Faculty
Seminars
Faculty interest in
teaching practices that support writing development remains strong.
In a recent survey, instructors in the writing-in-the-major project
identified topics they would like to learn more about. These include:
- the role of assessment
in developing students' writing.
- feedback and guidance
that students will understand and use.
- how to promote students'
ability to assess and improve their own writing.
- characteristics of
effective writing assignments.
- how to create writing
processes that develop students' writing throughout their undergraduate
education.
- how to make better
use of writing as a tool for student learning.
In response to this
interest, we have prepared two faculty seminars to explore students'
formal writing abilities and their use of writing to learn. The
first seminar focused on formal writing: ways to evaluate writing,
writing processes that develop writing proficiency, developing students'
abilities for self assessment, and giving effective feedback and
guidance. The second seminar took a fresh look at the concept of
writing to learn and shifts focus to writing for understanding.
It examined ways instructors can use writing more strategically
to develop students' understanding of disciplinary knowledge.
- Seminar
1: Teaching and Responding to Student Writing
>> click
for seminar materials <<
Date:
Thursday, May 17, 2001
Time: 1:00 p.m. to 4:00 p.m.
Location: Room 259 Cartwright Center.
Preparation: Bring a formal writing assignment you use in one
of your classes.
Presenters: Bill Cerbin, Psychology & Provost's Office, and
Terry Beck, English
- Seminar
2: Writing to Develop Students' Understanding
Date:
Thursday, June 21, 2001
Time: 1:00 p.m. to 4:00 p.m.
Location: Room 259 Cartwright Center
Preparation: Bring one of your writing to learn assignments and/or
a description of persistent student learning problems in one of
your classes.
Presenters: Bill Cerbin, Psychology & Provost's Office, and
Terry Beck, English
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