Pedagogy Workshop Calendar

Fall 2019

Tues, Sept 10  3-4:30pm
Crafting Effective Writing Assignments II: The Writing Process 

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. 
Biological Sciences 111, West Campus. Please register here.

Thurs, Sept 26  2-3:30pm
Setting Up and Managing Group Writing Assignments 

While co-authorship is increasingly common in undergraduate courses, faculty often have little training on how to effectively manage collaborative student work. Topics for this session include forming groups, assigning roles, reducing freeloading, and setting up a peer evaluation protocol.
Classroom Building 136, East Campus. Please register here.

Wed, Oct 9   1-2:30pm
Efficient and Effective Feedback for Student Writing 

Time-saving strategies for giving effective feedback on student writing.
Old Chemistry 101 [Note location change], West Campus. Please register here.

Thurs, Oct 24  3-4:30pm 
Using Peer Feedback Effectively 

Peer feedback (often called “peer review” or “peer response”) has become a mainstay of writing pedagogy. Peer feedback can indeed be valuable; but, like all classroom practices, it’s effectiveness depends on how it is implemented. Topics of this workshop include understanding students’ history with peer feedback and social dynamics, choosing and articulating the feedback task, setting expectations, and assigning groups 
Classroom Building 136, East Campus. Please register here.

Mon, Nov 18  1:30-3pm 
Working with Sources 

Working with texts is a key element of nearly all scholarly writing, but especially so in the humanities and interpretive social sciences.  Students’ knowledge of practices such as source selection; employing summary, paraphrase, and quotation; and citation is often rudimentary and their attempts often lack rhetorical purpose. This session gives an overview of common challenges students face in working with sources and explores strategies for helping students approach sources effectively as writers. 
LSRC B102, West Campus. Please register here.

Thurs, Dec 5,  12-1pm 
WID Journal Club:
 "Critical Thinking" in the writing curriculum: What does it really mean? 
Our guest will be Justin K. Rademaekers, who will join our conversation by webcam to discuss his recent WAC Journal article "Getting Specific about Critical Thinking: Implications for Writing Across the Curriculum." Rademaekers writes, "The development of students’ critical thinking abilities has long been an omnipresent concept in composition theory, in writing pedagogy, and, indeed, in many of our writing classrooms. Perhaps some readers have even listed critical thinking as a learning outcome on one of your course syllabi? As a writing across the curriculum (WAC) director and composition instructor at my own institution, I’ve found that the phrase “critical thinking” has a great deal of import across the curriculum, more so than other phrases I’ve tried to share with faculty teaching writing across the curriculum— phrases like genre awareness, knowledge transfer, or even . . . rhetoric. In fact—writing aside—faculty, staff, and administrators in higher education might be hard-pressed to find a concept more widely shared and agreed upon across the curriculum than the expectation that students should develop critical and analytical thinking skills during their pursuit of a higher education. Yet, despite the prominence of critical thinking in composition courses and higher education curricula, a widely shared and agreed upon definition of this term proves elusive, which complicates its import into WAC conversations." His article, which presents findings from an interview-based study of faculty across the academic spectrum, invites us to consider whether there is such a thing as generic, transferable thinking skills--or if our discipline-oriented writing courses can best address "critical thinking" as a discipline-specific practice. Participants are asked to read the article in advance and bring questions and related experiences to share (access the article here).
Friedl Bldg 216, East Campus. Please register here.

Tues, Dec 10,  12-1pm 
WID Journal Club:
 A Technical Email as a Writing Assignment in an Engineering Laboratory Course 
Our guest will be Matthew Rhudy, who will join our conversation by webcam to discuss his recent article in the journal Prompt, "Breaking Away from the Traditional Lab Report: A Technical Email as a Writing Assignment in an Engineering Laboratory Course." Rhudy's article presents and discusses an assignment for an upper-level controls course lab that is framed as an industry-oriented memo rather than the traditional “lab report” assignment. Participants are strongly encouraged to read Dr. Rhudy’s paper in advance and bring questions and related ideas and experiences to share. Faculty are welcome to bring a TA to this conversation. Since lunch is being served, we ask those planning to attend to please RSVP as soon as possible. Participants can access the article here.
Hudson Hall 115A, West Campus. Please register here.