Pedagogy Workshop Calendar

Spring 2020

Crafting Effective Writing Assignments (Core 1)
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 form and audience for student writing, helping students identify a meaningful and manageable writing project.   
Wed, Jan 15, 4-5:30pm in Soc/Pysch 329 (West Campus) 
Please register here.

Grading Student Writing (Core 4) 
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. 
Mon, Feb 3, 10:30-12 in Classroom Building (Formerly Carr Hall) room 125   (East Campus)
Please register here.

Giving Efficient and Effective Feedback (Core 3) 
Strategies for giving effective and efficient feedback on student writing. 
Mon, Feb 17, 10:30-12 in Classroom Building (Formerly Carr Hall) room 125  (East Campus)
Please register here.

Helping Students Write Well-Structured Papers 
Many of our student writers struggle to organize their ideas and express them in a coherently structured way. Participants in this workshop will learn (and practice) approaches to helping students review and revise their writing to improve organization and make it easier for readers to see the logical relationships between the parts of their papers. 
Wed, March 4, 4-5:30pm in Soc/Psych 329 (West Campus)
Please register here.

Assigning Oral Presentations 
Oral presentations can be a meaningful and valuable part of a course, and many students need practice to develop their public speaking skills. Yet students may have misguided ideas about what makes for an effective presentation. This workshop addresses issues such as articulating the presentation task, setting expectations, using models, and helping students prepare appropriately.  
Wed, March 18, 3:30-5   ***LOCATION CHANGED TO ONLINE: An email with link to Zoom meeting will be sent to those who have registered.***
Please register here.

Crafting the Writing Process (Core 2) 
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.  
Mon, March 30, 10:30-12   ***LOCATION CHANGED TO ONLINE: An email with link to Zoom meeting will be sent to those who have registered.***
Please register here.

Writing in the Disciplines Conversation: Writing about Film: **POSTPONED UNTIL FALL**
Duke instructors in different departments often use film (movies) in their courses as a tool for learning. Some, for example, use films as case studies, asking students write about a character or scene to explore key course concepts. Others use film as a historical lens--to study how people, places, cultures, or events were portrayed to the public. If you use film as a tool for learning or object of study (or are considering doing so), we invite you to join a discussion with your colleagues from across Duke in which participants will share their pedagogical approaches, successes, questions, and challenges, and learn from the experiences of others. **POSTPONED UNTIL FALL**

Helping STEM Students Learn to Write about Visuals 
Students often struggle to write about figures, tables, and diagrams effectively. This session presents an approach to helping STEM students write about visual elements using simple yet powerful concepts. 
Fri, April 24, 12-1:15   ***LOCATION CHANGED TO ONLINE: An email with link to Zoom meeting will be sent (just prior to the event) to those who have registered.***
Lunch will be served.
Please register here.

 

Newly Added Online Workshops

Crafting Effective Writing Assignments I: The Writing Task (Core 1)
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 form and audience for student writing, helping students identify a meaningful and manageable writing project.   
Mon, April 20, 10:30-12 on Zoom (Link will be sent to registered participants just prior to the session.)
Please register here.

Providing Efficient and Effective Feedback (Core 3) 
Strategies for giving effective and efficient feedback on student writing. 
Tues, April 28, 1-2:30 on Zoom (Link will be sent to registered participants just prior to the session.)
Please register here.

Grading Student Writing (Core 4) 
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. 
Wed, May 6, 10:30-12 on Zoom (Link will be sent to registered participants just prior to the session.)
Please register here.

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.
Wed, May 13, 10:30-12 on Zoom (Link will be sent to registered participants just prior to the session.)
Please register here.

Crafting the Writing Process (Core 2) 
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.  
Thurs, May 28, 10:00-11:30 am on Zoom (Link will be sent to registered participants just prior to the session.
Please register here.