Upcoming Faculty Development Workshops

No Writing Without Reading: Teaching College Reading in First-Year Writing

Thursday September 27, 12:15-1:45pm, DCAL

We know that students come to college with partial understandings of how to write effectively and will learn new ways to approach college writing demands in our courses. But students also come to college with only partial understandings of how to read deeply, effectively, generously, and critically. To what degree is student difficulty with writing grounded in trouble with reading? This session, led by Christiane Donahue, will present new research about college students’ reading and explore concrete strategies for supporting student reading as part of writing instruction. Lunch will be served.

Sign up: https://libcal.dartmouth.edu/event/4602197

Encouraging Critical Thinking: Using Inoculation Messaging to Promote Metaliteracy in the Classroom and Beyond

Wednesday October 10, 12:40-2:10pm

Metaliteracy is a pedagogical model that sees learning as a collaborative and active process of dialogue, thoughtful reflection, and critical thinking—not as the passive accumulation of facts and simple skills. In this session, Josh Compton, Associate Professor in the Institute for Writing and Rhetoric, will lead a discussion on how inoculation theory—a theory of persuasion and information processing—overlaps with key objectives of the metaliteracy model. Participants will learn—and help to develop—practical strategies for describing assignments, assessing student work, and engaging in other learning activities in ways that encourage and teach critical thinking. Lunch will be served.

Sign up: https://libcal.dartmouth.edu/event/4602378

Workshopping Writing Prompts with RWIT

Thursday October 18, 12:15-1:45pm, DCAL

The assignments we create can define students' experiences at Dartmouth, setting their goals and shaping their calendars. We think deeply about the prompts for those assignments, trying to forecast areas of confusion and to inspire students toward productive learning. In this session, led by RWIT’s Director Nick Van Kley and a team of undergraduate RWIT Tutors, participants will discuss the critical role of prompts in teaching writing. We will examine writing prompts together; RWIT Tutors will share their experience with writing prompts; and participants will have a chance to workshop their own prompts—old or new—with colleagues and tutors. Lunch will be served.

Sign up: https://libcal.dartmouth.edu/event/4602199

Disciplinary Awareness and Writing Knowledge: Teaching to Support Rhetorical Flexibility

Thursday, October 25, 12:15-1:45pm, DCAL

We hope that our first-year writing courses help students develop core writing abilities that they can use and adapt in new contexts. But we generally teach these abilities from the context of our own personal discipline. If that influence stays tacit, students may not understand how writing in different courses can be related. In this workshop, which grows out of other discussions we’ve had, we will explore what our first-year writing learning objectives mean to us personally, how the outcomes from each of the first-year courses suggest both differences and shared goals, and how this knowledge can inform our teaching. We will present some teaching strategies for promoting students’ multidisciplinary adaptability across courses. Lunch will be served.

Sign up: https://libcal.dartmouth.edu/event/4602386