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Writing Across the University professional development opportunities are designed to engage the university community in discussions about best practices in the teaching and learning of writing, as well as on emerging issues that impact the engaged learning practice of writing. All faculty and staff are invited and welcome to participate in all events.

Spring 2026 Opportunities

AI and Peer Feedback to Student Writing: Exploring Benefits, Limits, and Pedagogical Choices
Monday Feb. 16, 12:30-1:40, Belk Library 102; Register
This workshop explores the benefits and limitations of AI-generated feedback and human peer response to student writing, with a focus on the pedagogical implications of each. We’ll draw on published research as well as our own classroom experiences to examine how students engage with different kinds of feedback. Participants will leave with practical strategies for critically integrating both AI-generated and human peer response into their writing assignments.
Led by Drs. Paula Rosinski and Julia Bleakney

How Do Mentors Support Undergraduate Research Writing? Insights from Faculty and Students
Tuesday March 10, 12:30-1:40, Belk Library 113; Register
This workshop examines how mentors support undergraduate research writing by sharing findings from a study that surveyed both faculty and students about their experiences with research writing mentorship. We’ll highlight key patterns from the data, including what students say they need most and what mentors report as their biggest successes and and challenges. Drawing on these findings, the session will identify best practices for mentoring undergraduate research writing across disciplines and research contexts. Participants will leave with concrete strategies they can use to support student researchers as writers throughout the research process. Led by Drs. Maureen Vandermaas-Peeler, Tim Peeples, and Jessie Moore

Speed-Teaching: Designing Reflective Writing Assignments With and Without AI
Tuesday April 21, 12:30-1:40;
This session brings together three perspectives on designing reflective writing assignments that thoughtfully engage—or intentionally avoid—generative AI. Across community-based learning, personal statement writing, and arts-based coursework, presenters explore how reflection can be deepened through AI as a formative thinking partner, structured peer-feedback, and a focus on lived experience. The session invites participants to consider how reflective writing assignment design can center student experience, critical reflection, and human-centered pedagogy in both AI-enhanced and AI-limited classrooms. Presenters will rotate to a new small group for three successive 20-minute rounds, with 10 minutes devoted to explaining an assignment and 10 minutes to discussion. Presenters Jacob Rutz (Environmental Studies), Collier Lumpkin (Assoc. Director of Career Services, Graduate School), and Ally Wente (Music) developed their assignments, described below, with support from WAU Writing Pedagogy and Writing Scholarship Grants.

• Jacob Rutz (Environmental Studies): “Using AI to Enhance Reflective Writing for Community Based Learning Experiences in Environmental Studies”
  Pairing personal reflections with an AI chatbot partner may seem counterintuitive, but the opportunity to embrace the “four Cs” of critical reflection–continuous, connected, challenging and contextualized–may be more attainable and robust than with faculty feedback alone. In this presentation, attendees will discuss different methods of integrating reflective practice with formative AI feedback from the perspective of both the faculty member and students in a community-based learning course in Environmental Studies.
• Collier Lumpkin (Associate Director of Career Services, Graduate School): “Writing Your Future: Guiding Authentic Personal Statement Writing Through Structured Reflection, Guided Peer Feedback, and AI-Enhanced Revision”
  I’ll share how my writing grant supported the design of a personal statement workshop in CAE 3701: The Graduate School Roadmap, integrating ethical AI-assisted reflection, writerly support, and structured peer-feedback. I’ll walk through concrete classroom practices—how students used AI as a thinking and reflection partner (not a mask but a mirror), how peer-feedback deepened voice and confidence, and how these approaches supported authentic, purpose-driven writing for graduate and professional school applications. I’ll also reflect on what worked, what surprised me, and what this experience revealed about designing human-centered writing pedagogy in an AI-enhanced classroom.
• Ally Wente (Music): “Rethinking Writing Through Listening in Women in Music”
  Initially conceived as a project on using AI tools to enhance writing assignments, this project evolved into a listening journal assignment series that makes AI largely irrelevant. The assignments emphasize embodied listening, handwritten reflection, and writing from experience rather than synthesis. In creating an assignment focused on low-stakes, exploratory writing, AI becomes an impediment rather than an aid, thus encouraging students to engage more fully with listening, reflection, and their own voices.

Celebrate SoTL Showcase
Monday April 27, 3:30-5:00pm; Location tba
This annual celebration of the scholarship of teaching and learning (SoTL) features a poster session and catered reception. The Celebrate SoTL Showcase is co-sponsored by the Center for Engaged Learning (CEL), the Center for Research on Global Engagement (CRGE), the Center for the Advancement of Teaching and Learning (CATL), and the Center for Writing Excellence (CWE). Colleagues who have participated in each center’s programming will share their SoTL projects and their reflections on their SoTL journeys.

Designing AI-Enhanced Writing Assignments & Developing Students’ AI Critical Literacies (2026)

Dates: Tuesday, May 26 & Wednesday, May 27, 2026
Time: 9:00am-3:30pm
Location: tba; Breakfast, lunch, coffee/tea, and snacks will be provided.
Eligibility: Open to faculty in full-time ongoing positions and staff who teach writing in their programs. If registration reaches capacity, preference will be given to participants who have not attended this workshop before.
Stipend: $500 for full attendance
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This workshop begins with an overview of best practices in writing instruction, focusing on how to develop students’ functional, critical, and rhetorical AI literacies through AI-enhanced writing assignments. While material builds on last summer’s workshop, the content has been updated and expanded to include new units, such as designing opportunities for students to receive both human peer response and AI feedback, using AI to help develop writing assignments, and a discussion about the benefits and limitations of chatbots.

We will examine generative text, image, and video AIs and discuss their implications for writing instruction across the disciplines. Participants will review examples of AI-enhanced assignments, workshop assignment policies, and explore how AI can be integrated at different stages of the writing process, including invention, research, outlining, revision, peer response, proofreading, and assessment.

Participants will have focused time to work on a writing assignment and assessment and to get feedback from peers and from the Writing Across the University Director (Dr. Paula Rosinski) and Writing Center Director (Dr. Julia Bleakney). Please bring your laptop and any other materials you may need to design your writing assignments, as this will be a working session. $500 for full attendance.

Open to faculty in full-time ongoing positions and staff who teach writing in their programs. If registration reaches capacity, preference will be given to participants who have not attended this workshop before.

Fall 2025 Opportunities

Register for one or more workshops here.

Innovative AI-Augmented Writing Assignments Across the Disciplines
Mon. 9/15, 4:15-5:15pm; Belk Library 113
Explore innovative AI-enhanced writing assignments across disciplines in this interactive speed-teaching session. Four presenters—participants in the Center for Writing Excellence’s Summer 2025 Institute on Designing AI-Enhanced Writing Assignments & Developing Students’ AI Critical Literacies—will each give a 10-minute overview of an assignment they developed, followed by a 10-minute discussion on adapting it for different disciplines. Participants will rotate between presenters throughout the session. Presenters include April Post (World Languages and Cultures), Kai Swanson (Cinema and Television Arts), Brooks Depro (Economics), and Heather Barker (Math and Statistics). Snacks provided. Please register.

AI & Writing Conversations
Tue 9/23, Mon. 10/27, Mon. 11/17, 4:15-5:15pm; Belk Library 113
OR individuals, groups, and departments may request an alternative conversation date
Faculty and staff are invited to join Paula Rosinski (Director, Writing Across the University) for monthly informal conversations about AI-augmented writing. Topics for discussion could include using AI in your own writing, teaching writing with AI, drafting acceptable AI use course policies, addressing plagiarism concerns, and integrating AI writing in ways that support learning outcomes. Want to meet at a different time? Individuals, small groups, and departments are welcome to schedule an alternative conversation date. Please register.

To request a different conversation date, please contact Malinda Spencer, mspencer14@elon.edu.

From Search to Synthesis: Using AI in Research
Thursday 10/9, 4:15-5:15pm; Belk Library 113
Come discover how AI tools like ChatGPT and Elicit can streamline and enhance your research workflows from literature searches to data analysis and synthesis. In this interactive, cross-disciplinary workshop you’ll gain practical skills in using AI as a research companion and leave with strategies that can enhance your own scholarship and your student’s research experiences. Led by Drs. Anne-Marie Iselin (Psychology) and Jamie DeCoster (Center for Advanced Study of Teaching and Learning, University of Virginia). Snacks served; please register.

Opportunities to schedule an individual meeting with the presenters before and after the session, to discuss your unique research questions, will be made available closer to the workshop date. Please register.

What Happens After AI Destroys College Writing? 
Tue. 11/4, 4:15-5:15pm; Belk Library 113
We invite colleagues to read two recent short articles — “What Happens After AI Destroys College Writing?” and “AI Isn’t Replacing Student Writing—But It Is Reshaping It”—and join Jessie Moore (CEL Director, PWR) and Paula Rosinski (WAU Director, PWR) for a lively conversation. Spoiler: we don’t think college writing is being “destroyed,” but rather continues to evolve as it always has. Snacks provided. Please register.

In preparation for this workshop, please read these 2 articles:
“What Happens After AI Destroys College Writing?”

“AI Isn’t Replacing Student Writing–But It Is Reshaping It”

Spring 2025 Opportunities

Register for one or more workshops here.

February

A Functional, Critical, & Rhetorical Approach to GenAI-Integrated Writing Instruction
Drs. Paula Rosinski & Julia Bleakney
Monday Feb. 10, 12:30-1:40, Belk Library 113; lunch served, please register
This workshop begins with an overview of a functional, critical, and rhetorical approach to integrating GenAI-supported writing processes into your writing instruction. This framework gives us a way to understand different approaches to writing with GenAI, helping faculty decide if and how to incorporate GenAI into their writing pedagogy in an assignment, class, or across the curriculum. The rest of the workshop will be spent brainstorming together how faculty might integrate this approach into their existing writing assignments and courses, and we’ll experiment with using GenAI to generate possibilities.

Enhancing Student Learning through Collaborative Writing & Research Posters
Drs. Kim Epting (Psychology) & Srikant Vallabhajosula (Physical Therapy)
Thursday Feb. 20, 12:30-1:40 pm, Belk Library 205, please register
Join us for this session featuring two faculty members who received the CWE’s Writing Pedagogy Grant to design innovative assignments that enhance student learning through writing. They will explain the best practices in writing instruction embedded in each of their assignments—one focused on improving collaborative writing and assessment, the other on scaffolding research poster writing and design. Each presenter will deliver a 10-minute talk, followed by 20 minutes of interactive discussion, providing practical insights and takeaways for your own courses.

March

Developing & Sustaining A Scholarly Writing Agenda
Drs. Jessica Merricks (Biology), Jessie Moore (Professional Writing & Rhetoric), John Su (Engineering)
Thursday March 6, 4:15-5:15 pm, Belk Library 102; snacks served, please register
In this informal panel discussion, three faculty from different disciplines will share their insights into maintaining a successful scholarly writing agenda. Panelists will discuss their writing routines; strategies for developing new projects, selecting publication outlets, responding to editor feedback; and sustaining long-term productivity. Whether you seek to refine your writing habits or gain inspiration from experienced scholars, this discussion will provide practical insights into building a sustainable academic writing practice.

Speed-Teaching: AI-Enhanced Writing Assignments 
Drs. Hwayeon Ryu (Math), Lina Kuhn (English) Bob Frigo (Asst. Dean of Campus Life and Director of the Kernodle Center)
Tuesday, March 11, 2:30-3:30 pm, Belk Library 113; snacks served, please register
Explore innovative, AI-enhanced writing assignments in this interactive speed-teaching session. Three presenters will share assignments they developed for a writing and math class after participating in the Center for Writing Excellence’s Designing AI-Enhanced Writing Assignments and Developing Students’ AI Critical Literacies summer 2024 institute. Participants will rotate to each of the 3 presenters who will give a 10-minute overview of their assignment followed by a 10-minute discussion on how participants might adapt the activity to their own classrooms and contexts.

April

AI & Scholarship Panel Discussion
Drs. Tim Peeples (Humanities), Amanda Sturgill (Journalism), Aaron Trocki (Mathematics), Keshia Wall (Dance)
Monday April 14, 4:30-6:00 pm, Innovation Atrium; snacks served
Panelists will first share their perspectives on integrating AI into scholarship in 5-minute prepared statements before opening the floor for discussion and questions. They will examine issues such as the ethical use of AI in scholarship, the impact of AI on their fields, and the implications for their professions. Co-sponsored by Data Nexus, the Center for the Advancement of Teaching and Learning, and the Center for Writing Excellence. Snacks and refreshments served.

Fall 2024 Opportunities

Register for one or more workshops here.

September

Developing AI Assignment Policies & AI-Enhanced Writing Assignments
Monday 9/9, 12:30-1:40, 113 Belk Library
Tuesday 9/17, 12:30-1:40, 205 Belk Library (same workshop offered two different times)
We’ll start by discussing what is commonly included in AI syllabus and assignment policies, share some examples, and review some ways to integrate AI into writing assignments. Time will be reserved for participants to begin writing or revising their own AI policies and writing assignments, with the opportunity to share in small groups. Bring your laptop, as this will be a working session. Lunch will be served, so please register.

October

AI & Writing Book Club #1
Monday 10/7, 4:20-5:20, 113 Belk Library (Book Club #2 11/6 and Book Club #3 11/18)
Join us to discuss Sidney Dobrin’s (2023), an accessible introduction to what generative AI is; how it may be used in academic, professional, civic, and personal writing; and the ethical and social implications of using AI to write.

In Book Club #1 (10/7) we’ll discuss “Part 1: Understanding Generative AI,” in Book Club #2 (11/6) we’ll discuss “Part 2: Opportunities & Applications” and “Part 3: Challenges”; and in Book Club #3 (11/18) we’ll discuss ways we might use AI in our teaching of writing and for engaged learning. Participants are encouraged to attend all 3 sessions, although this is not required. Colleagues from across the disciplines at Eastern Michigan University will join us online for the Book Club #3 discussion. After registering, we’ll let you know when you can pick up the book in the CWE. Space limited. Snacks will be served, so please register.

AI Prompt Engineering as a Writing Strategy
Monday 10/21, 12:30-1:40, 205 Belk Library
Led by Drs. Tim Peeples and Paula Rosinski
Prompt engineering is a new kind of writing strategy emerging in this age of generative AI. Before this session, participants will be asked to complete a LinkedIn Learning video tutorial and a set of simple step-by-step prompt engineering activities. All faculty and staff have access to LinkedIn Learning, and detailed directions will be provided. When we gather on the session date, we’ll discuss our experiences with these tutorials and activities and explore how prompt engineering could be integrated into our professional lives and writing pedagogies. Lunch will be served, so please register.

November

Doing Teaching-Related Scholarship? We Have Grants for That!
Tuesday Nov. 5th, 12:15-1:30pm, Belk Pavilion 208 
Did you know there are lots of funding opportunities on campus to support your scholarly teaching and scholarship of teaching and learning? Join us to hear from colleagues who have utilized funding from Writing Across the University, Center for the Advancement of Teaching and Learning, and Center for Research on Global Engagement to explore teaching-related scholarship. Faculty panelists will share their work and how their teaching curiosities formed into projects, and you’ll then have time to reflect on potential grant ideas based on your own teaching. Panelists include Aaron Trocki (Math), Elizabeth von Briesen (Computer Science), Dan Burns (English) and Kai Swanson (Cinema and Television Arts), and Nermin Vehabovic (Education). The directors of WAU, CATL, and CRGE will explain their respective grants, expectations, and deadlines. Lunch will be served so please RSVP.

AI & Writing Book Club #2
Wednesday 11/6, 4:20-5:20, 113 Belk Library 
Join us to discuss Sidney Dobrin’s (2023), an accessible introduction to what generative AI is; how it may be used in academic, professional, civic, and personal writing; and the ethical and social implications of using AI to write.

In Book Club #1 (10/7) we’ll discuss “Part 1: Understanding Generative AI”; in Book Club #2 (11/6) we’ll discuss “Part 2: Opportunities & Applications” and “Part 3: Challenges”; and in Book Club #3 (11/18) we’ll discuss ways we might use AI in our teaching of writing and for engaged learning. Participants are encouraged to attend all 3 sessions, although this is not required. Colleagues from across the disciplines at Eastern Michigan University will join us online for the Book Club #3 discussion. Snacks will be served, so please register. After registering, we’ll let you know when you can pick up the book in the CWE. Space limited.

Informal & Reflective Writing-to-Learn
Tuesday 11/12, 12:30-1:40, 113 Belk Library
In this session we’ll explore ways to use informal and reflective writing in any discipline or context to help students learn content and engage in metacognitive thinking. Not only do these examples of writing-to-learn deepen student thinking, they also highlight the importance of engaging in metacognitive talk about our writing, something which has always been important to developing strong writers, but may be of special interest to teaching in the age of generative AI.

AI & Writing Book Club #3
Monday 11/18, 4:20-5:20, 113 Belk Library
Join us to discuss Sidney Dobrin’s (2023), an accessible introduction to what generative AI is; how it may be used in academic, professional, civic, and personal writing; and the ethical and social implications of using AI to write.

In this last Book Club, colleagues from across the disciplines at Eastern Michigan University will join us online for discussion about ways we might integrate AI into our teaching of writing and for engaged learning. Snacks will be served, so please register. After registering, we’ll let you know when you can pick up the book in the CWE. Space limited.

Summer 2024 Opportunity

“Designing AI-Enhanced Writing Assignments and Developing Students’ AI Critical Literacies”
We’ll start this one-day workshop with an overview of best practices in writing instruction, oriented toward developing students’ critical literacies around their use of AI and the teaching of AI-enhanced writing assignments. In the morning, we will review some generative text AIs and discuss their implications for writing instruction across the disciplines. We will also workshop assignment policies related to AI-enhanced writing assignments and  discuss writing assignments that utilize AI at different stages of the writing process (including invention, outlining, revision, peer response, proofreading, and assessment of writing). In the afternoon, participants will have focused time to work on a writing assignment and assessment and to get feedback from peers and from the Writing Across the University Director (Dr. Paula Rosinski) and Writing Center Director (Dr. Julia Bleakney). Please bring your laptop and any other materials you may need to design your writing assignments, as this will be a working session.
Registration: Deadline is May 17; space is limited. You’ll be informed of acceptance by May 20.
Date & Time: Wednesday, May 29; 8:30am-4:00 pm
Location: LaRose Commons 200; Breakfast, lunch, coffee/tea, and snacks will be provided.
Eligibility: Open to faculty in full-time ongoing positions and staff who teach writing in their programs.
Stipend: $150 for full-day attendance
Registration deadline: May 17 or until full

Spring 2024 Opportunities

“Giving Video Feedback that Students Use (and Like!)”
Dr. Amanda Sturgill (Journalism)
Monday Feb. 12, 12:30-1:40, Belk Library 205; lunch served, please register
Feedback helps students learn, but only if they look at it and apply it to future work. In this session, learn how video feedback has helped ���ϲ����� students write better, get better grades, and feel better while they do it. All without costing more instructor time. Plus, discuss how new technologies like generative AI fit with helping students reflect and evaluate their own work.

“A Hands-On Workshop: Using AIs for Research and Writing”
Dr. Mustafa Akben (Management), Dr. Paula Rosinski (WAU & Prof. Writing & Rhetoric), Librarian Ellen Cline (Engineering & Physical Science)
Monday Feb. 26, 12:30-1:40, Belk Library 113; lunch served, please register
Designed to introduce you to a few strategies for using generative AIs for co-creation, writing, and researching. Bring your laptops and be prepared to make two free AI accounts. We’ll share prompt-engineering strategies in ChatGPT (15 min.), use an AI research tool (15 min.), and discuss ways to use these strategies and tools to augment your own writing or your writing pedagogy (10 min.). The remaining 30 min. will be for experimenting and discussion. Participants are invited to extend conversations started in this session by meeting at the Oak House for informal Conversations with a Computer Scientist & WAU Director About AI (see below).

“Writing Effective Letters of Recommendation”
Dr. Ann Cahill (Director of National and International Fellowships)
Monday, March 4, 12:30-1:30pm; Moseley 215; lunch provided, please register by noon on Friday, Feb. 23.
This session for ���ϲ����� faculty and staff offers time-saving strategies for crafting compelling letters of recommendation. Focused especially on writing letters on behalf of students in high-stakes competitions, including the Lumen Prize and national and international fellowship competitions, these strategies can also be transferred to other contexts, from writing a graduate school reference for a student to crafting a promotions & tenure letter for a peer. Presentation by Ann Cahill, Director of National and International Fellowships. Direct inquiries to cahilla@elon.edu. Co-sponsored by the National and International Fellowships Office, the Center for Writing Excellence, and the Lumen Prize Program.

“Speed Teaching: Faculty Using AI for Co-Creation in the Classroom”
Attend these “speed teaching” sessions (a mix of pedagogy and “speed dating”) and hear how ���ϲ����� faculty are using AI in their courses, based on research from their “AI Engagement Grants” and their classroom experiences. Participants will rotate to each of the 3 presenters who will share their experiences; each rotation will include time for participants to discuss how they might apply the ideas to their own classes too.

Wednesday March 13, 12:30-1:40; Belk 113; lunch served, please register
Dr. Sandy Marshall (Geography)
Dr. Heather Barker (Math)
Dr. Kelly Furnas (Journalism)

Tuesday March 19, 12:30-1:40; Belk 113; lunch served, please register
Dr. Eric Bauer (Biology)
Dr. Kyle Altman (Physics)
Dr. Brian Walsh (Communication Design)

“AI & Ethics Panel Discussion”
Tuesday April 9, 4:30-5:45; Innovation Atrium
Panelist will first share their expertise and perspectives on AI and ethics in 5-minute prepared statements before opening the floor for discussion and questions. Co-sponsored by Data Nexus, the Center for the Advancement of Teaching and Learning, and the Center for Writing Excellence. Snacks and refreshments served, please register.

Panelists
Cennydd Bowles (Fulbright Visiting Scholar; technology ethicist and interaction designer, author of Future Ethics)
Shannon Duvall (Computer Science)
Sowjanya Kudva (Cinema and TV Arts),
Antoinett Polito (Physican Assistant Studies)
Mustafa Akban (Management)

“Conversations with a Computer Scientist & WAU Director About AI”
Monday Feb.19, 4-5pm; Tuesday March 5, 4:30-5:30pm; Wednesday April 17, 4-5pm. The Oak House
Informal times to meet and discuss your ideas and questions about AI with Dr. Shannon Duvall, Prof. of Computer Science and CWE Technology Fellow, and Dr. Paula Rosinski, WAU Director. Stop by for a drink/coffee and chat!

“Celebrate SoTL Showcase”
Monday April 29, 3:30-5, Belk Pavilion 208
This annual celebration of the scholarship of teaching and learning (SoTL) features a poster session and catered reception. The Celebrate SoTL Showcase is co-sponsored by the Center for the Advancement of Teaching and Learning (CATL), the Center for Engaged Learning (CEL), the Center for Research on Global Engagement (CRGE), and the Center for Writing Excellence (CWE). Colleagues who have participated in each center’s programming will share their SoTL projects and their reflections on their SoTL journeys.

Fall 2023 Opportunities

“How AIs Write: Explained Like You’re Five”
Led by Dr. Shannon Duvall, Prof. of Computer Science and CWE Technology Fellow. Dr. Duvall will explain what Generative AI Software (like ChatGPT or Bard) is and how they work in a way that is clear, accessible, and lots of fun. Understanding the benefits and limitations of this generative technology is foundational to considering how we may want to integrate it into our pedagogy. Time will be reserved for questions. The same workshop will be offered two different times:
Thursday 9/7, 4:30-5:40, Belk Library 113; snacks served so please register
Wednesday 9/13, 12:30-1:40pm, Belk Library 113; lunch served, please register

“Ask a Computer Scientist”
Informal times to meet and discuss your AI pedagogy and research questions or ideas with Dr. Shannon Duvall, Prof. of Computer Science and CWE Technology Fellow.
Friday 9/15, 3:30-4:30; Tuesday 10/10, 4:30-5:30; Wednesday 11/15, 4:00-5:00. The Oak House.

“Translating Scientific Research for Non-Expert Audiences”
Writing about your scientific research for non-expert audiences, in non-scientific genres (such as grants, annual reviews, or popular journals or news outlets) can be challenging. Dr. Paula Rosinski will first share a few strategies for writing about your scientific research for non-expert readers and then invite you to try some of these strategies yourself. Co-sponsored by the CWE and the Provost’s Office for Scholarship and Creative Activity. Wednesday 9/27, 12:30-1:45pm, Belk Library 205. Lunch served, please register.

“ChatGPT and Prompt Engineering”
Co-led by Dr. Shannon Duvall, Prof. of Computer Science and CWE Technology Fellow, Dr. Mustafa Akben, Asst. Prof. of Management, and Dr. Paula Rosinski. Have you ever heard the saying, “garbage in, garbage out”?  Prompt engineering is the skill of crafting inputs to generative AI software that will maximize the likelihood of getting the output that you need.  In this workshop, we give basic principles of prompt engineering for both using language-based AI and also teaching our students this valuable new skill. Monday 10/23, 4:30-5:45, Belk Library 205. Snacks served, please register.

“CWE AI Engagement Grant Recipients Panel Discussions”
In November, faculty from across campus will share results from their summer AI research. They’ll discuss topics such as how AI is impacting their disciplines and alumni professions and share ways they’ve already integrated or plan to integrate AI into their classes. Presenters and dates t.b.a.

Explore annotated bibliographies and classroom activities submitted by faculty and staff who earned a “CWE AI Engagement Grant.”
To access these materials,  in the Moodle site named “Center for Writing Excellence AI Engagement Grant Materials.”

Spring 2023 Opportunities

“Artificial Intelligence Writing: Opportunities and Challenges for College Faculty and Staff”
Tue. 2/7 (4:30-5:45; snacks served); KLC 125 & Wed. 2/8 (12:30-1:45; snacks served); KLC 125; Register
Same workshop offered two different days/times

Led by Drs. Shannon Duvall (Computer Science), Amanda Sturgill (Journalism), Paula Rosinski (Writing Across the University), Julia Bleakney (Writing Center), Jen Uno (Associate Professor of Biology and Associate. Director of CATL)

In the past few years, the emergence of more sophisticated AI text generators has raised practical, pedagogical, and ethical questions for writing instruction across the disciplines. Panel participants will share their thoughts on such questions from their unique positions, providing faculty with ideas for how to discuss, manage, and even integrate AI text generators into the classroom. We’ll be sure to reserve time for questions and discussion. Panel participants include:

Shannon Duvall (Professor of Computer Science), will give a technical perspective on the capabilities and limitations of AI, as well as discuss its impact on assignments for writing code.  She will give insight on the future of generative AI and how we in academia can adjust to this new, exciting, and scary tool.

Paula Rosinski (Director of Writing Across the University) and Julia Bleakney (Director of The Writing Center) will share practical steps you can take to design writing assignments so that they are pedagogically effective and either discourage the misuse of AI text generators or utilize them in ways that support students’ writing process, such as with invention strategies. They will also discuss how writing-to-learn and learning to write in a discipline and profession cannot be replicated by text generators.

Amanda Sturgill, Associate Professor of Journalism, says computer-supported writing has already been a reality in journalism for years. With the latest, easy-to-use options, we can teach students to work WITH those tools for the benefit of the audiences they serve. Sturgill will talk about ideas for using those tools to give students skills in writing that they will use as a pro, while still making sure students learn to write.

Jen Uno, Associate Professor of Biology and Associate Director of CATL, will share examples of how AI text generators can be productively integrated into biology/science classes.

“The Wave of Artificial Intelligence in HigherEd”
Th. 2/16  (12:30–1:30); Zoom registration
Led by the Center for the Advancement of Teaching & Learning, Teaching & Learning Technologies, Librarians, Writing Across the University

You’re probably wondering if we typed this description ourselves or if we used ChatGPT? This might be the same question you’re asking yourself as you read student work this term. Join Teaching and Learning Technologies, Belk Library, Writing Across the University, and the Center for the Advancement of Teaching and Learning and together we will explore what ChatGPT is, how it functions, and how we might use this tool to support learning.

“ChatGPT 101: Writing Techniques and Multimodal Adaptations for College Faculty” (Title Generated by ChatGPT)
Led by Drs. Travis Maynard (Professional Writing & Rhetoric), Li Li (Professional Writing & Rhetoric), Paula Rosinski (WAU)
Wed. 3/8 (4:00-5:15; coffee and snacks served); Belk 113; Register

While we are only beginning to feel the effects of AI writing in higher ed, viral platforms like ChatGPT present an opportunity for faculty to begin incorporating multimodal writing into their curriculum. This workshop will encourage faculty to think of ways to use multimodal writing assignments to work around, alongside or even with AI-writing platforms in the classroom. Best practices in writing instruction have always encouraged the production of different kinds of genres, including multimodal ones; we’ll suggest that it’s especially timely to incorporate multimodal writing into your curriculum, not only because AI-text generators are less suited to such writing, but also because of the prevalence of multimodal writing outside of academia. The workshop will begin with a discussion of the ways faculty currently teach writing, and how AI might be disruptive to their learning outcomes. We’ll then provide some examples of AI-generated writing to demonstrate its current capabilities and limitations, and building on those limitations, suggest teaching strategies and assignments that align with faculty learning outcomes. Finally, we will close with a reflection on how you might teach writing in a post-AI world.

Reading Group on Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing
Co-hosted by The Center for Engaged Learning & The Center for Writing Excellence
Monday 3/6, 12:30-1:30 pm, Belk Pavilion 201 or Tuesday 3/21, 4:20-5:20 pm, KLC 125
Read the book for free at .

Join ���ϲ����� colleagues to discuss recent multi-disciplinary research and practical strategies for preparing ���ϲ����� students for lifelong and lifewide writing. Participants will have opportunities to reflect on the kinds of writing their own students and alumni compose beyond the university and how strategies shared in the book might help programs create connections with these diverse purposes and audiences for writing. In her review of the book, Dr. Tai Peseta (Western Sydney University, Australia) writes, “This book calls us to think, and act, in more complex ways about the practices, spaces, cultures, identities, contexts, and lives of writers, their writing, and the multiple purposes their writing serves. There are so many compelling and urgent questions on offer here: about how universities organise their pedagogical and curriculum practices to engage writers at all stages of development; about the capabilities of writers to transition and transfer their work for futures elsewhere; about the learning experiences of specific cohorts of writers; and about the continuing importance of writing as social and collective practice. Anyone who is interested in a contemporary portrait of how universities are responding to the challenges and peculiarities of writing won’t be at all disappointed.” RSVP link coming soon.

“Learning from the Writing Lives of Alumni: Implications for Teaching”
Drs. Travis Maynard (Professional Writing & Rhetoric and English), Li Li (Professional Writing & Rhetoric and English), Julia Bleakney (WC Director), Heather Lindenman (First-year Writing and English), Paula Rosinski (WAU Director)

Tuesday 4/4, 4:30-5:30pm; coffee and snacks served; KLC 125 – Register

Presenters will share the methods and results of three alumni writing research projects and discuss the implications of the results for teaching writing across the curriculum. One study surveyed over 1,000 ���ϲ����� alumni (who graduated between 2000-2018) as part of the Writing Excellence Initiative, giving us insights into the types of writing alumni most commonly produce in their professional lives, the ways that ���ϲ����� helped prepare them to be effective writers after graduation, and how alumni think they could have been better prepared. A second 2019 study asked ���ϲ����� students and alumni about the kinds of preparation they received in academia that helped them succeed as writers as they moved into their professional lives. The third study focused on alumni of an undergraduate major in writing and rhetoric at another university, seeking to understand if and how alumni apply their undergraduate writing education during and after college, and identifying the writing experiences that prepared them to apply that knowledge.

Participants will be invited to think about how they might revise their own writing instruction in light of the findings from these studies and/or brainstorm alumni research projects in their own offices, programs, and departments, thinking through questions and methods.

Fall 2022 Opportunities

“Teaching Data Storytelling Across the Disciplines”
Dr. Paula Rosinski (Writing Across the University, Professional Writing & Rhetoric)
Thursday, September 22, 4-5pm; Belk Library 102 – Register

Writing across the disciplines is increasingly data-driven and visual, so teaching students to communicate visually with numbers is important. Relevant for faculty in any discipline, including STEM, the humanities, business, communication, and health sciences, this session will start with an overview of “data storytelling,” a method for conveying complex information and data to targeted audiences. Participants will have the opportunity to engage in a few sample data storytelling activities and to brainstorm assignments for their own classes. Interested participants will also be invited to sign up for a data storytelling discussion group that will meet informally throughout the term, where they’ll learn more about teaching this method and designing their own data storytelling assignments. Coffee and snacks will be served so please register.

Data Storytelling Discussion Group
Dates and times determined by participants��– Register

Join us for casual conversations about data storytelling, a method for communicating visually with data. We’ll review some popular books on this topic, review some sample assignments, and design your own assignments for classes in any discipline. While this discussion group pairs nicely with the “Teaching Data Storytelling Across the Disciplines” workshop, you don’t have to attend it to join this discussion group. Dates and times will be set based on information provided by those who register.

“Writing Beyond the University Research: What Students Need to be Successful Workplace Writers”
Drs. Amanda Sturgill (Journalism), Jessie Moore (Center for Engaged Learning, Professional Writing & Rhetoric), Paula Rosinski (Writing Across the University, Professional Writing & Rhetoric)
Monday, October 10th, 12:30-1:45pm; Belk Library 113 – Register

What kinds of writing do your students/alumni need to compose in their workplaces? In the Center for Engaged Learning’s Writing Beyond the University research seminar, scholars from around the globe spent 4 years looking at the writing lives of students and alumni. We’ve identified some surprising findings. In this workshop, you’ll learn how students use writing outside of class and how graduates use it in their careers. Together, we’ll consider what these findings suggest for what happens here at ���ϲ�����, in and outside of our classes, as we prepare graduates who communicate well in their lives, communities, and workplaces. Attendees will leave with concrete ideas to try, including ways to make small, but meaningful changes to existing assignments. Lunch will be served, so please register.

“Learning from the Writing Lives of Alumni: Implications for Teaching”
Drs. Travis Maynard (Professional Writing & Rhetoric and English), Li Li (Professional Writing & Rhetoric and English), Julia Bleakney (The Writing Center), Heather Lindenman (First-year Writing and English), Paula Rosinski (Writing Across the University)
Wednesday, November 9th, 9:30-10:30; Belk Library 113 – Register

Presenters will share the methods and results of three alumni writing research projects and discuss the implications of the results for teaching writing across the curriculum. One study surveyed over 1,000 ���ϲ����� alumni (who graduated between 2000-2018) as part of the Writing Excellence Initiative, giving us insights into the types of writing alumni most commonly produce in their professional lives, the ways that ���ϲ����� helped prepare them to be effective writers after graduation, and how alumni think they could have been better prepared. A second 2019 study asked ���ϲ����� students and alumni about the kinds of preparation they received in academia that helped them succeed as writers as they moved into their professional lives. The third study focused on alumni of an undergraduate major in writing and rhetoric at another university, seeking to understand if and how alumni apply their undergraduate writing education during and after college, and identifying the writing experiences that prepared them to apply that knowledge.

Participants will be invited to think about how they might revise their own writing instruction in light of the findings from these studies and/or brainstorm alumni research projects in their own offices, programs, and departments, thinking through questions and methods. Coffee and snacks will be served, so please register.

Spring 2022 Opportunities

Strategies for Designing Inclusive Writing Assignments
Led by Dr. Paula Rosinski (CWE & Professional Writing and Rhetoric)
Writing is one of the primary ways students engage course content and writing assignments that are designed for inclusivity and that invite students to bring their own unique life experiences to understanding that content can make learning more relevant and meaningful for more students. This workshop will walk participants through a series of strategies for making their existing writing assignments more inclusive, so bring a laptop so you can write and revise. Lunch will be served for those attending in-person, so please register.
Thursday, Feb. 17, 12:30-1:45pm
Belk Library/KLC 125 & Zoom

Supporting STEM Writing
Co-led by Drs. Laura Taylor (Statistics), Elizabeth von Briesen (Computer Science), and Paula Rosinski (CWE & Professional Writing and Rhetoric)
STEM faculty are invited to this informal discussion about teaching writing in their disciplines, to share their expertise, reflect on future directions for teaching writing in their fields, and identify the kinds of support they might like. Some topics might include: What are your students’ writing strengths and challenges? How do you approach teaching or assigning writing with data and numbers? Would it be helpful to learn more about the kinds of writing your alumni are doing in professional contexts? Please bring your own questions and topics of discussion as well. The goal of this discussion is to identify opportunities for writing support.  Please register for planning purposes.
Wednesday, March 9, 4-5pm
Belk Library/KLC 125

Using Multimodal Writing to Enhance Student Learning in a First-Year STEM Course
Led by Dr. Aaron Trocki, Associate Professor of Mathematics
Have you ever considered or tried engaging students through various modes of writing? In this workshop, we’ll examine how to design multimodal writing assignments using video, infographics, podcasts, and letters to enhance student learning in a first-year STEM course. I’ll share example multimodal writing assignments, student writing samples, and feedback from students on how these assignments impacted their learning in an Applied Calculus course. Participants will have time to brainstorm and discuss how they might adapt and design multimodal writing assignments in their specific disciplines. Please register for planning purposes. (This workshop emerged out of a scholarship grant from Writing Across the University).
Wednesday, April 13, 12:30-1:45pm
Belk Library 102 & Zoom – Register

Teaching Multimedia Writing Community of Practice
Interest in teaching and asking students to produce multimodal writing has increased across campus, in curricular, co-curricular, and professional spaces. This Community of Practice will provide faculty/staff with any level of experience (from novice to expert) opportunities to discuss multimodal assignments, pedagogies, and experiences. We’ll also share resources and scholarship, and future topics will be decided by the group. If you’d like to participate (in all or just some of the sessions), please register for planning purposes.
All sessions held on a Wednesday, 4-5pm
Feb. 23, March 23, April 20, & May 4 The Oak House – Register

Writing Effective Letters of Recommendation
This session for ���ϲ����� faculty and staff offers time-saving strategies for crafting compelling letters of recommendation. Focused especially on writing letters on behalf of students in high-stakes competitions, including the Lumen Prize and national and international fellowship competitions, these strategies can also be transferred to other contexts, from writing a graduate school reference for a student to crafting a promotions & tenure letter for a peer. Presentation by Dr. Ann Cahill, Director of National and International Fellowships. Direct inquiries to cahilla@elon.edu. Co-sponsored by the National and International Fellowships Office, The Center for Writing Excellence, and the Lumen Prize Program.
Wednesday, February 23, 12:30-1:30 PM (virtual)

Fall 2021 Opportunities

“Un-grading & Contract Grading in ARH/HST Courses as Anti-Racist Pedagogy”
Presented by:  Dr. Evan Gatti, Associate Professor of Art History, Dr. Kirstin Ringelberg, Professor of Art History and Dr. Yidi Wu, Assistant Professor of History
All three faculty working on this project instituted un-grading or contract grading in their Spring 2021 classes in an effort to connect with the goals of anti-racist teaching. Courses in Art History and History at all levels use writing assignments to assess how well students understand course content, their awareness and application of methodological approaches, and to encourage students to develop their voice as independent researchers. Too often the assessments used for these assignments do not recognize individual development but rather privilege access to high-quality writing instruction or who have been coached in certain types of academic work. In this workshop, Gatti, Ringelberg, and Wu will share materials developed for these courses, such as a labor-based contract and checklists, assignment guide-sheets, syllabi, and self-evaluations as well as reflect on what worked, what needs work, and what they plan to implement in future classes.
When:  Friday, September 10 – Register
Time:  1:50-3:10pm
Location:  KLC Belk Library 125
Snacks will be served

“Designing Inclusive Writing Assignments Across the Curriculum”
Presented by:  Dr. Paula Rosinski, Director, Writing Across the University
This workshop will begin by briefly noting how many best practices in writing instruction contribute to inclusive classrooms. Then I’ll present new strategies for designing inclusive writing assignments, share some examples from writing assignments across the curriculum, and give participants time to reflect on designing/revising their own writing assignments to make them more culturally relevant and inclusive. Writing is one of the primary ways students engage course content and writing assignments that invite students to bring their own unique life experiences to understanding that course content can make learning more relevant and meaningful for more students. Strategies for designing inclusive writing assignments/activities are applicable to writing across the curriculum and in any co-curricular space, so all teaching faculty and staff are welcome and encouraged to participate.  This same workshop will be offered two different times, both in-person and online via zoom.
Wednesday, October 20, KLC/Belk Library 125
12:30-1:40pm – Register
Lunch will be served
Tuesday, October 26, Belk Library 102
10:30-11:40am – Register
Snacks will be served

“Beyond the Lab Report: Deepen Learning Through Writing in STEM Courses for Non-Majors”
Presented by:  Dr. Jessica Merricks, Assistant Professor of Biology and Dr. Paula Rosinski, Director of WAU
In this exploratory workshop, we will examine best practices in writing pedagogy that foster metacognitive growth and content mastery in non-science majors. Dr. Jessica Merricks, Assistant Professor of Biology, will share insights from STEM education literature as well as her own classroom experiences using writing in both formative and summative contexts. Dr. Paula Rosinski, Director of Writing Across the University, will review the benefits (and challenges) of using reflective writing and writing-to-learn activities to increase student learning in STEM fields. We will create space throughout the workshop for participants to reflect and discuss ways in which they might design more meaningful writing assignments or adjust current assignments to include metacognitive writing activities for non-majors in their specific STEM disciplines. This same workshop will be offered two different times, both in-person and online via zoom.
Wednesday, November 10, KLC/Belk Library 125
12:30-1:40pm – Register
Lunch will be served
Tuesday, November 16, KLC/Belk Library 125
3:00-4:10pm – Register
Snacks will be served

Spring 2021 Opportunities

Faculty Development Workshops
All held online at https://elon.webex.com/meet/writingexcellence

Using Informal, Low-Stakes Writing Activities to Deepen Student Learning in Online, Hybrid, & In-Person Classes – Register
First we’ll review different kinds of informal, low-stakes writing activities for writing across the disciplines, how they can be used in online, hybrid, and in-person environments to deepen student learning, and how to evaluate them efficiently. Then we’ll spend time brainstorming informal, low-stakes writing activities for your own classes.
Led by Dr. Paula Rosinski, Director of Writing Across the University
Offered Online: Thursday, February 25, 9:00-10:00am & 10:30-11:30am

Inclusive Writing Pedagogies: Best Practices & Ungrading – Register – This workshop has been canceled.
In this workshop, Dr. Rosinski will first give a brief overview of how many long-standing best practices in writing instruction can help create inclusive classrooms. Dr. Eric Hall and Dr. Kristina Meinking will then share their experiences using an ungraded, iterative, and reflective writing assignment to create a welcoming environment and cultivate equity in the classroom. Presenters will share specific examples and leave plenty of time for discussion about which of these best practices participants might want to integrate into their own courses.
Led by Dr. Eric Hall (Professor of Exercise Science), Dr. Kristina Meinking (Assoc. Professor of Classical Languages), and Dr. Paula Rosinski
Offered Online: Thursday March 18, 12:30-1:30pm and 2:15-3:15pm

Disciplinary Writing Consultant Program Interest Meeting, Tue. April 6, 4:15pm
Interested faculty can learn more about the Disciplinary Writing Consultant Program (which pairs an experienced WC consultant with a faculty member’s disciplinary class to collaboratively support student writing) at an online information session Tue. April 6, 4:15pm. Further details about the DWC Program, including faculty and consultant responsibilities, can be found on the CWE website. Faculty members receive a stipend of $1,500. Session led by Drs. Paula Rosinski and Julia Bleakney. Online applications for the 2021-2022 academic year due May 3, 2021.

Zoom link for DWC Interest Meeting Tue. April 6, 4:15pm
https://elon.zoom.us/j/96729316745?pwd=WmVzQnY5TlZob2txb0w3WVQrRitFQT09

Podcasting as Multimodal Writing – Register
Writing and recording a podcast within a subject area enables students to experiment with rhetorical devices and audio techniques in explaining their field of study. Arts Administration Professor David McGraw and Writing Center Consultant Ana Segal will share their experiences developing a podcasting assignment over two semesters in Legal Aspects of Arts and Entertainment. They will review the goals and requirements of both the writing and the recording processes, as well as the challenges that students encountered as they wrote for the listener. Ana served as the Disciplinary Writing Consultant for the class and will share students’ expectations and initial apprehensions about the assignment.
Led by Dr. David McGraw (Asst. Professor of Arts Administration) Ana Segal (WC Consultant), and Dr. Paula Rosinski
Offered online Friday, April 16, 12:30-1:30pm and Friday, April 23, 12:30-1:30pm

Fall 2020 Opportunities

Using Informal, Low-Stakes Writing Activities in Online Environments 
We’ll first review different kinds of informal, low-stakes writing activities for writing across the disciplines, how to integrate them into online classes to enhance student learning, and how to evaluate them efficiently. Then we’ll spend time brainstorming informal, low-stakes online writing activities for your specific classes.
Led by Dr. Paula Rosinski, Director of Writing Across the University
Offered Online:  Tuesday, September 8, 2020
10:30-11:30am & 12:30-1:30pm – Register
elon.webex.com/meet/writingexcellence

Planning and Organizing Online Peer-Response Sessions
We’ll review best practices for designing effective peer-response sessions as well as procedures for conducting peer-response online. After this brief review, we’ll spend the rest of our time discussing your questions and creating materials for your own online peer-response workshops.
Led by Dr. Paula Rosinski, Director of Writing Across the University
Offered Online: Wednesday, September 16, 2020
10:30-11:30am & 12:30-1:30pm – Register
elon.webex.com/meet/writingexcellence

Strategies for Giving Feedback to Student Writing Online
After briefly reviewing best practices for giving feedback/comments to student writing, we’ll discuss some strategies for giving feedback/comments in online environments (including using written, audio, and video comments).
Led by Dr. Paula Rosinski, Director of Writing Across the University
Offered: Monday, September 21, 2020
10:30-11:30am & 12:30-1:30pm – Register
elon.webex.com/meet/writingexcellence

Spring 2020 Opportunities

Dr. Kyle Altmann, Associate Professor, Dr. Benjamin Evans, Associate Professor, and Dr. Chris Richardson, Associate Professor, Department of Physics – “Teaching Students to Convey Complex Scientific Content to a Non-Expert Audience: Writing Letters Home”
Tuesday, February 18, 12:15-1:30pm, Belk Library 102 – In an effort to stress the importance of communicating scientific ideas to a lay audience, the physics department has been assigning “Letters Home” as a means for students to discuss their results from lab activities.  In this style of lab write-up, the student writes a short letter about the experiment they performed and sends it to someone back home who does not have physics knowledge from the class.  Students can choose to write to relatives, friends, favorite teachers, etc.  They are asked to describe their experiment, their results, and the analysis clearly, yet briefly, and in an informal manner with analogies where possible and minimal jargon.  The letter is actually emailed to the chosen recipient, with a CC: going to the professor.

In this interactive workshop, we will discuss the “Letters Home” assignment and the best practices in writing instruction that it incorporates (writing for a real audience, purpose and genre and providing a rubric for students to use in the writing process).  We will ask participants to work through real examples of the assignment, in order to see how they could successfully use it in their own disciplinary classes.  We will also discuss the value of this assignment in helping students to learn content and convey complex ideas to non-expert audiences.  Lunch will be served, so please register.

Dr. Kim Epting, Associate Professor of Psychology and Dr. Erika Lopina, Assistant Professor of Psychology – “Removing Writing Blocks: Strategies for Promoting Transfer of Student Disciplinary Writing”
Tuesday, March 3, 12:15-1:30pm, Belk Library 102 – This workshop is appropriate for faculty from any discipline who would like to learn about specific strategies we’ve used to promote the transfer of writing skills/knowledge across multiple classes.  Aiming to improve students’ writing skill transfer across courses.  We worked together to align how we introduce and reinforce elements of psychology literature reviews, from one of our methods courses to one of our senior seminar courses.  By using similar ways of describing how evidence in an introduction of an empirical paper works and by using similar peer review assignments that force students to attend to higher-order concerns over copy-editing, we built in multiple and extended exposures to these concepts.  We will share quantitative and qualitative information that we collected to assess success of enhancing student writing improvement and will give participants time to brainstorm similar strategies for their own curriculum.  Lunch will be served, so please register.

Dr. Li Li, Assistant Professor of English – “Teaching Information Design and Data Visualization in Writing Assignments”
Monday, April 20, 12:15-1:30pm, Belk Library 102 – This workshop is appropriate for faculty from any discipline who would like to incorporate information design or data visualization assignments into their class.  No prior experience is necessary.  In many different disciplines and professions, complex ideas are best conveyed through either stand-alone visuals or visuals integrated into other written genres.  In this workshop, we will discuss best practices in information design and data visualizations, basic design principles, and a few tools for creating these visuals.  Through hands-on activities, we will explore together ideas for integrating information/data visualization projects or activities into your classroom.  Lunch will be served, so please register.

Fall Term 2019 Opportunities

Dr. Ryan Johnson, Assistant Professor of Philosophy – “A Parallel Writing Apprenticeship: Faculty and Students Writing Together in a Senior Seminar”
Monday, September 16th, 12:15-1:30pm, Belk Library 102 – In this workshop I will share an experimental pedagogy I used in my senior seminar class, where students went through the process of writing a professional philosophy article alongside me as I went through the process of writing a professional philosophy book. This workshop will share the formulation and experience of using parallel writing apprenticeship model in the hopes of improving or developing it further. Lunch served so please register.

Dr. Jessie Moore, Director of the Center for Engaged Learning, Professor of Professional Writing & Rhetoric – “Teaching for (Writing) Transfer Across the University: Building on What Students Know from First-Year through Graduation”
Wednesday, October 23rd, 12:15-1:30pm, Belk Library 102 – Writing matters. Students use writing both to learn and to demonstrate their learning, and employers are clamoring for stronger written communication abilities from college graduates. How can faculty across the university help students become better writers? This workshop explores strategies for designing or revising assignments to facilitate transfer by building on students’ prior learning about writing. Lunch served so please register.

Dr. Paula Rosinski, Professor of Professional Writing & Rhetoric and Director of Writing Across the University in the Center for Writing Excellence – “Strategies for Designing Multimodal Writing Assignments”
Monday, November 18, 12:15-1:30, Belk Library 102 – Writing is increasingly multimodal, including images, audio, film, and genres such as infographics, podcasts, and explainer videos are increasingly popular. This workshop will give a broad overview of how faculty might design multimodal writing assignments or assign multimodal genres to achieve learning and writing outcomes for different disciplines. Lunch served so please register.

Fall Term 2018 Opportunities

Dr. Helen Sword, “Writing with Pleasure,” co-sponsored by the CWE & CATL
Th. Sept. 6, 2:30-4:30, Belk Pavilion 208. This evidence-based workshop will help you establish and maintain a productive writing practice by rediscovering the pleasures of writing. Please register.

Dr. Amanda Sturgill, “Simple Videos that Encourage Your Students to Use Feedback to Improve their Writing”
Th. Oct. 23, 12:15-1:30, Oaks Commons 212. See how feedback videos encourage students to engage with comments and let you track if they did. It doesn’t even take more time for you! Lunch will be served, so please register.

Dr. Karen Yokley and Dr. Paula Rosinski, “Teaching Writing and Writing-to-Learn in Math and other Quantitative Fields”
Mon. Nov. 12, 12:15-1:30, Oaks Commons 212. Dr. Yokley will share examples of teaching materials generated from her department’s work on the Writing Excellence Initiative (including writing in the discipline/profession and writing-to-learn materials). Dr. Rosinski will share additional activities and ways of using writing-to-learn in quantitative disciplines. Lunch will be served, so please register.

Spring Term 2018 Opportunities

Summer Writing Institution Reunion, Mon. Feb. 19, 4-6pm, The Oak House. All past SWI participants are invited for drinks, hors d’oeuvres, and casual conversations about the ways you’ve applied SWI ideas and integrated writing into your teaching. Please RSVP.

“Writing Effective Letters of Recommendation,” Mon. Feb. 26, 12:15-1:30. (Moseley 215). This session for ���ϲ����� faculty/staff offers time-saving strategies for crafting compelling letters of recommendation. Focused especially on writing letters on behalf of students in high-stakes competitions, these strategies can also be transferred to other contexts (student graduate school references, P&T letters). Co-sponsored by National & International Fellowships, the Lumen Prize, and the CWE Register

“Writing as a Social Scientist,” (for faculty and students; you may register your entire class at once or yourself individually), Wed. Feb. 28, 4:15-5:15, snacks provided (Oaks 212). This workshop will teach students to write as a social scientist by reviewing common genres in the discipline, identifying typical writing features, and examining expected styles, etc. The intended audiences for this workshop include students taking classes in the social sciences, students majoring/minoring in a social science, and faculty who teach social science writing. Faculty are invited to encourage their students to attend and to build this workshop into their syllabi. Led by Dr. Laura Roselle, Political Science and Policy Studies and Dr. Kim Epting, Psychology. Register

“Teaching 2-Column Script Writing” Th. March 1, 12:15-1:30 (Moseley 215). This workshop will provide examples and materials for teaching 2-column script writing, a genre that fits well with video assignments. Led by Douglass Kass, Communications. Register

“Evaluating Visuals and Multimodal Writing,” Mon. March 12, 12:15-1:30 (Moseley 215). This workshop will share examples for evaluating visuals and multimodal texts like videos and podcasts. Led by Dr. Ben Hannam, Communications and Dr. Paula Rosinski, Professional Writing and Rhetoric. Register

Winter Term 2018 Opportunities

“Designing Effective Writing Assignments & Giving Feedback/Grading in Moodle,” Tue. January 9, 11:45-1:00
Dr. Paula Rosinski, Professor, Professional Writing and Rhetoric and Sara Vanderpool, Instructional Technologist from TLT

Fall Term 2017 Opportunities

“What keystroke-logging research tells us about student writing: An experimental psychologist’s view,” Wed. October 11, 12:15-1:30
Dr. Kim Epting, Assoc. Professor, Psychology

“Learning iMovie and Designing Video Assignments” (Part 1 of 2 workshops designed to encourage multimodal writing assignments), Wed. October 25, 12:15-1:30,
Writing Center Consultant and Dr. Paula Rosinski, Professor, Professional Writing and Rhetoric

“Teaching 2-Column Script Writing” (Part 2 of 2 workshops designed to encourage multimodal writing assignments), Wed. Nov 8, 12:15-1:30.
Prof. Douglass Kass, Assist. Professor, Communications

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Previous CWE Workshops

3/10/2017    Writing a Bit More, Worrying a Bit Less
2/22/2017    Speed Teaching: Low-Stakes Writing Assignments
9/22/2016    Engaging teachers as readers: Responding to student writing Guest Workshop
7/24/2016    Writing Across the University: Best Practices in Writing Instruction
11/3/2015    Assessment Workshop
10/21/2015  Writing Excellence Initiative Info Session
10/17/2015  Writing Excellence Initiative Info Session
8/19/2015    Writing Excellence Initiative Orientation for Departments
7/15/2015    Eli Peer Review Demo
4/29/2015    Eli Peer Review Demo
4/15/2015    Multi-Modal/Posters Workshop
4/8/2015      Designing Effective Peer Response
3/31/2015    Assessment with Kim Fath
3/11/2015    Developing Effective Writing Assignments
3/5/2015      Multi-Modal/Posters Workshop
2/24/2015    Designing Effective Writing Assignments
11/18/2014  Peer Response
10/21/2014  Writing Excellence Initiative Info Session
10/1/2014    Providing Feedback
3/10/2014    Re-visioning Writing as Textual Thinking
3/4/2014      Professional Etiquette Presentation
11/14/2013  Using Writing in Winter Term Courses
11/6/2013    Using Writing in Winter Term Courses
9/12/2013    Authentic Writing Assignments
5/8/2013      Keys to making Peer Response Work
5/1/2013      Using Rubrics Effectively