We're happy to do any of these workshops below—or workshops on other topics—for any group of 5 or more faculty. Just contact Doug Hesse at firstname.lastname@example.org or 1-7447.
2013 Institute for Experienced FSEM and ASEM Faculty Writing Across the Curriculum: Current Research and Best Practices
June 17, 19, and 21—with homework
$1000 honorarium for participants
The University of Denver Writing Program invites DU faculty from all departments to participate in a week-long institute on student writing in content courses. Our focus will be on writing in general education courses such as FSEM and ASEM. The Institute, which will be led by Doug Hesse and other writing program faculty, is open to any DU professor who has taught FSEM or ASEM in the past two years and who plans to teach either course again in 2013-14.
Participants will read selected current research and teaching practice in writing across the curriculum. They'll meet three times, three hours each meeting, to discuss readings, discuss their courses and matters related to writing in FSEM and ASEM, and share work in progress. And they'll complete a brief writing project (about 5 pages) related to their course or to a topic related to student writing.
Participants who complete all elements will receive an honorarium of $1000 paid July 1.
2013 Workshop for New FSEM Faculty: Assigning and Responding to Student Writing
Wednesday and Friday, June 12 and June 14, 9:00 am to noon
Chan Classroom, Anderson Academic Commons
$500 stipend for completion
Led by Doug Hesse, Executive Director of Writing
- How can writing foster learning in FSEM?
- How can I respond to writing effectively AND efficiently?
- What are qualities of good—and bad—assignments?
- What writing abilities do DU students bring from high school?
- How does writing develop during the college years?
- What are—and aren't—reasonable roles for disciplinary faculty when it comes to student writing?
- What happens in WRIT classes after FSEM?
The Writing Program is sponsoring a two-day workshop to address these and related questions. We invite FSEM faculty who have not previously attended an ASEM or and FSEM workshop to attend. Because space and budget is limited, I'll give top priority to faculty who are teaching FSEM for the first time in fall 2013. However, if space is available after those interests are met, I'm happy to include veteran professors. I'll ask participants to compete brief readings before the first meeting and to complete a brief writing (drafting one or more writing assignments) before the second meeting. Participants will receive $500 upon completing the workshop.
To indicate your interest, by June 1 please send a quick email to Amy Kho. In the email, please include
- your contact information,
- the title of the FSEM you're offering in fall,
- a note about how many times you've taught FSEM previously,
- and a note about whether you've previously completed an FSEM or ASEM workshop (and, if so, how long ago).
The Writing Lunch: Quick Teaching Advice For Busy Profs
In 55 minutes.
The Writing Program will offer four 55-minute informal workshops, each of them twice. Our format will be pizza and fruit at noon, followed by a 15-minute presentation of practical advice (accompanied by handouts or resources), then 25 minutes for questions or discussion. All workshops will be held in the Nelson Hall Private Dining Room.
Responding to Writing While Saving Some Weekend
You assign a paper with a heavy heart, fearing that you've just simultaneously sentenced yourself to a weekend of grading. But not necessarily. This workshop focuses on responding effectively but efficiently.
Tuesday, October 9, 2013, noon – 12:55 p.m.
Repeated on Friday, October 19, 2013, noon – 12:55 p.m.
Getting Students Beyond Drive-by Quotations and Haphazard Summary
So you've made an assignment that requires analyzing or synthesizing sources, but several students are unable to do anything substantial with the readings beyond stringing together summaries or quotations. What do you do? We'll provide some practical advice for helping students do more than haphazardly cite or share glib opinions.
Wednesday, October 17, 2013, noon – 12:55 p.m.
Repeated on Tuesday, October 30, 2013, noon – 12:55 p.m.
What Students Like Best about—and Learn Most from—Writing Experiences
Our five-year longitudinal research on 60 DU undergraduates yielded interesting findings about writing experiences they found most valuable. For example, "easy" doesn't necessarily equal "good" in their minds. We'll share some findings with you.
Tuesday, October 23, 2013, noon – 12:55 p.m.
Repeated on Friday, November 2, 2013, noon – 12:55 p.m.
Multimodal Writing Assignments: Beyond 12-Point Double Spaced Times
Traditional academic papers are the bread and butter of college writing, but they aren't the only kinds of assignments faculty might make to further teaching and learning goals. This workshop will present some ideas for incorporating visual or other elements in assignments, perhaps in pieces meant to be published digitally.
Wednesday, October 31, 2013, noon – 12:55 p.m.
Repeated on Thursday, November 8, 2013, noon – 12:55 p.m.