Pedagogy Workshop Calendar

Fall 2020

Crafting Effective Writing Assignments (C1)
How you articulate a writing task can have a large impact on what your students do and what they learn. Topics for this session include setting expectations, selecting an appropriate genre and audience for student writing, helping students identify a meaningful and manageable writing project.   
Tues, Sept 8, 10:00-11:30 on Zoom (Link will be sent to registered participants prior to the session.)
Please register here.

Designing an effective and manageable writing-intensive course
What’s expected in a course coded as “writing intensive”? How can you meet those expectations in your course? This session explores a variety of approaches to teaching a writing-intensive course—from multiple, smaller writing tasks to semester-long research projects. Topics include choosing writing assignments that fit the course structure, helping students learn about writing in your discipline, using peer feedback, deciding whether to assign multiple drafts, balancing course content and attention to writing.   
Wed, Sept 16, 10:00-11:30 on Zoom (Link will be sent to registered participants prior to the session.)
Please register here.

Crafting the Writing Process (C2)
Left to their own devices, students will often wait until a writing assignment is nearly due—cheating themselves out of much the learning the assignment was designed to support. This session explores a range of options for staging the writing process in ways that can maximize learning, without overburdening the instructor.  
Tues, Sept 22, 10:00-11:30   Zoom. An email with link to Zoom meeting will be sent to those who have registered.
Please register here.

Rethinking the Library Research Paper 
Research can be an exciting and important part of the undergraduate experience. Yet the “research papers” we assign in our courses are often intellectually uninteresting tasks without a clear sense of purpose, bearing little resemblance to any of the meaningful kinds of research people do beyond the classroom. This workshop considers ways to intellectually invigorate library research projects by rethinking what we mean by “research” in the classroom context. We will discuss how to frame intellectually and rhetorically meaningful library research projects and consider alternative approaches—including setting up seminar courses as a whole-class, collaborative research project.   
Wed, Sept 30, 10:00-11:30 on Zoom (Link will be sent to registered participants prior to the session.)
Please register here.

Giving Efficient and Effective Feedback (C3) 
Instructors often spend considerable time marking student papers--identifying errors, making suggestions, line editing, and so on. But the long hours instructors put into this effort are frequently not very effective in helping students become better writers. This session provides strategies for giving effective and efficient feedback on student writing. 
Tues, Oct 6, 10:00-11:30 on Zoom (Link will be sent to registered participants prior to the session.)
Please register here.

Working with Sources 
Working with source texts is a key element of nearly all scholarly writing. Such work involves many elements including choosing sources, summary, paraphrase, quotation, and citation. Students' knowledge of these practices is often rudimentary and their attempts to deploy these skills often lack rhetorical purpose. This session gives an overview of the challenges students face in working with sources and explores strategies for helping students approach sources effectively as writers.   
Wed, Oct 21, 10:00-11:30 on Zoom (Link will be sent to registered participants prior to the session.)
Please register here.

Understanding and Preventing Plagiarism 
Plagiarism is a complicated issue. Students plagiarize for a range of reasons—from straightforward cheating to poor planning and note-taking to honest ignorance of citation conventions in a particular field or genre. In this session, we will consider the different occurrences that might fall under the label of plagiarism and discuss ways instructors can reduce plagiarism.   
Wed, Oct 28, 3:00-4:30 on Zoom (Link will be sent to registered participants prior to the session.)
Please register here.

Grading Student Writing (C4) 
Grading student writing can be a frustrating and time-consuming affair. This session offers advice on approaches to grading and designing context-appropriate guidelines and rubrics. 
Tues, Nov 3, 10:00-11:30 on Zoom (Link will be sent to registered participants prior to the session.)
Please register here.