From Learning Goals to Due Dates: A Workshop on Syllabus (re)Design
March 4 (Armitage 101) 12:15-1:15
Timed to support the proposal process for Gen Ed courses, this workshop reviews best practices in syllabus construction, including the articulation of course-specific learning goals, criteria for evaluation, and other required elements. Bring a syllabus or simply attend to spur future efforts.
Conversation starters: A new study suggests that a one hour program where juniors and seniors discuss their college experiences can assist first generation college students in long term college success.
At the Chronicle of Higher Education, James Lang questions the idea of self-plagiarizing and its relationship to student work.
From the Bookshelf: Also from James Lang: On Course: A Week by Week Guide to Your First Semester of College Teaching, is a book aimed at new teachers but offering practical advice for teachers at all stages of their career.
Featured Peer Teaching Center: The University of California at Berkeley Center for Teaching and Learning contains both original materials developed by the university on course design and evaluation and a frequently updated blog that covers current headlines and issues in university teaching.
Call for Papers
Edited Collection: Best Practices in Writing Assignment Design
Karma Waltonen and Melissa Bender
University Writing Program, University of California, Davis.
Proposals are invited for a volume of original, classroom-tested writing assignments; the volume is intended to serve as a resource for new and experienced composition instructors seeking pedagogically sound writing assignments that can be used in a variety of writing-centered undergraduate courses. The assignments may be designed for first year composition, basic writing, advanced composition, writing in the disciplines, or writing across the curriculum courses. In the published volume, the writing assignments will be accompanied by supporting materials of no more than 5000 words. Support materials will include a rationale for the assignment design, plus any of the following:
Description of scaffolding activities used in conjunction with the assignment.
Description of how students respond to the assignment.
Description of potential pitfalls of the assignment and suggestions for how to avoid them.
Excerpts from student papers written in response to the assignment.
Grading rubrics or evaluation standards.
Please submit a proposal of no more than 500 words that includes a brief description of the assignment, a description of the course/institutional context for the assignment (e.g.: a first year composition course at a large research university), and a projection of the type of support materials that will be included.
Please send your proposal as a .doc, .docx, or .pdf attachment to email@example.com. Use the phrase “Writing Assignments Collection” in the subject line of your email.
Proposals due: March 31, 5:00 PM PST
Acceptance notices sent: April 30.
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If you’re interested in writing or being interviewed for the Faculty Spotlight or have a link or topic you’d like to share, please email us at firstname.lastname@example.org.