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Stephanie Cooper

Forsyth's Teaching Resources - 0 views

  • But writing assignments are not just exercises in grammar and grading. They are exercises in learning
  • Psychologists and other cognitive scientists know so much about psycholinguistics, language, and memory that they should well understand the close link between composition and knowledge. Yet many view writing as only a means of assessing a students' understanding of course material, and overlook the profound impact that the writing process has on understanding itself
  • The act of writing is an act of thought
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  • Writing, then, is a profoundly active learning experience, for when people write, they identify and define problems, evaluate evidence, analyze assumptions, recognize emotional reasoning and oversimplification, consider alternative interpretations, and reduce their uncertainty (Wade, 1995). Indeed, in many cases writers do not understand a concept clearly until they must organize their thoughts on the topic and communicate those thoughts through composition. As a result, authors are often surprised by the ideas they themselves write, for understanding emerges during the struggle to make points clear to others (Murray, 1985).
  • Professors who wish to add just one element of student-centered instruction to an otherwise professor-centered approach should start by asking students to write. These writing assignments may include the traditional favorites-term papers and essay tests-but Walvoord (1982) wisely recommends giving shorter, but more varied and frequent, writing assignments.
  • When students write they are learning to use "the traditions of language to discipline their thinking and to make that thinking clear to others" (Murray, 1985, p. 52). Unfortunately, many students will need coaching on the process of writing and feedback about the quality of the writing they generate. The professor must, as Walvoord (1982, p. 3) suggests, "make writing assignments meaningful, establish a wholesome and stimulating writing environment for their students, coach pupils in the writing process, respond accurately and specifically to student papers, communicate clearly with students about their writing successes and failures, and help student improve writing as they learn and in order to learn."
  • Clarify the assignment. Nodine (1999) notes that students need to learn about writing assignments as much as they need to learn about writing per se. Telling the students to "write a 5-10 page paper on one of the topics covered in this unit" is likely to frustrate students and disappoint professors. Instead, the assignment should explain the paper's purpose, the audience for the paper, the genre, voice, typical length, style, degree of documentation expected, and deadlines.
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    Writing as an exercise in learning
Keith Hamon

Tenured Professor Departs Stanford U., Hoping to Teach 500,000 Students at Online Start... - 0 views

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    The Stanford University professor who taught an online artificial intelligence course to more than 160,000 students has abandoned his tenured position to aim for an even bigger audience.
Keith Hamon

Academics, in New Move, Begin to Work With Wikipedia - Wired Campus - The Chronicle of ... - 0 views

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    Academics have held the online, user-written reference work in some disdain, said Mahzarin R. Banaji, a psychology professor at Harvard University, "but now I'm hearing nothing but enthusiasm, and I really think this is going to work." Ms. Banaji, the association's president, has put the prestige of a leading scholarly group-and her own name-behind the project, which involves a new interface custom-designed to make encyclopedia entries easier to write and edit, a nascent social network that links scholars who share interests, and tutorials for professors on ways to make writing for Wikipedia part of course assignments.
Keith Hamon

Princeton Professor Gains Cult Status With 3,200 Essays on Facebook - Wired Campus - Th... - 1 views

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    This Princeton English professor has written more than 3,200 short essays on Facebook and shared them with his students.
Keith Hamon

What You Need to Know About MOOCs - Technology - The Chronicle of Higher Education - 0 views

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    Colleges and professors have rushed to try a new form of online teaching known as MOOCs-short for "massive open online courses." The courses raise questions about the future of teaching, the value of a degree, and the effect technology will have on how colleges operate. Struggling to make sense of it all? On this page you'll find highlights from The Chronicle's coverage of MOOCs.
Stephanie Cooper

Tomorrow's Professor Postings - 1 views

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    I thought some of you might be interested in following this blog.
Keith Hamon

Students Are Not Products And Teachers Are Not Social Engineers : 13.7: Cosmos And Cult... - 1 views

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    There is a tendency in universities today to think of teachers as, like sales people and politicians, interested in outcomes. And so there is a tendency for teachers to treat their students in the way sales people treat their clients and politicians treat the voters: without respect. Professors these days, as well as our graduate student assistants, are encouraged to approach the classroom as a social engineer might. We are prodded to think about how most effectively to seat the students, to organize them into working groups; journals, wikis, presentations, and such like, are devices we are told to use to restructure the classroom experience. And we are encouraged to get ourselves videotaped and so, in general, to come to think of ourselves as teaching professionals whose main concern is student outcomes. Now there is nothing wrong with working hard to make the classroom the most exciting place it can be. But we are not social engineers and students are not products we are manufacturing. To think of students that way is to insult them and it is to make genuine teaching and learning impossible. Students, like citizens, are free and equal, and they have the power of reason; they can make up their own minds and can discover and enforce their own conceptions of value and truth and meaning. To view them as any less is to view them the way politicians so often view the public, without respect.
Keith Hamon

Successful Use of Various Social Media In A Class - AEJMC Hot Topics - 1 views

  • there are no written exams for those who successfully complete the weekly assignments of regular social media engagement.
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    This course, with 36 undergraduates, was one of twenty-five new interdisciplinary courses approved by my institution to address "new problems" facing society and to experiment with new teaching and learning strategies. The goals of the class are to use and evaluate various social media in the contexts of information production, sharing, consumption, teaching, and learning. Since the course is open to all majors, one of my goals as a journalism professor is to tap a diverse group of students to gain a better understanding of how digital information and social media are utilized in different disciplines. This "hybrid" course combines class meetings with the use of more than ten different social media tools during the 12-week semester. Some tools take the place of more traditional teaching methods such as papers and written exams.
Stephanie Cooper

Professor to students: Text away | The Committed Sardine - 1 views

  • Georgia State University students who don’t want to yell their questions from the back of a cavernous lecture hall now have another option: They can send text messages to their professor, who reads the queries from an overhead screen.
  • Text-messaged questions, McDonald said, are compiled on a class web page—known as a wiki—where other students can answer the questions. “It creates a knowledge base, and a knowledge base has real power,” he said. “And students love to show how smart they are.”
Keith Hamon

How Technology Wires the Learning Brain | MindShift - 0 views

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    according to Dr. Gary Small, a neuroscientist & professor at UCLA, who spoke at the Learning & the Brain Conference, "The technology train has left. You have to deal with it, understand it, and get some perspective."
Keith Hamon

Reader Experts Help Students Bring the Write Stuff - Advice - The Chronicle of Higher E... - 0 views

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    Through collaboration between the Thompson Writing Program and the university's office of alumni affairs, the Duke Reader Project offers our faculty members a way to supplement their own responses to their students' writing. When professors include their courses in the project, their students can get comments on drafts of papers from an alumnus or employee who has relevant experience in the field, like the Coast Guard commander or the wildlife expert.
Stephanie Cooper

Valdosta State University > Spanish Professor Unites Art and Research - 0 views

  • “Sometimes it is difficult to express in words, the feelings raised by discussions on certain issues such as, immigration, slavery or world customs and cultures, so I encourage students to explore other methods of communication to sharing their feelings and findings,” said, Espinosa-Dulanto, whose office is lined with vibrant photo essays on different themes from child slavery, to love and family."
  • “Some of the student participants are not fluent, and they are reluctant to communicate on the trip or after because they are afraid they will say the wrong thing or not express themselves fully,” Espinosa-Dulanto said. “The freedom to speak through other means, such as artwork or photographs, gives students an outlet to communicate with each other and break through cultural barriers.”
    • Stephanie Cooper
       
      I think this is a great idea for allowing students to reflect and share ideas with each other.  Even Americans who struggle with their speech and writing skills can be encouraged to share their thoughts and opinions through pictures.  
Keith Hamon

How 'Flipping' the Classroom Can Improve the Traditional Lecture - Teaching - The Chron... - 2 views

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    As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in which students respond to Web-based questions before class, and the professor uses this feedback to inform his or her teaching), and peer instruction. But the techniques all share the same underlying imperative: Students cannot passively receive material in class, which is one reason some students dislike flipping. Instead they gather the information largely outside of class, by reading, watching recorded lectures, or listening to podcasts.
Keith Hamon

Warming Up to MOOC's - ProfHacker - The Chronicle of Higher Education - 3 views

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    How one professor uses a MOOC and its resources to flip his own classes.
Keith Hamon

Reacting to the Past: An Open Game Based Pedagogy Workshop at Duke, January 19-20 - Pro... - 1 views

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    Reacting to the Past (RTTP) is a series of elaborate games, set in the past, where students take on the roles of historical characters, and through arguments and gameplay, have the potential to reshape history. In order for students to "win" the game, they have to thoroughly master literary and historical texts for their games' time period, and to be able to fight against their in-game opponents through a series of oral presentations and written work. In other words, students in Reacting to the Past have to basically do everything their professors want them to do in a college class-read and analyze texts, learn about historical contexts, learn how to construct forceful and convincing arguments-but in the guise of a game.
Stephanie Cooper

The Virtues of Blogging as Scholarly Activity - The Digital Campus - The Chronicle of H... - 3 views

  • My academic identity—I'm a professor of educational technology at the Open University in the United Kingdom—is strongly allied with my blog
  • A key aspect of the digital revolution is not the direct replacement of one form of scholarly activity with another, but rather the addition of alternatives to existing forms.
    • Stephanie Cooper
       
      Very true!  We need to remember that technology is just new  tools that allow us to express ourselves in ways we couldn't before.  
  • "Looking back on the history," he writes, "one clear trend stands out: Each new technology increased the complexity of the ecosystem."
Stephanie Cooper

Humor - 0 views

  • classified humor in lectures as jokes, riddles, puns, funny stories, humorous comments and other humorous items. Professors have discovered other creative ways to incorporate humor in classes such as cartoons, top ten lists, comic verse, and phony or bogus experiments (for a complete discussion of sources and forms of humor see Wandersee, 1982).
Keith Hamon

Never Mind the Edupunks; or, The Great Web 2.0 Swindle (EDUCAUSE Review) | EDUCAUSE - 0 views

  • In the spring of 2008, Professor Jon Beasley-Murray launched his students at the University of British Columbia on a project to improve the inadequate and shallow coverage of Latin American literary studies by the online encylopedia Wikipedia (http://en.wikipedia.org/wiki/Wikipedia%3AWikiProject_Murder_Madness_and_Mayhem). Working in groups, some students were assigned to topics that did not yet have articles while others were tasked with improving existing articles.
    • Keith Hamon
       
      This is a great QEP exercise.
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    Our question is whether IT staff in academic environments might not aspire to a vital mission: to being something more than consumers and cheerleaders for commercial products.
Stephanie Cooper

Top 5 Social Media Trends| The Committed Sardine - 1 views

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    This looks like something the Economic & Business professors may want to follow. How will this new social networking affect businesses?
Mary Ann Scott

Materials for Faculty: Methods: Syllabus and Assignment Design - 0 views

  • Are your goals for the course significantly content-directed?
  • Is one of the goals of your course to introduce students to the important research and writing conventions of your particular discipline?
  • Is the primary purpose of your course to improve your students' critical thinking skills?
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  • Professors who don't use writing prompts argue that an important part of scholarship is learning to raise questions that will yield a good academic argument
  • Whatever you decide, do note that a prompt-less writing assignment needs a good infrastructure in order to succeed
    • Mary Ann Scott
       
      a "good infrastructure" is essential in any assignment, not just English/Composition assignments.
  • Consider what you want the assignment to do, in terms of the larger thematic goals of your course.
  • Consider what kinds of thinking you want students to do
  • your prompt should address the importance of context and suggest things that you want students to consider as they write
  • Provide context
  • Break the assignment down into specific tasks
  • Break the assignment down into specific questions
  • Craft each sentence carefully
  • Be clear about what you don't want
  • Be clear about the paper requirements
  • Try to write (or at least to outline) the assignment yourself
    • Mary Ann Scott
       
      While this can't be done for all assignments, choosing a few pivotal moments to model for your students will have a significant impact on how they learn overall.
  • Discuss the assignment with the class
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    Some excellent questions for building an assignment. Look beyond the writing assignment pedagogy to the general aspects of any assignment.
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