Category Archives: Fellows’ Corner

Feedback: What is it good for?

Everyone has experienced the visceral sensations of heart racing and stomach churning that accompany receiving a returned paper covered in red markings. It is perhaps no surprise that red, the color that instructors have historically selected to critique writing, has … Continue reading

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Join us in celebrating the WAC Digital Initiative Certification Launch next week Tuesday 11/14/2017!

Digital Certification Launch Party Invite

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What We Talk About When We Talk About Revision

When my students ask me how they can improve their writing, my answer is almost always the same: revise. Young writers, inexperienced and impetuous, bristle at the thought of recasting what they have only just molded. What person devoid of … Continue reading

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At the crossroads, teaching the “Math-y” stuff to the self proclaimed non-math-y.

Hugo, my Colonial Literature of the Americas professor once introduced me to the class (I was a senior in a freshman class that I hadn’t come around to taking) as: “This is Pablo, you will find that as a Literature … Continue reading

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Strategies for Evaluating Student’s Work

“What will I gain from your class as a – insert non-social science – major?” As an ice-breaker, I end every first class of the semester by answering anonymous questions written on index cards. As an anthropology instructor for the … Continue reading

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How I learned to stop worrying and love statistics

I would like to propose a harmless exercise in fear-induction. Approach 5 people at random and ask them their feelings about or experiences with statistics. Observe the signs of visceral reaction. Note the rapid change of facial expression: the anxious … Continue reading

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Elements of WAC in Introductory Foreign Language Courses

It’s possible to see WAC elements in introductory foreign language courses. Three-quarters into the semester of a 101-level French course, pair up your students to write a dialogue such as the following: the two speakers discuss how they view certain … Continue reading

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“It’s in the Syllabus”: Best Practices for the First Day of Class

(image from Inside Higher Ed) I recently had the pleasure of attending City Tech’s new faculty orientation, led by Professor Julia Jordan. At one point, she implored us, “Please, please do not spend the first class session reading your syllabus … Continue reading

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Bearing the Responsibility for Our Own Expectations

At several points in my development as a college teacher, I have learned the hard way (and too late) that I bear the responsibility for my own expectations. This is not to say that students cannot be held accountable for … Continue reading

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Students’ Oral Presentation and Improvements in Writing

What is the connection between students’ oral articulation of ideas and the improvement of their writing skills? Is it plausible to assume that there is any? As an adjunct instructor, I have consistently assigned group presentations. Typically, I ask students … Continue reading

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