WAC Faculty Workshops -- Spring 2019

Paid workshops meet once a week (for 1 hour and 15 minutes) for four to six weeks. Work outside workshop meetings is usually 1-2 hours per week. Unpaid 1-day workshops meet for 1 hour and 15 minutes (and, obviously, involve no extra work).

Please sign up using the link below. 

Sign Up Link: https://goo.gl/forms/PoAmAzBM2i20xZ5h2


Begins Week of February 11, Ends Week of March 4
Teaching the Annotated Bibliography:
Addressing Challenges of Writing about Professional Sources
With Alesya Petty, Departments of Health Professions and English

pettyThe Annotated Bibliography assignment is often undervalued as a tool that can help students critically read, summarize, and evaluate academic sources. Join a conversation about the challenges of mastering professional academic prose and about the strategies for developing useful practices for evaluating sources in preparation for research. Share your own effective methods and learn from others about their successful teaching practices. Everyone will benefit from gaining more insights into the classroom-tested approaches that can enhance students’ academic skills.  By the end of this 4-week seminar, participants will create an annotated bibliography assignment that will help students become more efficient readers and proficient writers in their courses.

Seminar participants will be paid $500.


How To Flip, Not Flop, Your 100W Course, Part II: 
Building a Student-Centered, Flipped Learning Module
With Stacey Knapp, Department of General Engineering

knapp

Curious about "flipping" your 100w course? Want to flip, but worry about flopping? Want to get paid to flip your course? 

This how-to series is designed to support faculty interested in flipped instructional design. In Part I, we reviewed the fundamentals of setting up a flipped Introduction module. In part II, we will practice flipped instructional design and build a Cover Letter and Resume teaching module. As a participant in the training, you will receive a complete Quality Matters Certified Cover Letter and Resume Canvas Module and support while you customize that module for your own course. This supportive workshop is designed for busy 100w instructors and models the flipped-hybrid instructional design with online and in-person components. 

First, we will review and discuss student-centered, "language-based" flipped pedagogy online and practice a flipped, peer-to-peer "bio" assignment. Then we will meet in person to build two digital objects: 1) a Closed Captioned "micro-lecture" video and 2) a collaborative online (peer-to-peer) activity. During our in-person workshop we will share our digital objects, including the collaborative peer-to-peer online activity and faculty "micro-lecture" instructional videos. Faculty who attend online and face-to-face "hands-on" lab components and complete the required deliverables (see above) will receive $500. 

No prior technical skills needed, but all are welcome. We will learn by doing and from sharing in this workshop. Come join the fun!

Seminar participants will be paid $500.

Seminar Dates and Times:
Seminar Begins Online March 1.
First Face-to-Face Meeting is Friday, March 8, 2:00PM-4:00PM. Location to be announced.
Second Face-to-Face Meeting is Friday, April 12, 2:00PM-4:00PM. Location to be announced.


Begins Week of February 25, Ends Week of March 18
Remix and Remaster Writing Instruction: Establishing Writers Workshops Across the Curriculum
With Jennifer Johnson, Department of English

johnsonThis seminar is designed to support instructors of writing across the curriculum in incorporating writers workshops into the classroom in order to enhance student engagement in the writing process, improve peer-editing, and cultivate a generative community of practice around writing. Grounded in process-writing pedagogies, this seminar will provide opportunities to discover various ways to implement writers workshops across the curriculum while also elevating the joy in teaching writing. 

Seminar participants will be paid $500.


How to Embed Information Literacy Into Your Course: A Hands-On Workshop
With Laurie Borchard, University Library

borchardWith the onslaught of fake news and information overload, finding and evaluating quality information sources has become increasingly difficult. Students today struggle with applying critical thinking skills to their research, whether it's in their personal or academic life. Bring your syllabus and course materials for this hands-on workshop where you'll learn strategies and tools for embedding information literacy into your curriculum. You will learn about trends in information literacy skills in our students and the implications for student success. We will work together in developing effective information literate lesson plans, assignments, evaluation rubrics, and learning activities.

Workshop Dates and Times:
March 1, 1:00PM-3:00PM, in MLK Library Room 213.
March 15, 9:00AM-11:00AM, in MLK Library Room 213.


Visual Rhetoric and the Alternative Research Project:
Developing the Traditional Essay Into a Digital Short

With Joseph Navarro, Department of English

navarroThere are four distinct objectives for the Alternative Research Project. The active engagement of knowledge building, composition, and research in a meaningful way.  The presentation of research in an alternative mode. A creative project that emulates the traditional composition process. And finally, the publication and presentation of the project for public consumption. We begin with a discussion of the need for an understanding of Visual Rhetoric in a Visual World. This is grounded in knowledge building through the interpretation of meaning from an image based on: the arrangement of elements on the page, typography, and the analysis of images and visuals as data—unpacking ways to subjectively contextualize this data through the cultural, personal and temporal. This sets up our transition into a discussion on the three modes of Visual Literacy: Visual Thinking, both metaphoric and literal; Visual Learning, the intent, the meaning, and experience of the visual arrangement. Finally, connecting this discussion to the larger context of Visual Communication in different discourse communities for Art, Media, and Aesthetics. The practical component of the presentation will be a step-by-step breakdown of staging the Digital Short. First, we will briefly discuss the symmetry between the staging of the writing process (Topic Proposal, Outline, Annotated Bibliography, Rough Draft, Final Draft, Revising). Then, we will unpack the Digital Short in three parts: Process Letter, Photo Narrative, and Digital Short. Student samples will be provided for participants of the workshop.

Workshop Dates and Times:
Tuesday, February 12, 3:15PM-4:30PM, in IRC 308.
Wednesday, February 20, 3:15PM-4:30PM, in Sweeney 229.


Working With Graduate Student Writers
With Tom Moriarty, Department of English and Writing Across the Curriculum Program

tomWhether it's a graduate-level GWAR course, a graduate content, lab, or methods course, or advising a thesis or dissertation, there are many strategies for working with graduate student writers that are different from working with undergraduates. Join us for an informative workshop and discussion of best practices for working with these students, learn about writing support and professional development opportunities available on campus, and learn how to structure your assignments and feedback practices for maximum results (without creating any extra work for yourself).

Workshop Dates and Times:
Monday, February 11, 3:00-4:00PM, in FOB 104.
Tuesday, February 12, 3:00-4:00PM, in FOB 104.


 

 

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