Workshops Available On Request
- Handling the Paper Load in a WE course
- Designing and Proposing a WE course
- Building Writing and Research Curricula in Programs
- Responding to Student Writing For Maximum Impact
- Discipline Specific: Analyzing Genre Conventions for Students
- Grammar 101: Refreshers for Teachers
- Teaching with Writing: A Primer of Priorities
Resources for Writing-Enhanced Courses
- Goals of Writing Enhanced Courses
- Hallmarks of Writing Enhanced Courses
- So, You're Teaching a First Year Seminar...
- List of Writing Enhanced Courses
- Proposing a New Writing Enhanced Course
- Using Peer Groups
- Using Portfolios in a Writing Enhanced Course
- Writing Assignments in Writing Enhanced Courses
- Writing to Learn and Communicate in Writing Enhanced Courses
Examples of Writing-Enhanced Assignments and Syllabi
Examples of Successful Proposals for WE Courses at Stetson
- HIST 105 "Modern Western Civilization"
- PSYC 203 "Great Experiments"
- MUSC 197A, "History of Popular Music"
- COMM 311 "Classical Rhetoric"
- GESS 498 "Senior Research Proposal"
- ECON 498 "Senior Research Proposal"
- MC 392 "Song Literature"
- AFST 350A "Advanced Africana Literature"
Examples from Other Colleges and Universities
- In Geography:"The Human Use of the Environment," taught at Boston College
- in Anthropology: "Aging and Culture" at University of South Florida
- In Political Science, "American Government" taught at CUNY-Hunter College
- In Music Education, "History of Music" taught at Eastern Michigan University
Faculty Development Workshops
- Writing and Information Literacy Minimums (recommended for FSEMs)
- Spring 2016 Information Sessions
- Handling the Paper Load (Sept 2013)
- August 2013: FSEM Pre-Term Faculty Development workshop packet
- April 2012: FSEM Faculty Development Workshop packet
- August 2011 FSEM Faculty Workshop packet of materials.
- Incorporating Writing into Course Unit Classes. April 2009 workshop
- 2008 "Teaching Conversation" about teaching with writing. Includes example grading rubrics and assessment criteria.
- 2008 "Teaching Conversation" document offering an example rubric for a term paper in any discipline.
Writing to Learn
- "What is Writing to Learn?" from the WAC Program at Colorado State University.
- "Write to Learn" from the University of Richmond.
- Avoiding Plagiarism: more than a checklist of what not to do. Check this out, from Purdue University's Online Writing Lab
- Defining and Avoiding Plagiarism "Best Practices," The Council of Writing Program Administrators
- Harris, Robert. "Anti-Plagiarism Strategies for Research Papers." 2009
- Plagiarism Scenarios - A useful activity for teaching your classes about plagiarism
- Preventing Plagiarism
- One of our reference schools, Carleton College, instituted a writing-intensive curriculum in 2001; part of their program is the writing portfolio. click here for information about Carleton's Writing Program.
- Hesse, Doug. Portfolio Grading Standards for ENGL 101. from Teaching Composition, Urbana, 2005. (PDF file.)
- Portfolio terminology. Nedra Reynolds, from Portfolio Keeping: A Guide for Instructors (PDF file)
- Reflective elements in portfolios. Nedra Reynolds, from Portfolio Keeping: A Guide for Instructors. (PDF file)
- Grading the portfolio. Nedra Reynolds, from Portfolio Keeping: A Guide for Instructors (PDF file)
Assessing the New Writing Requirement
Planned Assessment of Undergraduate Writing, 2016-2020
Review: In December 2015, the University faculty voted to implement a writing requirement whose goals were to
1—prioritize and make visible writing instruction within and across general education and programs via WE designations on courses contributing to that learning goal
2—capitalize on demonstrated success rates in writing intensive FSEM courses
3—better distribute university resources by targeting faculty development and student learning in courses whose effectiveness at teaching students to meet University writing goals has been repeatedly demonstrated
4—enhance faculty instruction of writing considered important in learning goals, disciplinary and/or genre conventions, and mission-driven academic goals and
5—enhance student learning of critical writing skills to excellence, as measured by GEAC, academic programs and faculty
As part of that writing requirement, we agreed that
1— faculty development opportunities would be offered across and within curricula to support the increased attention to writing as a high-impact learning practice
2— a Writing Fellows program, housed in the Writing Center, would begin to place Fellows trained in peer-based tutoring into courses to support faculty and students in learning goals
3— a four-year study would begin Fall 2016, with the goal of reporting in 2020-21 on the effectiveness of the new writing requirement.
The University Writing Advisory Council (UWAC) met several times during Spring 2016 to develop plans to implement the requirement. In collaboration with the Director of Curriculum and Assessment, the General Education Assessment Committee, and the University General Education Committee, UWAC has developed the following assessment plan, to begin Fall 2016. See here for infographic of cohort study. View the rubric and outcome statement that will be used.
Fall 2016: identify a student cohort; collect writing samples from students in FSEM; assess. Update faculty. (JSEM samples also collected for contrast analysis)
Fall 2018: collect writing samples from the same students in JSEM; assess; compare to FSEM; plot a trajectory of student skill development over time. Update faculty. (FSEM samples also collected for contrast analysis)
Fall 2019: collect writing samples from the same students in their senior year; interview students for qualitative input into assessment process; assess and analyze collected samples and interviews; compile report; deliver to faculty.
Fall 2020: Close the loop: are Stetson faculty and students satisfied with student learning achievement of writing goals? What are the next steps in continued improvement?