Students/learners write a brief analysis (typically 1-2 pages) of a specific problem or issue for a stakeholder who needs the students/learners’ analysis to inform decision-making. The writing assignment has a Purpose and an Audience.
| Individual/Group Activity | Individually |
| Class Size | Small (<25) Medium (25-50) |
| Bloom’s Taxonomy Level | Analyze |
| Development Initial | Transitional Knowing |
| Minimum Time to Facilitate | Outside of Class |
| Minimum Time to Debrief | Varies |
| Ways of Knowing (more here) | Transitional |
Discipline-Specific Examples
STEM (Science, Technology, Engineering, and Mathematics)
Students/learners write a brief (1 to 2 pages) analysis of a real-world problem or issue. students/learners need to know their role or perspective, for whom they are writing the analysis and the specific point(s) they are addressing. This is best implemented in an upper-level course where applications to advanced topics such as public health, environmental impact, healthcare, large-scale synthesis and manufacturing operations, or a proposed engineering approach to a challenge can be evaluated. For example, a chemical company will begin manufacturing a new product. Prepare a memo for management comparing two synthesis methods regarding the required reagents and the logistics of connecting the different synthesis steps. Or prepare a memo for the state EPA outlining predicted amounts of byproducts that will be released into wastewater.
Humanities
Please contact us at activelearning@uga.edu with an example to include!
Social Sciences
Please contact us at activelearning@uga.edu with an example to include!
Co-Curricular
(experiences outside of the formal classroom but contribute to student learning)
Members of the student conduct board are asked to write a recommendation for disciplinary action following a conduct hearing.
Universal Design for Learning Adaptations
Universal Design for Active Learning
UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Physical Considerations
If handwriting is not a requirement of this activity, consider allowing students to type their memo instead.
Timing & Pacing
If immediate response is not a requirement, consider allowing students to complete the memo outside of class to give adequate processing and writing time.
Social Interaction
Keep the memo private unless sharing is intentionally scaffolded (e.g., discuss revisions with a peer).
Information Accessibility
Allow reference to notes or course materials so the focus stays on analysis rather than recall.
Ways to Participate/Express
Allow typing or handwriting to support different composing processes.