Multiple tools claim to be able to detect AI-generated material, but are they reliable? How can we know? And what ethical questions and dilemmas might such tools pose? In this forum, we’ll talk about the tools we’ve tested at WID and what we learned about their effectiveness.  Come share your experiences with and questions about AI detectors and we’ll explore the impacts such tools can have in the classroom. 

This workshop introduces accessible document design for the classroom context. When you create accessible documents with a wide range of users in mind, everyone in your course benefits. Join us to learn simple steps for creating accessible course materials and ways you can teach students to make their own assignments accessible—all with little added labor for you.    

When students no longer have a next assignment to complete, and when their work will no longer be revised, how can you use your responding time effectively to the benefit of both you and your students? Join colleagues to talk about adjusting your response strategies for the particular context of the semester’s end.

When students no longer have a next assignment to complete, and when their work will no longer be revised, how can you use your responding time effectively to the benefit of both you and your students? Join colleagues to talk about adjusting your response strategies for the particular context of the semester’s end.

This lunch and workshop is directed at the overarching learning objective of WIL1 courses, which is to guide and support students in their transition to college writing.  Aided by the work done by Keith Hjortshoj in The Transition to College Writing, we’ll begin with a discussion of what, in the first place, distinguishes “college writing” from the writing most of the students did in high school. We’ll then talk about ways to build syllabi that facilitate that transition, focusing on both content decisions and assignments. As regards the latter, we’ll consider how two specific, high-value assignment practices can greatly benefit students without creating an onerous burden for the instructor.

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Getting to know your students as writers not only fosters a sense of belonging in the classroom, but also provides valuable insight into how their writing backgrounds, interests, and goals might intersect with the work you assign. In this session, we’ll explore ways to build rapport with students and adapt examples of low-effort strategies to fit your needs. Taking a little time to get to know your students as writers now will pay off as the semester unfolds.

Getting to know your students as writers not only fosters a sense of belonging in the classroom, but also provides valuable insight into how their writing backgrounds, interests, and goals might intersect with the work you assign. In this session, we’ll explore ways to build rapport with students and adapt examples of low-effort strategies to fit your needs. Taking a little time to get to know your students as writers now will pay off as the semester unfolds.

Would you like your students to better understand your assignment instructions? This workshop provides an overview of Transparency in Learning and Teaching in Higher Education (TILT), a research-supported framework focused on clearly communicating an assignment's purpose, task, & criteria. This framework has been shown to positively affect student learning, motivation, and confidence, especially for first-generation students, low-income students, and students of color. During this session, we’ll share examples of this framework in practice and start the groundwork to “TILT” two of your own assignments.

Would you like your students to better understand your assignment instructions? This workshop provides an overview of Transparency in Learning and Teaching in Higher Education (TILT), a research-supported framework focused on clearly communicating an assignment's purpose, task, & criteria. This framework has been shown to positively affect student learning, motivation, and confidence, especially for first-generation students, low-income students, and students of color. During this session, we’ll share examples of this framework in practice and start the groundwork to “TILT” two of your own assignments.

This workshop addresses assignment design from the very beginning, including strategies for deciding how many and what kinds of writing assignments to offer, connecting assignments to course goals, and principles for selecting and scaffolding effective tasks. Let’s talk about how you can get started with designing effective and purposeful writing assignments for your course.

This workshop addresses assignment design from the very beginning, including strategies for deciding how many and what kinds of writing assignments to offer, connecting assignments to course goals, and principles for selecting and scaffolding effective tasks. Let’s talk about how you can get started with designing effective and purposeful writing assignments for your course.

How can we consider the needs of multilingual writers in ways that are both linguistically and culturally inclusive? How can we encourage writers to become increasingly attentive to the key learning goals in each course or department? Drawing on research on multilingual writing development, this workshop highlights effective teaching strategies for supporting multilingual students as learners and writers.

How can we consider the needs of multilingual writers in ways that are both linguistically and culturally inclusive? How can we encourage writers to become increasingly attentive to the key learning goals in each course or department? Drawing on research on multilingual writing development, this workshop highlights effective teaching strategies for supporting multilingual students as learners and writers.

Do you have an assignment you like but doesn’t quite work as well as you’d hoped? Let’s see if we can solve the problem and save your assignment together! During this assignment clinic, each participant will bring an assignment to workshop as a group using an appreciative and encouraging framework to think through what changes might help.

Do you wonder whether students are paying attention to the feedback you offer on their work? There are ways to find out! This workshop will offer some simple ways to check with students about how they’re making sense of your feedback and to help you gauge whether you’re spending your responding and grading time effectively.

Do you wonder whether students are paying attention to the feedback you offer on their work?  There are ways to find out!  This workshop will offer some simple ways to check with students about how they’re making sense of your feedback and to help you gauge whether you’re spending your responding and grading time effectively.

Do you have an assignment you like but doesn’t quite work as well as you’d hoped? Let’s see if we can solve the problem and save your assignment together! During this assignment clinic, each participant will bring an assignment to workshop as a group using an appreciative and encouraging framework to think through what changes might help.

How does genAI affect your sense of assignment design, workflow, writing processes, and teaching? The rapid development of genAI tools has many impacts in higher education. Join us to discuss the ways AI might affect you and your students.  

How does genAI affect your sense of assignment design, workflow, writing processes, and teaching? The rapid development of genAI tools has many impacts in higher education. Join us to discuss the ways AI might affect you and your students.