Oregon State University

Fall 2011

  • by Vicki Tolar Burton, WIC Director

    Whether you teach in the STEM fields, the liberal arts, the health sciences, or elsewhere in the university, you’re probably thinking about how your students have done this term and what changes you might make in the future to improve your teaching and their learning.  This is the process of assessment, and we hope Teaching with Writing will give you some ideas that will help in a number of ways.

  • by Zachary Pajak

    When asked why she volunteered to teach Physics 403, a WIC course that helps students prepare their thesis projects, Professor of Physics Janet Tate did not hesitate: “I love reading, I love writing, I love listening to stories, and I love things that are presented clearly.  And I love being able to read something or listen to something and just suddenly have that flash of insight.  And I think everybody ought to be able to do that, to be able to present what they’ve done in a way that makes everybody nod and say, ‘Ah, yes yes yes.’”

  • by Michael Shum

    Every year, we ask our seminar participants to rank order the values they look for when evaluating writing in their disciplines.  This year, the four values that were listed by over half our participants include:

    • Writing that is appropriate for the audience;
    • Effective organization;
    • Ideas fully developed; and
    • Strong, accurate content.
  • by Team WIC

    We are proud to introduce the WIC Resource Page, an organizational site on Blackboard that contains materials to help support the teaching of your WIC Class.  Because the site is on Blackboard, much of the material will be directly importable to your own Blackboard class site, including the Writer's Personal Profile (WPP) survey that is usually administered to students during the first week of class.

  • by Team WIC

    The implementation of assessment practices has become a major initiative at many universities in the past several years, and—as you may have noticed in your own department or college—Oregon State is strongly situating itself to be part of that movement.  Assessment at the programmatic level begins with assessment in the classroom, typically entailing a survey that is administered both pre- and post-class to ascertain self-perceived improvement throughout the duration of the course.

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