Faculty development workshops are designed to engage the university teaching community on timely and relevant writing-related topics.

Fall 2021 Workshops

“Un-grading & Contract Grading in ARH/HST Courses as Anti-Racist Pedagogy”
Presented by:  Dr. Evan Gatti, Associate Professor of Art History, Dr. Kirstin Ringelberg, Professor of Art History and Dr. Yidi Wu, Assistant Professor of History
All three faculty working on this project instituted un-grading or contract grading in their Spring 2021 classes in an effort to connect with the goals of anti-racist teaching. Courses in Art History and History at all levels use writing assignments to assess how well students understand course content, their awareness and application of methodological approaches, and to encourage students to develop their voice as independent researchers. Too often the assessments used for these assignments do not recognize individual development but rather privilege access to high-quality writing instruction or who have been coached in certain types of academic work. In this workshop, Gatti, Ringelberg, and Wu will share materials developed for these courses, such as a labor-based contract and checklists, assignment guide-sheets, syllabi, and self-evaluations as well as reflect on what worked, what needs work, and what they plan to implement in future classes.
When:  Friday, September 10 – Register
Time:  1:50-3:10pm
Location:  KLC Belk Library 125
Snacks will be served

“Designing Inclusive Writing Assignments Across the Curriculum”
Presented by:  Dr. Paula Rosinski, Director, Writing Across the University
This workshop will begin by briefly noting how many best practices in writing instruction contribute to inclusive classrooms. Then I’ll present new strategies for designing inclusive writing assignments, share some examples from writing assignments across the curriculum, and give participants time to reflect on designing/revising their own writing assignments to make them more culturally relevant and inclusive. Writing is one of the primary ways students engage course content and writing assignments that invite students to bring their own unique life experiences to understanding that course content can make learning more relevant and meaningful for more students. Strategies for designing inclusive writing assignments/activities are applicable to writing across the curriculum and in any co-curricular space, so all teaching faculty and staff are welcome and encouraged to participate.  This same workshop will be offered two different times, both in-person and online via zoom.
Wednesday, October 20, KLC/Belk Library 125
12:30-1:40pm – Register
Lunch will be served
Tuesday, October 26, Belk Library 102
10:30-11:40am – Register
Snacks will be served

“Beyond the Lab Report: Deepen Learning Through Writing in STEM Courses for Non-Majors”
Presented by:  Dr. Jessica Merricks, Assistant Professor of Biology and Dr. Paula Rosinski, Director of WAU
In this exploratory workshop, we will examine best practices in writing pedagogy that foster metacognitive growth and content mastery in non-science majors. Dr. Jessica Merricks, Assistant Professor of Biology, will share insights from STEM education literature as well as her own classroom experiences using writing in both formative and summative contexts. Dr. Paula Rosinski, Director of Writing Across the University, will review the benefits (and challenges) of using reflective writing and writing-to-learn activities to increase student learning in STEM fields. We will create space throughout the workshop for participants to reflect and discuss ways in which they might design more meaningful writing assignments or adjust current assignments to include metacognitive writing activities for non-majors in their specific STEM disciplines. This same workshop will be offered two different times, both in-person and online via zoom.
Wednesday, November 10, KLC/Belk Library 125
12:30-1:40pm – Register
Lunch will be served
Tuesday, November 16, KLC/Belk Library 125
3:00-4:10pm – Register
Snacks will be served

Spring 2021 Workshops

Faculty Development Workshops
All held online at https://elon.webex.com/meet/writingexcellence

Using Informal, Low-Stakes Writing Activities to Deepen Student Learning in Online, Hybrid, & In-Person Classes – Register
First we’ll review different kinds of informal, low-stakes writing activities for writing across the disciplines, how they can be used in online, hybrid, and in-person environments to deepen student learning, and how to evaluate them efficiently. Then we’ll spend time brainstorming informal, low-stakes writing activities for your own classes.
Led by Dr. Paula Rosinski, Director of Writing Across the University
Offered Online: Thursday, February 25, 9:00-10:00am & 10:30-11:30am

Inclusive Writing Pedagogies: Best Practices & Ungrading – Register – This workshop has been canceled.
In this workshop, Dr. Rosinski will first give a brief overview of how many long-standing best practices in writing instruction can help create inclusive classrooms. Dr. Eric Hall and Dr. Kristina Meinking will then share their experiences using an ungraded, iterative, and reflective writing assignment to create a welcoming environment and cultivate equity in the classroom. Presenters will share specific examples and leave plenty of time for discussion about which of these best practices participants might want to integrate into their own courses.
Led by Dr. Eric Hall (Professor of Exercise Science), Dr. Kristina Meinking (Assoc. Professor of Classical Languages), and Dr. Paula Rosinski
Offered Online: Thursday March 18, 12:30-1:30pm and 2:15-3:15pm

Disciplinary Writing Consultant Program Interest Meeting, Tue. April 6, 4:15pm
Interested faculty can learn more about the Disciplinary Writing Consultant Program (which pairs an experienced WC consultant with a faculty member’s disciplinary class to collaboratively support student writing) at an online information session Tue. April 6, 4:15pm. Further details about the DWC Program, including faculty and consultant responsibilities, can be found on the CWE website. Faculty members receive a stipend of $1,500. Session led by Drs. Paula Rosinski and Julia Bleakney. Online applications for the 2021-2022 academic year due May 3, 2021.

Zoom link for DWC Interest Meeting Tue. April 6, 4:15pm
https://elon.zoom.us/j/96729316745?pwd=WmVzQnY5TlZob2txb0w3WVQrRitFQT09

Podcasting as Multimodal Writing – Register
Writing and recording a podcast within a subject area enables students to experiment with rhetorical devices and audio techniques in explaining their field of study. Arts Administration Professor David McGraw and Writing Center Consultant Ana Segal will share their experiences developing a podcasting assignment over two semesters in Legal Aspects of Arts and Entertainment. They will review the goals and requirements of both the writing and the recording processes, as well as the challenges that students encountered as they wrote for the listener. Ana served as the Disciplinary Writing Consultant for the class and will share students’ expectations and initial apprehensions about the assignment.
Led by Dr. David McGraw (Asst. Professor of Arts Administration) Ana Segal (WC Consultant), and Dr. Paula Rosinski
Offered online Friday, April 16, 12:30-1:30pm and Friday, April 23, 12:30-1:30pm

Fall 2020 Workshops

Using Informal, Low-Stakes Writing Activities in Online Environments 
We’ll first review different kinds of informal, low-stakes writing activities for writing across the disciplines, how to integrate them into online classes to enhance student learning, and how to evaluate them efficiently. Then we’ll spend time brainstorming informal, low-stakes online writing activities for your specific classes.
Led by Dr. Paula Rosinski, Director of Writing Across the University
Offered Online:  Tuesday, September 8, 2020
10:30-11:30am & 12:30-1:30pm – Register
elon.webex.com/meet/writingexcellence

Planning and Organizing Online Peer-Response Sessions
We’ll review best practices for designing effective peer-response sessions as well as procedures for conducting peer-response online. After this brief review, we’ll spend the rest of our time discussing your questions and creating materials for your own online peer-response workshops.
Led by Dr. Paula Rosinski, Director of Writing Across the University
Offered Online: Wednesday, September 16, 2020
10:30-11:30am & 12:30-1:30pm – Register
elon.webex.com/meet/writingexcellence

Strategies for Giving Feedback to Student Writing Online
After briefly reviewing best practices for giving feedback/comments to student writing, we’ll discuss some strategies for giving feedback/comments in online environments (including using written, audio, and video comments).
Led by Dr. Paula Rosinski, Director of Writing Across the University
Offered: Monday, September 21, 2020
10:30-11:30am & 12:30-1:30pm – Register
elon.webex.com/meet/writingexcellence

Spring 2020 Workshops

Dr. Kyle Altmann, Associate Professor, Dr. Benjamin Evans, Associate Professor, and Dr. Chris Richardson, Associate Professor, Department of Physics – “Teaching Students to Convey Complex Scientific Content to a Non-Expert Audience: Writing Letters Home”
Tuesday, February 18, 12:15-1:30pm, Belk Library 102 – In an effort to stress the importance of communicating scientific ideas to a lay audience, the physics department has been assigning “Letters Home” as a means for students to discuss their results from lab activities.  In this style of lab write-up, the student writes a short letter about the experiment they performed and sends it to someone back home who does not have physics knowledge from the class.  Students can choose to write to relatives, friends, favorite teachers, etc.  They are asked to describe their experiment, their results, and the analysis clearly, yet briefly, and in an informal manner with analogies where possible and minimal jargon.  The letter is actually emailed to the chosen recipient, with a CC: going to the professor.

In this interactive workshop, we will discuss the “Letters Home” assignment and the best practices in writing instruction that it incorporates (writing for a real audience, purpose and genre and providing a rubric for students to use in the writing process).  We will ask participants to work through real examples of the assignment, in order to see how they could successfully use it in their own disciplinary classes.  We will also discuss the value of this assignment in helping students to learn content and convey complex ideas to non-expert audiences.  Lunch will be served, so please register.

Dr. Kim Epting, Associate Professor of Psychology and Dr. Erika Lopina, Assistant Professor of Psychology – “Removing Writing Blocks: Strategies for Promoting Transfer of Student Disciplinary Writing”
Tuesday, March 3, 12:15-1:30pm, Belk Library 102 – This workshop is appropriate for faculty from any discipline who would like to learn about specific strategies we’ve used to promote the transfer of writing skills/knowledge across multiple classes.  Aiming to improve students’ writing skill transfer across courses.  We worked together to align how we introduce and reinforce elements of psychology literature reviews, from one of our methods courses to one of our senior seminar courses.  By using similar ways of describing how evidence in an introduction of an empirical paper works and by using similar peer review assignments that force students to attend to higher-order concerns over copy-editing, we built in multiple and extended exposures to these concepts.  We will share quantitative and qualitative information that we collected to assess success of enhancing student writing improvement and will give participants time to brainstorm similar strategies for their own curriculum.  Lunch will be served, so please register.

Dr. Li Li, Assistant Professor of English – “Teaching Information Design and Data Visualization in Writing Assignments”
Monday, April 20, 12:15-1:30pm, Belk Library 102 – This workshop is appropriate for faculty from any discipline who would like to incorporate information design or data visualization assignments into their class.  No prior experience is necessary.  In many different disciplines and professions, complex ideas are best conveyed through either stand-alone visuals or visuals integrated into other written genres.  In this workshop, we will discuss best practices in information design and data visualizations, basic design principles, and a few tools for creating these visuals.  Through hands-on activities, we will explore together ideas for integrating information/data visualization projects or activities into your classroom.  Lunch will be served, so please register.

Fall Term 2019 Workshops

Dr. Ryan Johnson, Assistant Professor of Philosophy – “A Parallel Writing Apprenticeship: Faculty and Students Writing Together in a Senior Seminar”
Monday, September 16th, 12:15-1:30pm, Belk Library 102 – In this workshop I will share an experimental pedagogy I used in my senior seminar class, where students went through the process of writing a professional philosophy article alongside me as I went through the process of writing a professional philosophy book. This workshop will share the formulation and experience of using parallel writing apprenticeship model in the hopes of improving or developing it further. Lunch served so please register.

Dr. Jessie Moore, Director of the Center for Engaged Learning, Professor of Professional Writing & Rhetoric – “Teaching for (Writing) Transfer Across the University: Building on What Students Know from First-Year through Graduation”
Wednesday, October 23rd, 12:15-1:30pm, Belk Library 102 – Writing matters. Students use writing both to learn and to demonstrate their learning, and employers are clamoring for stronger written communication abilities from college graduates. How can faculty across the university help students become better writers? This workshop explores strategies for designing or revising assignments to facilitate transfer by building on students’ prior learning about writing. Lunch served so please register.

Dr. Paula Rosinski, Professor of Professional Writing & Rhetoric and Director of Writing Across the University in the Center for Writing Excellence – “Strategies for Designing Multimodal Writing Assignments”
Monday, November 18, 12:15-1:30, Belk Library 102 – Writing is increasingly multimodal, including images, audio, film, and genres such as infographics, podcasts, and explainer videos are increasingly popular. This workshop will give a broad overview of how faculty might design multimodal writing assignments or assign multimodal genres to achieve learning and writing outcomes for different disciplines. Lunch served so please register.

Fall Term 2018 Workshops

Dr. Helen Sword, “Writing with Pleasure,” co-sponsored by the CWE & CATL
Th. Sept. 6, 2:30-4:30, Belk Pavilion 208. This evidence-based workshop will help you establish and maintain a productive writing practice by rediscovering the pleasures of writing. Please register.

Dr. Amanda Sturgill, “Simple Videos that Encourage Your Students to Use Feedback to Improve their Writing”
Th. Oct. 23, 12:15-1:30, Oaks Commons 212. See how feedback videos encourage students to engage with comments and let you track if they did. It doesn’t even take more time for you! Lunch will be served, so please register.

Dr. Karen Yokley and Dr. Paula Rosinski, “Teaching Writing and Writing-to-Learn in Math and other Quantitative Fields”
Mon. Nov. 12, 12:15-1:30, Oaks Commons 212. Dr. Yokley will share examples of teaching materials generated from her department’s work on the Writing Excellence Initiative (including writing in the discipline/profession and writing-to-learn materials). Dr. Rosinski will share additional activities and ways of using writing-to-learn in quantitative disciplines. Lunch will be served, so please register.

Spring Term 2018 Workshops

Summer Writing Institution Reunion, Mon. Feb. 19, 4-6pm, The Oak House. All past SWI participants are invited for drinks, hors d’oeuvres, and casual conversations about the ways you’ve applied SWI ideas and integrated writing into your teaching. Please RSVP.

“Writing Effective Letters of Recommendation,” Mon. Feb. 26, 12:15-1:30. (Moseley 215). This session for Elon faculty/staff offers time-saving strategies for crafting compelling letters of recommendation. Focused especially on writing letters on behalf of students in high-stakes competitions, these strategies can also be transferred to other contexts (student graduate school references, P&T letters). Co-sponsored by National & International Fellowships, the Lumen Prize, and the CWE Register

“Writing as a Social Scientist,” (for faculty and students; you may register your entire class at once or yourself individually), Wed. Feb. 28, 4:15-5:15, snacks provided (Oaks 212). This workshop will teach students to write as a social scientist by reviewing common genres in the discipline, identifying typical writing features, and examining expected styles, etc. The intended audiences for this workshop include students taking classes in the social sciences, students majoring/minoring in a social science, and faculty who teach social science writing. Faculty are invited to encourage their students to attend and to build this workshop into their syllabi. Led by Dr. Laura Roselle, Political Science and Policy Studies and Dr. Kim Epting, Psychology. Register

“Teaching 2-Column Script Writing” Th. March 1, 12:15-1:30 (Moseley 215). This workshop will provide examples and materials for teaching 2-column script writing, a genre that fits well with video assignments. Led by Douglass Kass, Communications. Register

“Evaluating Visuals and Multimodal Writing,” Mon. March 12, 12:15-1:30 (Moseley 215). This workshop will share examples for evaluating visuals and multimodal texts like videos and podcasts. Led by Dr. Ben Hannam, Communications and Dr. Paula Rosinski, Professional Writing and Rhetoric. Register

Winter Term 2018 Workshops

“Designing Effective Writing Assignments & Giving Feedback/Grading in Moodle,” Tue. January 9, 11:45-1:00
Dr. Paula Rosinski, Professor, Professional Writing and Rhetoric and Sara Vanderpool, Instructional Technologist from TLT

Fall Term 2017 Workshops

“What keystroke-logging research tells us about student writing: An experimental psychologist’s view,” Wed. October 11, 12:15-1:30
Dr. Kim Epting, Assoc. Professor, Psychology

“Learning iMovie and Designing Video Assignments” (Part 1 of 2 workshops designed to encourage multimodal writing assignments), Wed. October 25, 12:15-1:30,
Writing Center Consultant and Dr. Paula Rosinski, Professor, Professional Writing and Rhetoric

“Teaching 2-Column Script Writing” (Part 2 of 2 workshops designed to encourage multimodal writing assignments), Wed. Nov 8, 12:15-1:30.
Prof. Douglass Kass, Assist. Professor, Communications

 


Previous CWE Workshops

3/10/2017    Writing a Bit More, Worrying a Bit Less
2/22/2017    Speed Teaching: Low-Stakes Writing Assignments
9/22/2016    Engaging teachers as readers: Responding to student writing Guest Workshop
7/24/2016    Writing Across the University: Best Practices in Writing Instruction
11/3/2015    Assessment Workshop
10/21/2015  Writing Excellence Initiative Info Session
10/17/2015  Writing Excellence Initiative Info Session
8/19/2015    Writing Excellence Initiative Orientation for Departments
7/15/2015    Eli Peer Review Demo
4/29/2015    Eli Peer Review Demo
4/15/2015    Multi-Modal/Posters Workshop
4/8/2015      Designing Effective Peer Response
3/31/2015    Assessment with Kim Fath
3/11/2015    Developing Effective Writing Assignments
3/5/2015      Multi-Modal/Posters Workshop
2/24/2015    Designing Effective Writing Assignments
11/18/2014  Peer Response
10/21/2014  Writing Excellence Initiative Info Session
10/1/2014    Providing Feedback
3/10/2014    Re-visioning Writing as Textual Thinking
3/4/2014      Professional Etiquette Presentation
11/14/2013  Using Writing in Winter Term Courses
11/6/2013    Using Writing in Winter Term Courses
9/12/2013    Authentic Writing Assignments
5/8/2013      Keys to making Peer Response Work
5/1/2013      Using Rubrics Effectively