This Semester's Workshops and Meetings
Creating Rubrics to Grade 100W Assignments
With Triya Seshadri
Department of Economics
Grading papers is one of the most time consuming tasks writing instructors face. Since 100W courses are structured to help students with the writing process, faculty usually grade several iterations of multiple assignments. As a consequence, teachers find themselves in a constant loop of grading assignments all semester and giving similar feedback to most students. Creating grading rubrics makes this process more efficient. Since most students make similar errors with structure or grammar, rubrics formalize the feedback process and make grading strategies transparent to students.
In this workshop, first, I will show you how to create effective rubrics for different writing assignments in your courses. Then, I will explain how to enable rubric based grading on Canvas. Finally, I will share examples of rubrics I use in my classes.
How to Teach Your Students to Use Active Voice in Scholarly Research and Writing
With Daniel Bohigian
Department of Kinesiology
For students new to conducting scholarly research and writing literature reviews, specifically, clearly and appropriately citing sources can be a challenging task. Using APA style guidelines, understanding and adopting the active researcher-first voice can aid in clear and concise communication for the beginning scholarly writer. Applying straightforward rules supported by examples, commentary, and suggestions will enable instructors and students alike to visualize the benefit of writing and citing sources utilizing the active researcher-first voice. Upon application, students enrolled in 100w courses at SJSU and other writing intensive courses will have a heightened sense of direction that will enable clear and concise communication in their current academic pursuits and future professional careers.
Slides From the Workshop
Click Here to Download Slides
How to Redesign Writing-Intensive Courses in Your Discipline
With Monica Allen, Anji Buckner Capone, Marcelle Dougan, Monique Duphily, Naomi Williams, and Andrew Carter
Department of Public Health and Recreation
In this workshop, we will share our process for developing writing across our curriculum in a multi-degree line department, including how we collected and analyzed data and implemented changes. The purpose of our project was to capture faculty experiences, needs, best practices, insights, and recommendations in writing across the Public Health & Recreation undergraduate curricula. The primary goal of this project was to better scaffold assignments and support faculty expectations of student writing. Outcomes will include implementing standardized writing rubrics (for lower and upper division courses) and creating shared required assignments across 12-14 sections of 100W that meet discipline specific skills. We will provide an example of one upper division course that has been redesigned to improve students’ writing using WAC principles.
Synchronous vs. Asynchronous Classes:
Which One Works Better for Our Students? (And Us)
With Sarah Prasad and Sherri Harvey
Department of English and Comparative Literature
Our pre-pandemic study focused on these facts: As of April 2018, data from Education Week reports that twenty-one percent of U.S. schools offer courses that are entirely online. The Teacher and Principal Survey by the National Center for Education Statistics reports that in 2015-16, 20 percent of the country's 83,500 traditional public schools and 29 percent of its 6,900 charter schools offered courses that took place exclusively in cyberspace.
Our new study has shifted to examine the differences we see between asynchronous and synchronous classes. Synchronous classes boast benefits such as classroom engagement, dynamic learning, instructional depth, technological advancement while asynchronous classes boast flexibility, pacing and affordability. All of us are feeling somewhat isolated right now as we enter a full year of pandemic behaviors, so which option seems to work best for our students?Are SJSU’s college students mature enough to handle the responsibility of a purely asynchronous online education?
We would like to hear your thoughts and ideas about your asynchronous experience as well.
Come join Sarah and Sherri as we discuss what we have learned so far in our project to test the efficacy of asynchronous and synchronous classes at SJSU.
100W and 200W Coordinators Get Together
With Tom Moriarty, Department of English and Writing Across the Curriculum Program
Meet other 100W and 200W course coordinators, eat some free virtual snacks, and share ideas for teaching, administering, and assessing your courses. Each get together will be flexible in nature, with an emphasis on being as useful and informative as possible.