• Details


• NOV 08
• Thur 12:30pm - 1:45pm
• Center for Teaching Excellence
• Thomas Cooper Library, Room L511
  

Description

Participation in research activities is a high-impact, educational practice for undergraduates, and is a definitive part of most graduate degree programs. Writing about research results involves reflection, and contributes to integrative learning. However, faculty may find mentoring students’ development as disciplinary writers challenging, particularly if students lack knowledge of, and comfort with, scholarly writing. The purpose of this workshop is to introduce and practice pedagogical techniques to increase student confidence as disciplinary writers. It is designed for faculty seeking to support and enhance their students’ entry into written disciplinary dialogue. Participants will leave the workshop having practiced a number of techniques to support student writing, and knowing more about additional on- and off-campus resources available to support student writing. 

About the Facilitators:

Sarah Gassman, Michelle Maher and Briana Timmerman have performed interdisciplinary research that is the basis for this session in response to a recognized need for competent disciplinary writing. The research and results are based on a Spring 2012 course, ECIV 798, where the presenters piloted several pedagogical strategies to facilitate students’ knowledge of and comfort with scholarly writing.

This event is sponsored by the Center for Teaching Excellence. For more informatoin, visit CTE.

Registration