Workshops are open to PLU faculty and staff. Faculty who have taught or are interested in teaching in the First Year Experience Program (FYEP) are especially encouraged to attend.
Friday, June 1, 2018
10:00 am to 3:00 pm
Hauge Administration Building 205 (Humanities Conference Room)
lunch and stipends provided
Thursday, May 31, 2018
10:00 am to 1:00 pm
Friday, May 4, 2018
12:00 to 2:00 pm
Ness Family Lobby (Karen Hille Phillips, second floor)
Bruce Horner will lead a two-part workshop on Friday, May 4th. In the first part, “Writing, Reading, and Revising (in) the Disciplines,” he’ll present a model for incorporating sequences of assignments for writing, reading, rereading, and revision into courses to engage students in the disciplinary work of academic inquiry. Relying on sample assignments sequences and student writing and revisions, Dr. Horner will illustrate ways to help students use their writing to develop their understanding of disciplinary knowledge and practice. In the second part, “Addressing Language Difference and Error in Student Writing,” after presenting principles for addressing matters of language difference in student writing and distinguishing matters of language difference from errors, Dr. Horner will outline strategies to help students negotiate language differences in their writing and find and eliminate error from their writing. Participants will be led through analyses of samples of student writing to illustrate these principles and strategies.
Bruce Horner is Endowed Chair in Rhetoric and Composition at the University of Louisville, where he teaches courses in composition, composition theory and pedagogy, and literacy studies. Prior to his arrival in Louisville he served as Director of Composition at the University of Wisconsin-Milwaukee. He publishes widely on matters of language difference in writing. His recent books include Crossing Divides: Exploring Translingual Writing Pedagogies and Programs (co-edited with Laura Tetrault), Economies of Writing: Revaluations in Rhetoric and Composition (co-edited with Brice Nordquist and Susan Ryan), and Rewriting Composition: Terms of Exchange.
Thursday, April 19, 2018
12:00 – 2:00 pm
Regency Room, Anderson University Center
Lunch will be provided.
Sponsored by the First-Year Experience Program and the Office of the Provost (via the Dean of Inclusive Excellence)
Asao B. Inoue is Professor of Interdisciplinary Arts and Sciences, Director of University Writing and the Writing Center, a member of the Executive Board of the Council of Writing Program Administrators, and the Program Chair of the 2018 Conference on College Composition and Communication. Among his many articles and chapters on writing assessment and race and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in RTE, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. In November of 2016, he guested co-edited a special issue of College English on writing assessment as social justice, and has a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity, coming out in 2018. Additionally, he is also completing a book on labor-based grading contracts as socially just writing assessment.
Kelvin Keown is the English Learner Specialist at UW Tacoma’s Teaching and Learning Center. He has been teaching post-secondary learners of English since 2006, when he earned a MATESOL from the Monterey Institute of International Studies. He has taught in intensive English programs, at a university in Japan, and has been with the UW Tacoma Teaching and Learning Center since 2010. At UWT, Kelvin works primarily with students whose first language is not English both in the Writing Center and in the classroom, and he helps to train and coach peer writing tutors. He also consults with faculty on working with multilingual students. His professional interests include effective feedback practices for language learning and understanding how students interact with sources in their writing.
Thursday, February 22, 2018
2:00 to 3:30
Ness Family Lobby (Karen Hille Phillips, second floor)
coffee, tea, and snacks provided
In the First-Year Experience Program, we work hard to welcome students into our academic community and to help them develop skills they need to succeed. One of the ways that we do this is to help them make links and connections between their courses, between the curricular and the co-curricular, and within their different communities. Two of the initiatives that we have in place to support these goals are links between our Writing Seminars (101s) and our Inquiry Seminars (190s) and between our Residence Halls and our 101s.
Jennifer Smith, Dean of Inclusive Excellence, will talk about her experience of teaching a WRIT 101 section that was linked to RELI 190. Jes Takla, Director of Residential Programs, will talk about her work to link WRIT 101 to residence halls. We are always seeking more and more of these linked courses. So please come to share your experiences if you’ve taught a linked courses or to learn more about these initiatives if you’re going to teach in FYEP in the future.
In addition, we are also considering more formally and intentionally linking the PLUS 100 classes to FYEP. Amy-Stewart Mailhiot, Instruction Coordinator and Reference Librarian; Laree Winer, Associate Director for Student Engagement and the Center for Vocation; and Jes Takla will lead us in a discussion about what PLUS 100 has been and what it might be. We are eager for feedback as we review and possibly revise this curriculum.