With their focus on quality over quantity, shorter writing assignments increase student precision, reduce fluff, discourage procrastination, and strengthen writing skills. When paired with in-class peer-review activities, using sentence outlines, and some limited coaching, the result is stronger and shorter papers that allow you to spend less time grading and responding. During this virtual workshop, we will look at these and other strategies to meet your assignment goals in fewer pages. Participants are welcome to bring one of their existing 'long' writing assignments.

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.

With their focus on quality over quantity, shorter writing assignments increase student precision, reduce fluff, discourage procrastination, and strengthen writing skills. When paired with in-class peer-review activities, using sentence outlines, and some limited coaching, the result is stronger and shorter papers that allow you to spend less time grading and responding. During this virtual workshop, we will look at these and other strategies to meet your assignment goals in fewer pages. Participants are welcome to bring one of their existing 'long' writing assignments.

ChatGPT has renewed conversations about artificial intelligence in higher education.  The prospects of AI-generated text raise questions about writing processes, assignment design, academic integrity, workflow efficiencies, and more. Join us for an open conversation about the ways AI text generation might affect you and your students.

ChatGPT has renewed conversations about artificial intelligence in higher education.  The prospects of AI-generated text raise questions about writing processes, assignment design, academic integrity, workflow efficiencies, and more. Join us for an open conversation about the ways AI text generation might affect you and your students.

Join First-Year Seminar, Liberal Arts Scholars Program, English 002, and HCOL86 colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. This is the first in a series of Friday discussions for the spring semester; attend one, some, or all! In this session, we will check in to see how you are doing and what your thoughts/questions are for the coming semester.

If you teach courses where you explicitly address scaffolded writing projects, writing processes, and genre features, join colleagues to talk about how your thoughts on assignments might be changing in this age of AI.

This session will focus on writing in the age of AI. The use of ChatGPT and similar programs has sparked great debate among educators in terms of ethics, as some believe it should be strictly prohibited while others see it as a tool. In short, this form of technology can produce hundreds of words of writing at the click of a button, but it has its limitations when it comes to accuracy and quality. Let’s talk about how the new and exciting but potentially scary ChatGPT may be either used or abused!

 If you teach courses where you explicitly address scaffolded writing projects, writing processes, and genre features, join colleagues to talk about how your thoughts on assignments might be changing in this age of AI.

Join First-Year Seminar, Liberal Arts Scholars Program, English 002, and HCOL86 colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. This is the second in a series of Friday discussions for the spring semester; attend one, some, or all! In this session, we will check in to see how you are doing, answer your questions, and explore the Rhetorical Discernment FWIL Goal.

If you use writing as a form of assessment--say, for essay exams (in- or out-of-class), or have a single writing assignment towards the end of class that is intended to be completed wholly independently, join colleagues to talk about how the growing use of AI shapes your thinking.

If you use writing as a form of assessment–say, for essay exams (in- or out-of-class), or have a single writing assignment towards the end of class that is intended to be completed wholly independently, join colleagues to talk about how the growing use of AI shapes your thinking.

Join First-Year Seminar, Liberal Arts Scholars Program, English 002, and HCOL86 colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. This is the second in a series of Friday discussions for the spring semester; attend one, some, or all! In this session, we will check in to see how you are doing, answer your questions, and explore the Substantive Revision FWIL  Goal.

Join guest speaker Shawna Shapiro, author of Cultivating Critical Language Awareness in the Writing Classroom, to explore how purposeful assignment design, explicit expectations, and scaffolding of challenging assignments promote both equity and student agency in the classroom and your discipline. We will also consider how tapping into, and building on, the skill set that a diverse group of students brings to class can help them to reach even higher levels of achievement. This interactive session will leave you with practical ideas you can use to help students build confidence that they can succeed at meaningful, challenging work–and give you some big questions to ponder for the future.

This session will focus on TA relationships and communication with both students and instructors. Teaching assistants often serve as an intermediary figure in between students and faculty. Whether you are working alongside a faculty member or teaching your own course and reporting to your program director, as a TA, you have to navigate communication with both parties. 

In this session, we will explore classroom policies and syllabi statements that convey appropriate AI use and/or limits for in varying contexts, and how students might acknowledge such use. We will also discuss how our expectations about these tools connect with UVM’s Code of Academic Integrity.  Participants will be provided with a range of sample policies, statements, and guiding prompts and given time to begin drafting language for their future assignments or syllabi during the workshop. 

In this session, we will explore classroom policies and syllabi statements that convey appropriate AI use and/or limits for in varying contexts, and how students might acknowledge such use. We will also discuss how our expectations about these tools connect with UVM’s Code of Academic Integrity.  Participants will be provided with a range of sample policies, statements, and guiding prompts and given time to begin drafting language for their future assignments or syllabi during the workshop. 

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.