Teaching college writing involves teaching a broad range of applied skills to students from a broad range of backgrounds and intended future disciplines. This statement points to three ways in which the learning and teaching of college writing is an inherently problematized endeavor. The first … Continue readingWriting Math: Integrating Universal Design with “Social Turn” Writing Pedagogy
In this investigation I focus on faculty behavior that will extend and enhance how students at two-year colleges engage with critical inquiry and analytical writing through blogging and other Web 2.0 tools. Blogs, wikis, pod and video casts, and chatting/discussion are among the Web 2.0 … Continue readingFaculty roles, Web 2.0, and student efficacy
Click here for a 4 min. audio clip from a synchronous peer review session involving three students who used emailed drafts and live audio/video feed via WebEx. Twenty-first century college classrooms increasingly occupy digital spaces in which digital citizenship skills such as using online technologies … Continue readingRedesigning the Blended Synchronous Peer Review Session
Computational thinking as a lens for re-envisioning how composition and rhetorical pedagogies help college writers break down and assemble complex writing tasks The goal of college writing classes is that students will gain not only knowledge of the “threshold” writing concepts that characterize academic … Continue readingAlgorithmic thinking for rhetorical analysis
Creativity in learning involves both imagination and an ability to work with content knowledge (Hadzigeorgiou et al., 2012). A creative learning process will involve both insight or innovation and application of core content knowledge such as disciplinary frameworks and core skills such as research methods. … Continue readingBalancing Process and Product
Intellectual access: Using digital archives in an introductory literature course Learning the discipline of literary analysis and interpretation and how these activities deepen one’s ability to think, read, and write critically about life is what a college Introduction to Literature course is about. In … Continue readingIntellectual Access
The subskill as a key to cognitive autonomy: How can note-taking support metacognitive engagement with a research task? This post is about a deceptively simple concept, note-taking. Or, rather, it is about teaching students to take notes. This post is about how achieving poor outcomes … Continue readingSupporting engagement through note-taking
