o Formal papers aren’t the only way to include writing in a course. Low- or no-stakes writing activities can get students practicing critical thinking, give you insights into what students are learning, and help students connect with each other and your course content without having to devote your – and students’ - time to drafting and grading essays.

o Formal papers aren’t the only way to include writing in a course. Low- or no-stakes writing activities can get students practicing critical thinking, give you insights into what students are learning, and help students connect with each other and your course content without having to devote your – and students’ - time to drafting and grading essays.

o During this interactive session, participants will anonymously submit brief teacher and/or student generative AI use scenarios that will be pulled at random for discussion. For each one, we’ll survey attendees regarding their comfort level with the scenario described, weigh in on what we see as the advantages, downsides, and ethical issues of the scenario, and then vote once more. This session should be a fun way to learn about how your colleagues feel about genAI use and to help you clarify your own beliefs and expectations.

o Do you assign peer reviews on essay drafts and feel disappointed in the results? Peer-to-peer interaction can be a powerful motivator for student learning, but it's also a troublesome pedagogy. Students and faculty alike sometimes report that it seems like wasted time that takes away from the professor's input on priorities -- yet research says otherwise! What causes this disjunction? A lack of coaching and practice. This workshop will introduce several rationales for peer responses, provide strategies for how to prepare students to do effective reviews, and offer participants the chance to try peer review themselves.

o Do you assign peer reviews on essay drafts and feel disappointed in the results? Peer-to-peer interaction can be a powerful motivator for student learning, but it's also a troublesome pedagogy. Students and faculty alike sometimes report that it seems like wasted time that takes away from the professor's input on priorities -- yet research says otherwise! What causes this disjunction? A lack of coaching and practice. This workshop will introduce several rationales for peer responses, provide strategies for how to prepare students to do effective reviews, and offer participants the chance to try peer review themselves.

o Join us in-person to explore Notebook LM, a research summarizing and chat-based text generation tool that utilizes only the sources you share with it. We’ll open with a brief presentation about the interfaces, possible uses, and ethical considerations, but most of your time will be spent using the Notebook LM. Please bring your laptop so you can take time to work with the tool, stopping periodically for the group to check in about what we’re noticing and thinking. Whether you’re considering using this tool in your teaching or curious what your students may be doing with it, this exploration will help you to become more familiar with their possibilities and shortcomings.

This workshop invites participants to define what rigor in writing means to them—and then juxtapose that with how a pedagogy of compassion or kindness intersects with notions of rigor. High expectations don’t need to conflict with a people-centered classroom that values the experience of both teachers and students.

This workshop invites participants to define what rigor in writing means to them—and then juxtapose that with how a pedagogy of compassion or kindness intersects with notions of rigor.  High expectations don’t need to conflict with a people-centered classroom that values the experience of both teachers and students.  

This workshop explores the ways some educators are refusing or resisting the calls to incorporate genAI into our writing and teaching. Using “Refusing GenAI”(a disciplinary-based argument) and Marc Watkins’ “AI is Unavoidable Not Inevitable” as our foundation, we’ll have a structured conversation about how paying attention to AI in our fields and in our world does not mean committing to teaching with it.

This workshop explores the ways some educators are refusing or resisting the calls to incorporate genAI into our writing and teaching. Using “Refusing GenAI”(a disciplinary-based argument) and Marc Watkins’ “AI is Unavoidable Not Inevitable” as our foundation, we’ll have a structured conversation about how paying attention to AI in our fields and in our world does not mean committing to teaching with it.

How can we help students navigate both the hype and fear surrounding AI technology and develop a discerning eye?  In this session, we’ll explore elements of critical AI literacy (the ability to evaluate AI tools in light of the cognitive, ethical, social, and cultural implications) and share resources that you can adapt for your own classes.  

How can we help students navigate both the hype and fear surrounding AI technology and develop a discerning eye?  In this session, we’ll explore elements of critical AI literacy (the ability to evaluate AI tools in light of the cognitive, ethical, social, and cultural implications) and share resources that you can adapt for your own classes.  

Are you frustrated by poor-quality written assignments from your graduate students? Do you avoid grading them because providing feedback takes too long? Do you wish someone else would teach your students how to write? If so, this workshop is for you. In this practical session, you’ll learn simple, time-saving strategies to help your students improve their writing—making grading easier and their work stronger.

Need to work on a manuscript but not sure where to start? Join our hands-on manuscript preparation workshop for practical tips, insider tricks, and the guidance you need to bring your writing to life!

Join us for a student panel on how undergraduates actually experience the directions for writing assignments.  With tactful candor, undergraduate tutors will share their takes on what makes it easy—or not!--for students to engage with assignments.  Bring your questions and curiosity, and let’s talk about how to communicate effectively with your students. 

Join us for a student panel on how undergraduates actually experience the directions for writing assignments. With tactful candor, undergraduate tutors will share their takes on what makes it easy—or not!--for students to engage with assignments. Bring your questions and curiosity, and let’s talk about how to communicate effectively with your students.

This workshop is for graduate faculty who advise students on theses and dissertations and want to tune-up or streamline the process. Using an active learning approach, we will share research-based strategies and provide practical resources, including adaptable templates, to support students through graduation.

Culturally responsive writing pedagogy assumes that each student’s culture, language, and traditions are an academic asset. In this workshop, we’ll reflect on how culture intersects with the content and assignments of your courses and explore heuristics for harnessing student diversity.   

Culturally responsive writing pedagogy assumes that each student’s culture, language, and traditions are an academic asset. In this workshop, we’ll reflect on how culture intersects with the content and assignments of your courses and explore heuristics for harnessing student diversity.   

Join us in-person to explore two accessibility tools (an alt-text generator and Readable). Test whether and how the power of AI could help you make the documents and presentations you create more accessible to a diverse pool of readers. We'll start with a brief presentation about the interfaces and possible uses and ethical considerations for creating […]