The famous series, which is now longer operating, This I Believe, provides a terrific first major exercise in an online Oral Communication class, or in fact any kind of course (online or f2f) in which communication skills is a learning outcome. … Read More »
Mai Nguyen October 2020 This workshop provides information and resources on how to teach the basics of data journalism. Topics include challenging preconceptions of data journalism, best practices for using data in journalism and motivating students to embrace the use … Read More »
A Workshop Offered by Writing Across Emory and the Center for Teaching and Learning at the University of South Dakota. David Morgen September 25, 2020 11am – noon EST
In this workshop, David Morgen will share insights, advice, and practical resources to effectively manage having students create a podcast series in a class. We’ll go from developing the fundamental assignments to getting students to buy in on the series to assessing the finished episodes. And we’ll also discuss platforms for hosting and publishing audio and how to syndicate your class podcast to iTunes.
Writing, Student Memory, and Performance Andy Kazama (Psychology) & Joonna Trapp (Writing Program) Resources Writing, Student Memory, and Performance Workshop Handout Writing for Memory Workshop 3
Access should be part of the criteria used when choosing materials assigned to be read, viewed, listened to, or (in the case of hypertext) explored. And any instructional materials generated for class — e.g. syllabi, assignment sheets, video tutorials, and course websites — should be created while following current accessibility guidelines. Finally, students who create digital products for class should be provided with the opportunity to learn the importance of access, given the tools for evaluating and improving the accessibility of the materials they produce, and prompted to think critically about evaluative criteria for accessibility; this may be done in any course at any level, so long as the appropriate adjustments are made for the specific context.
Teaching a writing-heavy class can leave a teacher buried in responding to papers. While this kind of work may be largely unavoidable, techniques and teaching practices are available which help with the “paper load,” and they are pedagogical sound. This … Read More »
This workshop and other materials support faculty trying to design a continuing writing class at Emory or editing an existing one.
“Writing is everywhere and everywhere necessary.” ~David R. Russell (6) According to David Russell, “the WAC movement is an effort to improve education by encouraging students to write in many fields for content areas.” As a true grassroots movement, it … Read More »
“Writing to Learn” is a phrase which has grown in meaning and application since its first usage. Toby Fulwiler and Art Young (“Introduction” to Language Connections: Writing and Reading Across the Curriculum) claim that using Writing to communicate–or what James Britton … Read More »