (as part of an AAC&U project funded by TG Philanthropy) in the "Transparency and Problem-Centered Learning" issue of Peer Review, (Winter/Spring 2016) vol.18, no. 1/2.
• Faculty at University of Nevada, Las Vegas reflect on their use of transparently designed assignments in “Benefits (some unexpected) of Transparently Designed Assignments.” National Teaching and Learning Forum 24, 4 (May 2015), pages 4-6.
• Faculty at Texas Tech University discuss the design process and impacts of transparent assignments in their courses: Transparent Assignment Design at Texas Tech: A Panel Discussion, 13 th Annual Advancing Teaching and Learning Conference, Texas Tech University, March 3, 2017.
• Fukuda, D. 2018. Promote active learning in group projects through the use of the transparent assignment framework. In Chen, B., deNoyelles, A., & Thompson, K. (Eds.), Teaching Online Pedagogical Repository . Orlando, FL: University of Central Florida Center for Distributed Learning. Retrieved March 4, 2020.
• Turlington, Anita; Shimkus, Jim. (2017). "TILTing the Writing Across the Curriculum Program at UNG."
• Ou, J. (2018, June), Board 75 : Work in Progress: A Study of Transparent Assignments and Their Impact on Students in an Introductory Circuit Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah.
• Kane, J. & Mushtare, R. (Hosts). (2023 May) , Transparency in Learning and Teaching (episode 290). [Audio podcast episode]. In Tea for Teaching. https://teaforteaching.com/290-transparency-in-learning-and-teaching/
• Bruff, D. (Host). (January 2023), Transparent Teaching with Mary-Ann Winkelmes (Episode 5). [Audio podcast episode]. In Intentional Teaching

Example A: Sociology

Example B: Science 101

Example C: Psychology

Example D: Communications

Authors of Examples A-D describe the outcomes of their assignment revisions

Example E: Biology

Discussion Questions (about Examples A-E)

Example F: Library research Assignment

Example G: Criminal Justice In-Class activity

Example H: Criminal Justice Assignment

Example I: Political Science Assignment

Example J: Criteria for Math Writing

Example K - Environmental History

Example L - Calculus

Example M - Algebra

Example N - Finance

• Transparent Assignment Template for instructors
• Checklist for Designing Transparent Assignments
• Measuring Transparency: A Learning-focused Assignment Rubric (Palmer, M., Gravett, E., LaFleur, J.)
• Assignment Cues to use when designing an assignment (adapted from Bloom’s Taxonomy) for faculty
• Transparent Equitable Learning Readiness Assessment for Teachers
• Transparent Assignment Template for students (to help students learn to parse assignments; also to frame a conversation to gather feedback from your students about how to make assignments’ more transparent and relevant for them)
• Transparent Assignment Template for students (to help students learn to parse assignments; also to frame a conversation to gather feedback from your students about how to make assignments more transparent and relevant for them)
• Transparent Equitable Learning Framework for Students (to frame a conversation with students about how to make the purposes, tasks and criteria for class activities transparent and relevant for them)
• TILT and Align Your Assessment
• TILT Strategic Planning Worksheet
• Transparent Equitable Collaboration Framework for Staff
• Unwritten Rules: Transparent Assignment Framework for Students
• Transparent Equitable Learning Framework for Students

Workshop Videos and Slides

For faculty.

• Transparent Assignments Promote Equitable Opportunities for Students’ Success videorecording (University of Nevada, Las Vegas, April 29, 2016).
• Transparent Assignment Design faculty workshop videorecording (“Using Transparent Assignments to Increase Students' Success,” Mary-Ann Winkelmes, keynote workshop, 13th Annual Advancing Teaching and Learning Conference, Texas Tech University, March 3, 2017).
• Part 1) Research findings
• Part 2) Example Assignments
• Part 3) Peer feedback on your own assignments

FOR FACULTY DEVELOPERS

• Faculty workshop slides, Indianapolis Assessment Conference
• TILT Workshop Slides and Notes for Facilitators
• Train the Trainers webinar recording
• NILOA Charrette and Feedback with TILT
• TILT Course Sequencing Worksheet

FOR INSTITUTIONAL LEADERS

• Transparency and Equity webinar recording (hosted by AAC&U, NILOA, TILT)

For institutions, results can include increased retention and completion rates. For participating instructors, individualized reports identify small teaching adjustments best suited to improving students’ learning for the specific population of students in their courses. Ongoing analysis explores teaching/learning adjustments that improve learning outcomes, specific to discipline, class size, level of expertise, and student demographics.

A national study by the Association of American Colleges and Universities, funded by TG Philanthropy, demonstrated that transparency around academic work enhances students’ success at statistically significant levels, with even greater benefits for historically underserved students (with a medium-to-large sized magnitude of effect) [Winkelmes et al., Peer Review 2016]. Students who receive transparent instruction about the purposes, tasks and criteria for their academic work report gains in three areas that are important predictors of students’ success:

• academic confidence,
• sense of belonging, and
• mastery of the skills that employers value most when hiring.

Important studies have already connected academic confidence and sense of belonging with students’ greater persistence and higher grades [Walton and Cohen, Science 2011; Aronson, Fried, Good, 2002, Brady, Cohen, et al., Science Advances 2020. ]

• To bring a Transparency Project workshop to your institution, please contact Mary-Ann Winkelmes at [email protected]
• Frequently asked questions
• Transparent Methods: Examples
• Winkelmes, M. (2023). Introduction to Transparency in Learning and Teaching. Perspectives In Learning, 20 (1). Retrieved from  https://csuepress.columbusstate.edu/pil/vol20/iss1/2
• Brown, J., et al. (2023). Perspectives in Learning: TILT Special Issue, 20 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol20/iss1/
• Winkelmes, M. (2022). “Assessment in Class Meetings: Transparency Reduces Systemic Inequities.” In Henning, G. W., Jankowski, N. A., Montenegro, E., Baker, G. R., & Lundquist, A. E. (Eds.). (2022). Reframing Assessment to Center Equity: Theories, Models, and Practices. Stylus Publishing, LLC.
• Howard, Tiffiany, Mary-Ann Winkelmes, and Marya Shegog. “ Transparency Teaching in the Virtual Classroom: Assessing the Opportunities and Challenges of Integrating Transparency Teaching Methods with Online Learning.” Journal of Political Science Education, June 2019.
• Palmer, M. S., Gravett, E. O., & LaFleur, J. (2018). Measuring transparency: A learning‐focused assignment rubric . To Improve the Academy, 37(2), 173-187. doi:10.1002/tia2.20083
• Winkelmes, M., Allison Boye and Suzanne Tapp, ed.s. (2019). Transparent Design in Higher Education Teaching and Leadership. Stylus Publishing.
• Humphreys, K., Winkelmes, M.A., Gianoutsos, D., Mendenhall, A., Fields, L.A., Farrar, E., Bowles-Terry, M., Juneau-Butler, G., Sully, G., Gittens, S. Cheek, D. (forthcoming 2018). Campus-wide Collaboration on Transparency in Faculty Development at a Minority-Serving Research University. In Winkelmes, Boye, Tapp, (Eds.), Transparent Design in Higher Education Teaching and Leadership.
• Copeland, D.E., Winkelmes, M., & Gunawan, K. (2018). Helping students by using transparent writing assignments. In T.L. Kuther (Ed.), Integrating Writing into the College Classroom: Strategies for Promoting Student Skills, 26-37. Retrieved from the Society for the Teaching of Psychology website.
• Winkelmes, Mary-Ann, Matthew Bernacki, Jeffrey Butler, Michelle Zochowski, Jennifer Golanics, and Kathryn Harriss Weavil. "A Teaching Intervention that Increases Underserved College Students’ Success."Peer Review (Winter/Spring 2016).
• Transparency and Problem-Centered Learning. (Winter/Spring 2016) Peer Review vol.18, no. 1/2.b
• Winkelmes, Mary-Ann. Small Teaching Changes, Big Learning Benefits.” ACUE Community ‘Q’ Blog, December, 2016.
• Winkelmes, Mary-Ann. “Helping Faculty Use Assessment Data to Provide More Equitable Learning Experiences.” NILOA Guest Viewpoints. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment, March 17, 2016.
• Gianoutsos, Daniel, and Mary-Ann Winkelmes.“Navigating with Transparency: Enhancing Underserved Student Success through Transparent Learning and Teaching in the Classroom and Beyond.” Proceedings of the Pennsylvania Association of Developmental Educators (Spring 2016).
• Sodoma, Brian.“The End of Busy Work.” UNLV Magazine 24,1 (Spring 2016): 16-19.
• Cook, Lisa and Daniel Fusch. One Easy Way Faculty Can Improve Student Success." Academic Impressions (March 10, 2016).
• Head, Alison and Kirsten Hosteller. "Mary-Ann Winkelmes: Transparency in Teaching and Learning," Project Information Literacy, Smart Talk Interview, no. 25. Creative Commons License 3.0 : 2 September 2015.
• Winkelmes, Mary-Ann, et al. David E. Copeland, Ed Jorgensen, Alison Sloat, Anna Smedley, Peter Pizor, Katharine Johnson, and Sharon Jalene. “Benefits (some unexpected) of Transparent Assignment Design.” National Teaching and Learning Forum, 24, 4 (May 2015), 4-6.
• Winkelmes, Mary-Ann. “Equity of Access and Equity of Experience in Higher Education.” National Teaching and Learning Forum, 24, 2 (February 2015), 1-4.
• Cohen, Dov, Emily Kim, Jacinth Tan, Mary-Ann Winkelmes, “A Note-Restructuring Intervention Increases Students’ Exam Scores.” College Teaching vol. 61, no. 3 (2013): 95-99.
• Winkelmes, Mary-Ann."Transparency in Teaching: Faculty Share Data and Improve Students' Learning.” Liberal Education Association of American Colleges and Universities (Spring 2013).
• Winkelmes, Mary-Ann. “Transparency in Learning and Teaching: Faculty and students benefit directly from a shared focus on learning and teaching processes.” NEA Higher Education Advocate (January 2013): 6 - 9.
• Bhavsar, Victoria Mundy. (2020). A Transparent Assignment to Encourage Reading for a Flipped Course, College Teaching, 68:1, 33-44, DOI: 10.1080/87567555.2019.1696740
• Bowles-Terry, Melissa, John C. Watts, Pat Hawthorne, and Patricia Iannuzzi. “ Collaborating with Teaching Faculty on Transparent Assignment Design .” In Creative Instructional Design: Practical Applications for Librarians, edited by Brandon K. West, Kimberly D. Hoffman, and Michelle Costello, 291–311. Atlanta: American Library Association, 2017.
• Leuzinger, Ryne and Grallo, Jacqui, “ Reaching First- Generation and Underrepresented Students through Transparent Assignment Design .” (2019). Library Faculty Publications and Presentations. 11. https://digitalcommons.csumb.edu/lib_fac/11
• Fuchs, Beth, “ Pointing a Telescope Toward the Night Sky: Transparency and Intentionality as Teaching Techniques ” (2018). Library Presentations. 188. https://uknowledge.uky.edu/libraries_present/188
• Ferarri, Franca; Salis, Andreas; Stroumbakis, Kostas; Traver, Amy; and Zhelecheva, Tanya, “ Transparent Problem-Based Learning Across the Disciplines in the Community College Context: Issues and Impacts ” (2015).NERA Conference Proceedings 2015. 9. https://opencommons.uconn.edu/nera-2015/9
• Milman, Natalie B. Tips for Success: The Online Instructor's (Short) Guide to Making Assignment Descriptions More Transparent . Distance Learning. Greenwich  Vol. 15, Iss. 4,  (2018): 65-67. 3

Offer research-based explanations about concepts or tasks that students often struggle to master in your discipline [See examples below including Bloom, Bransford, Gregorc, Light, Perry.]

• Ryjova, Yana. What is the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed)? Interview with Dr. Mary-Ann Winkelmes." Hixson-Lied Success Scholar Newsletter. Las Vegas: University of Nevada, Las Vegas, Academic Success Center, March 2016.
• Sodoma, Brian. Forget the What: It's the How and Why That Matters." UNLV News Center, January 21, 2016.
• Summers, Keyonna. “Newsmakers 2015: People.” UNLV News Center, January 7, 2016.
• Berrett, Dan. “The Unwritten Rules of College.” Chronicle of Higher Education, September 21, 2015.
• Adolfo Guzman-Lopez, “Researchers say as college demographics change, so must teaching.” 89.3 KPCC Southern California Public Radio. March 13, 2015.
• “Transparency and Problem-Centered Learning.” Association of American Colleges and Universities website, retrieved November 5, 2014.
• “Mary-Ann Winkelmes and UNLV's Transparency in Teaching and Learning in Higher Education Project.” Accomplishments, UNLV News Center, September 2014.
• “New Project Will Engage Minority-Serving Institutions to Research Effect of Faculty Intentionality in Problem-Centered Educational Practices on the Success of Students Who Have Historically Been Underserved in Higher Education.” Association of American Colleges & Universities press release, August 4, 2014.
• “UNLV Partners with AAC&U to Lead National Project to Improve Under-Represented Students’ Success.” UNLV Research and Economic Development press release. August 7, 2014.
• Mellon grant in partnership with Berea College (2017-2021)
• Robert J. Menges Award for Outstanding Research in Educational Development, 2012, from Professional Organizational Development Network in Higher Education
• TG Philanthropy grant in partnership with Association of American Colleges and Universities(2014-2016)

University of Illinois

• Application to Institutional Review Board, University of Illinois at Urbana-Champaign
• Exempt Research Application
• University of Illinois Institutional Review Board Certification of principal investigator
• Collaborative Institutional Training Initiative (CITI) Certification of principal investigator
• Approvals from Institutional Review Board, University of Illinois at Urbana-Champaign:
• November 18, 2009
• May 5, 2010
• November 8, 2010
• December 9, 2011
• November 19, 2012
• February 12, 2013

University of Nevada, Las Vegas

• Approvals from Institutional Review Board, University of Nevada, Las Vegas:
• August 23, 2013 Application for Exempt Status and Approval
• November 2014 Modification request, Updated exempt application, Approval
• September 2015 Modification Request and October 13, 2015 Approval
• December 2015 Modification Request and Approval
• July 12 2016 Modification Request and Approval
• July 28, 2016 Modification Request and Approval
• July 28, 2016 Continuing Review Approval
• August 2016 Modification Request and September 1, 2016 Approval
• October 27, 2016 Modification Request and Approval
• March 20, 2017 Modification Request and Approval
• September 2017 Modification Request and Approval
• October 2017 Modification Request and Approval
• February 2018 Modification Request and Approval
• October 2018 Modification Request and Approval
• Principal Investigator's 2013-2018 Collaborative Institutional Training Initiative (CITI) Certification
• Principal Investigator's 2018-2023 Collaborative Institutional Training Initiative (CITI) Certification

Brandeis University

• March 28, 2019 Application for Exempt Status and Approval
• April 18, 2019 Modification Request and Approval
• May 6 2022 Mod and Approval
• Exempt determination through Jun 30 2030

Additional Materials to Support Assignment Design

Organizing Assignment-Design Work on Your Campus: A Tool Kit of Resources and Materials.

A Library of DQP Assignments: Building Capacity for a New Model of Assessment

AAC&U VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education)

Decoding Assignments

Please send to [email protected] any additional materials and resources that you develop and would like to share.

Mary-Ann Winkelmes, Ph.D.

Principal Investigator and Founder, TILT Higher Ed

Copyright © 2009-2023 M.A. Winkelmes. TILT Higher Ed © 2009-2023 by Mary-Ann Winkelmes and materials on this website are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) except where otherwise noted. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/

2009-2023 M.A. Winkelmes

TILT Higher Ed © 2009-2023 by Mary-Ann Winkelmes and materials on this website are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) except where otherwise noted. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/

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AVIA 491 Aeronautics Capstone: Advanced Research Concepts

• Course Description

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

The purpose of this course is to document significant evidences that program outcomes have been met and provide student evidence of experiences available to current and prospective employers.

Course Assignment

No details available.

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the student will complete the Video Discussion: Class Introductions in a visual presentation format. The visual presentation must include recorded presentation and will have a maximum time limit of 5 minutes. The student will be creative with the presentations. The student is required to reply to 2 other classmates’ threads. Each reply must be at least 150 words.

The purpose of the Proposal Paper Assignment is for the student to select an area of focus, service, or argument. The student must choose one option to focus on. Once the student has chosen his/her focus, he/she may select a topic within that focus. The student may not switch focus nor topic after the assigned Module: Week. The student should select the focus and topic he/she is most interested in so that he/she can be fully engaged with the topic. The student will use the template provided to complete the Proposal Assignment. Then, the student will receive peer feedback. (CLO: A, B, C, D)

Once the student has chosen a topic and a focus, he/she will begin researching that topic more thoroughly. All research must be from primary sources that are scholarly and peer-reviewed. The student is to find a minimum of 10 scholarly sources and 2 scholarly biblical sources (not including the Bible) about the chosen topic. Sources must prompt or align (support) with the student’s opinion as well as oppose the opinion. The sources the student chooses must broaden the depth of knowledge and challenge personal opinion or stance on the need or the argument. The student will use the template provided in Canvas to complete the Annotated Bibliography Assignment. (CLO: A, B, C, D)

By this point, the student should have completed an in-depth reading of his/her sources and extracted data, quotes, and paraphrases that will be used in the outline. The 3-tier outline provides an organized method for keeping track of the source information that matches the details/notes being collected. The purpose of this 3-tier outline is for the student to plan out the Aviation Capstone Paper, think through the layout, and formulate the thesis statement incorporating a minimum of 2 lenses with two subheadings of support and oppose the need or the issue. Finally, the student will begin to weave a Biblical worldview into the topic of the paper. A 3-tier outline has 3 levels of information. The student must utilize the 3-Tier Outline Template provided in Canvas. Then, the student will receive peer feedback. (CLO: A, B, C, D)

The purpose of the Implementation Site Information Assignment is for the student to identify a final implementation site and to confirm a mentor. Utilizing the Implementation Site Information Template , the student will select an implementation site and mentor. The student must be sure to review the implementation information on the template to ensure he/she can fulfill the required expectations at the implementation site. The questions within the Implementation Site Information Template are designed to help the student think through the implementation in terms of integrating the thesis. The questions are also designed to help the student think through the specific details of the implementation itself. Signatures are acknowledging the validity of the substance of the student’s answers to questions. This means that all persons signing the document need to be able to read the questions and answers before signing. (CLO: G)

The Aviation Capstone Peer Review involves researching and writing a 10–12-page paper about the topic chosen: developing a service that addresses a need or developing an argument that addresses an issue. Then, the student will receive peer feedback. See Aviation Capstone Paper in Canvas for assignment description. A template is provided called Aviation Capstone Template and should be used to ensure proper APA formatting. (CLO: A, B, C, D, E, F, G, H)

The purpose of this assignment is for the student to document the 24-hour implementation experience. The student must use the Implementation Site Daily Log Form provided in Canvas. It will be important for the student’s presentation that he/she records these events daily. This way the student will obtain the most accurate record of his/her tasks and reflections. The student may use one log sheet each day while at the implementation site or the student may combine the entire experience into one log. Log sheet(s) must be filled out completely and thoroughly. They must demonstrate thoughtfulness and reflection in content. (CLO: A, B, C, D)

The mentor interview is an important component of the student’s implementation. This is an opportunity for the student to talk about his/her thesis topic and conclusions with an expert in the aviation field. The goal of this interview should be for the student to use his/her mentor’s expertise to speak to the conclusions of his/her thesis and to integrate the conclusion with the implementation itself. The student should utilize the Mentor Interview and Reflection Paper Template in Canvas. (CLO: A, B, C, D)

Utilizing the peer-review feedback from the Proposal Paper, 3-Tier Outline, Initial Draft of Aviation Capstone Paper, and the many other elements of the Aviation Capstone Project, the student will complete the final draft of the Aviation Capstone Paper. The student must utilize the Aviation Capstone Template in Canvas to ensure proper APA formatting.

The Aviation Capstone involves researching and writing a 10–12-page paper about the topic chosen: developing a service that addresses a need or developing an argument that addresses an issue. Once a topic has been established, it will take research to establish the service or position being addressed.

An Aviation Capstone Paper, also known as a thesis paper, starts with a question addressing a topic, gives informative details regarding that topic, integrates a biblical worldview into the topic, weaves an implementation correlating to the thesis, and draws a conclusion summarizing a solution or stance. Throughout the research, the student will clearly identify, understand, evaluate, and construct a conclusion either addressing a need or formulating a stance (argument) on an issue. The student is required to look through a minimum of 2 different lenses that address the topic of study. These lenses can be from an array of viewpoints; moral, ethical, economical, scientific, historical, etc., but the final lens must be from the biblical perspective, integrating biblical worldviews into the capstone. A template is provided in Canvas called Aviation Capstone Template and should be used to ensure proper APA formatting. References quoted in the body of the paper should be listed on a Reference page.

A minimum of 24 in-text citations must be used to support the contents of your paper. Cite works according to the APA format. The student must have at minimum 10 scholarly sources and 2 scholarly Biblical sources. The student may not include the Bible as part of the 12 minimum sources. (CLO: A, B, C, D, E, F, G, H)

While at the Implementation Site, the student must have a mentor who is supervising and guiding the experience. To gain insight into how the implementation is progressing, the student must be sure to provide the Mentor Evaluation Form to his/her mentor at the end of the implementation period. The purpose of this form is to provide the student and the professor feedback regarding student performance during the implementation week. Once the form is complete, including signatures, the student must to upload the completed Mentor Evaluation Form to the assignment page. (CLO: A, B, C, D, E, F, G, H)

The student presentation should incorporate all aspects of thinking on the topic chosen: an examination of Scripture, research, discussions, and conclusions based on knowledge, experience, and reflection of efforts. A Biblical worldview should be intrinsically and purposefully woven throughout the entire presentation. The presentation should demonstrate mastery of thesis, content, implementation, and reflection of the Aviation Capstone Project. (CLO: A, B, C, D, E, F, G, H)

Using the many course outcomes discussed within each Module: Week, as well as the required reading How to Win Friends and Influence People , in 500–750 words (excluding Title and Reference pages), the student will reflect on what he/she has learned in this course and how this course has fostered his/her academic, professional, and personal growth. The Reflective Essay Assignment must include at least 3 citations of the Bible and at least 3 citations of How to Win Friends and Influence People , for a total of at least 6 in-text citations in current APA format. (CLO: C, D, E, G, H)

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