Spring 2007 Workshops

            “Going to the Source: Preparing Students for Source-based Writing”

• “Acculturating Students to Source-based Writing”
• WAC Faculty Workshop Agenda
• Faculty Questionnaire
• Sophia Wong’s preparatory worksheet
• Sarah Blazer’s worksheet “Responsibly and Critically Evaluating Sources.
• Double-entry Journal
• Index of Templates (transitional phrases, key words, etc.)
  

" Going to the Source: Partnering with Librarians to Design Effective Research Assignments"

• " Databases, or When Google Simply Will Not Do"
• WAC Faculty Workshop Agenda
• Mari Miller-Lamb, Library – Sample Assignments for Revision
• Sarah Blazer, WAC – Research Paper Assignment, Before and After Collaboration with the Library
• Sophia Wong, Philosophy – Information Literacy Assessment Assignment (designed after WAC and the Library Workshop 1, “Information Literacy: Preparing Students for Research”)

 " Masters in Public Administration (MPA) Program Student Writing Workshops"

Spring 2006 Workshops

• "Writing in the Multicultural Classroom"
  • WAC Faculty Workshop Agenda
• Kathleen Kesson, Education – Reading Journals
• Kathleen Kesson, Education – Teacher with A Heart Assignment
• Kathleen Kesson, Education – Culturally Responsive Pedagogy Assignment
• Kathleen Kesson, Education – Action Research Paper assignment
• Shaireen Rasheed, Education (C.W. Post) – Applying Culturally Sensitive Pedagogies
• Shaireen Rasheed, Education (C.W. Post) – Implementing Writing Intensive Courses in a Multicultural Context
• Shaireen Rasheed, Education (C.W. Post) – Multicultural Pedagogies in the Classroom - A Power Point Presentation (Download)

•  “Scientific Literacy and WAC"
  • Ezra Shahn, Professor of Biology at Hunter College—“On Science Literacy”
  • Ezra Shahn, Professor of Biology at Hunter College—“Science As Another Culture / Science As a Part of Culture”
  • Ezra Shahn, Professor of Biology at Hunter College—“Foundations of Science”

Fall 2005 Workshops

“Informal Inquiry: Teaching Students Writing-to-Think”

• "Starting From Scratch: How Informal Writing Prepares Students to Write and to Learn"
• WAC Faculty Workshop Agenda
• “Starting from Scratch” Power Point Slides (Download)
• Sophia Wong, Philosophy, PHI 105
  • health Care Ethics Informal Writing Assignments
• Kevin Reyes, English, ENG 16
  • Informal Writing Assignment – Reliability of Sources

• "Come as You Are: Enabling Dialogue in the Classroom through Informal Writing"
  • WAC Faculty Workshop Agenda
  • “Come as You Are” Power Point Slides (Download)
  • Hal Barton, Anthropology, ANT 137
    • Detailed Writing Intensive Syllabus
  • David Spierer, Sports Sciences, SPS 152 (Exercise Physiology)
    • Term Paper Instructions
  • Bernard Schweizer, English, ENG 64
    • Class Discussion & Informal Writing Point System
  • Bernard Schweizer, English, ENG 64
    • Note-Taking Assignment

• "From Dialogue to Draft: Linking Informal and Formal Writing"
  • WAC Faculty Workshop Agenda
  • “From Dialogue to Draft” Power Point Slides (Download)
• Sarah Blazer, English, ENG 16
  • From Guided Journals to Formal Paper
• William Burgos, WAC & English, COS
  • The Research Proposal
• Tina Erickson, English
  • From Group Work to the In-Class Essay to the Formal Paper

Spring 2005 Workshops

“Writing Assumptions”

• "Student Voices: A Dialogue on the Student/Teacher Relationship" 
• "Engaging Inquiry: Designing Problem-Posing Assignments"
  • WAC Faculty Workshop Agenda
  • Designing Problem-Posing Assignments, an overview
  • Designing Problem-Posing Assignments, sample assignments
  • Informal Writing Assignments
  • “Writing to Learn Vs. Learning to Write”
  • Additional Sample Assignments
    • Ruth Shackelford, History
    • Susan Halio, HEOP
• Re-Assessing Assessment

 Fall 2004 Workshops

“Writing Assumptions”

• Envisioning Our Students & Their Writing
• "Designing the Student-Centered Syllabus: What Do You Want Your Syllabus to Say About You?"
  • WAC Faculty Workshop Agenda
  • "The 'Banking Concept' of Education," Paolo Freire
  • A “bad” syllabus
    Consider:  “One does not liberate people by alienating them” (Freire 354).
  • Expectations (Ours and Our Students) - Michael Sohn’s syllabus:  using “we” and including student/teacher responsibilities
    Consider:  “People teach each other…” (354).
  • University of Minnesota Syllabus Checklist
  • Additional Syllabi
    • Ruth Shackelford, History
    • Nora L’Eplattenier, Nursing