Faculty Spotlight: Dr. Anna Fox Reilly

Higher education assessment is shifting from instructor-centered to learner-centered models, emphasizing active knowledge construction (Webber, 2012). This approach values diverse learning styles and helps students connect their education to real-world applications (Huba & Freed, 2000).

One emerging strategy within this framework is the “Choose Your Own Assessment” model, where students select assignments that align with their interests, learning preferences, or lifestyles. Research shows that offering students choices can boost engagement, learning outcomes, and satisfaction (Hanewicz et al., 2017; Jopp & Cohen, 2022) while also motivating them to go beyond basic expectations (Arendt et al., 2016). This means that when students have agency over how they demonstrate their understanding, they are more likely to invest time and effort, leading to better performance and deeper learning.

This philosophy inspired Dr. Anna Fox Reilly, from the Department of Education Policy, Research, and Administration (EPRA), College of Education, to create “Choose Your Own Adventure” assignment plans for online courses. Dr. Reilly recognized that students have different strengths. For example, some excel with traditional essays, while others prefer hands-on or creative projects. By giving students options, Dr. Reilly fosters a sense of ownership and motivates students. While accommodating diverse preferences can be challenging, Dr. Reilly believes it’s essential for creating an inclusive and supportive learning environment.

"Education should not be a one-size-fits-all experience. Students thrive when they feel seen and when their unique paths are validated in the learning process."—Dr. Anna Fox Reilly

What is the “Choose Your Own Adventure” Assignment Plan?

The “Choose Your Own Adventure” assignment is a flexible, points-based system in which students select from a range of assignments, each varying in point value. The goal is simple: Students accumulate 100 points by the end of the semester through a personalized combination of tasks that best suit their learning preferences and professional goals. Each assignment is designed to support the learning objectives of the course. Students choose their assignments early in the semester using a Canvas survey or Google Form and may alter their selections by informing Dr. Reilly in advance.

Examples of assignment options from her Race, Class, and Gender course include:

• Weekly Engagement Activities – 50 points: Students actively engage with course content and the learning community through activities like:
  • Class discussions
  • Reflective journal entries
  • “Show and Tell” reflections
  • Contributing to class notes
• Autoethnography - 25 points: Students reflect on their personal journeys within higher education, examining how their identities and experiences intersect with course themes. This could involve writing a personal narrative or a critical autoethnography.
• Current Event Analysis - 25 points: Students select a recent event, issue, or policy and analyze its social impact, connecting it to course concepts like race, class, and gender.
• Media Depiction – 25 points: Students analyze a film, TV show, or documentary that addresses class topics, critically examining how social issues are portrayed and discussed in popular media.
• Professional Application – 50 points: Students create a project relevant to their future careers. Examples include:
  • Writing a conference proposal
  • Designing a training workshop
  • Analyzing survey data for a professional audience

Sample Student Pathways:

1. Pathway A:
   • Weekly Engagement Activities (50 points)
   • Professional Application (50 points)
2. Pathway B:
   • Autoethnography (25 points)
   • Current Event Analysis (25 points)
   • Weekly Engagement Activities (50 points)

This flexibility encourages students to play to their strengths—whether they prefer reflective writing, hands-on community engagement, or analytical research.

Navigating Challenges and Finding Solutions

Implementing a flexible assessment model is not without hurdles. Student disengagement, which is common in asynchronous online courses, was a primary concern. To mitigate this, Dr. Reilly offered:

• One-on-One Check-Ins: For students showing signs of disengagement, individualized meetings help reestablish connection and clarify course expectations.
• Structured Q&A Sessions: Regular synchronous Q&A opportunities allow students to ask questions and troubleshoot challenges in real time.
• Suggested Deadlines for Self-Paced Learners: While the model offers flexibility, many students benefit from soft deadlines that provide structure without pressure.

Student Feedback: The Power of Choice

Feedback has been overwhelmingly positive. Students report feeling more motivated and invested when given control over their assessments. One student reflected, “I appreciate the creative opportunities each week with the engagement activities that are far more stimulating than a typical discussion board in other online classes.” - E.G.

Reflections on Personal and Professional Development

Implementing the “Choose Your Own Adventure” assignment model has been both a personal and professional learning experience for Dr. Reilly. She recognizes many of the challenges students face, particularly those who are mid-career professionals balancing busy lives and competing priorities. Understanding the toll these demands can take—personally, professionally, and academically—Dr. Reilly designed the “Choose Your Own Adventure” assignment structure to empower students to prioritize their goals, needs, and well-being while maintaining an engaging and interactive learning community. Observing how students navigate their learning journeys when given the freedom to do so has been a source of joy and fulfillment in Dr. Reilly’s teaching.

"Using the “Choose Your Own Adventure” assignment structure gives students an opportunity to put their goals, their needs, and their healthy boundaries at the heart of our course structure while still creating an engaging and interactive learning community. As an instructor, I find joy in seeing exactly where students take their learning journeys when they are given the freedom to do so.”

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