- Faculty Resources
- Student Resources
- About WIC
- WIC Newsletter
Peer response can be a valuable supplement to instructor feedback on writing. This workshop will focus on teaching students to offer useful feedback, and will include time to create effective peer response prompts for your classes.
Led by Sarah Tinker Perrault, WIC Director
Research shows that using informal writing can enhance student learning in all disciplines, at all levels (from lower division through graduate classes). However, many faculty are unsure how to incorporate informal writing into classes, or concerned about taking time away from course content. This 50 minute interactive workshop demonstrates how easy it is to include informal writing that accentuates course content, and that helps develop students’ content learning as well as their academic writing skills.
Led by Sarah Tinker Perrault, WIC Director
Learn what each WIC learning outcome means, identify how these WIC outcomes can support the disciplinary outcomes, and integrate the two sets of outcomes in clearly defined exercises and assignments that will help students learn course content and disciplinary writing.
Led by Sarah Tinker Perrault, WIC Director
This workshop describes the need for linguistically inclusive practices in all academic disciplines. It offers specific tips on how we can value and support students’ use of different languages and varieties/dialects of English, lower barriers to access, and increase learning opportunities for students from all linguistic backgrounds.
Led by Adam Schwartz (OSU), Sergio Loza (UO), and Devin Grammon (UO).
In the midst of the pandemic and a shift to remote learning, many are at our wits’ end converting classes, keeping our students motivated, and keeping ourselves motivated. Just thinking about how to better a WIC course or try something new may be daunting. However, biologist Lauren Dalton has some tried and true activities/strategies that may help both you and your students; she shares 3 quick hacks that are fun (or mostly fun) and also help build students cognizance around their communication abilities, agency in what they write about, and logical flow in their written pieces.
Led by: Lauren Dalton, Instructor, Biochemistry and Biophysics
When you publish your discussion post, you’re hopeful. Hopeful that students will match the effort you put into crafting a great question: thoughtful, well-articulated, compassionate responses that demonstrate growth and understanding. And yet. A scattering of twenty word responses, some “please get me through this” posts, and a few eager students diving into the deep end—but where are the discussions that build to an energizing and meaningful conversation? Ask better questions and you’ll get better answers. Watch this workshop where we’ll show you how to write questions that maximize student engagement and that create meaningful experiences for your students.
Led by: Alexander Mahmou-Werndli, Jessica Al-Faqih, and Erin Vieira, WIC GTA and Interns
Contrary to popular belief, information literacy and its components do not follow a linear model.
When students critically explore and engage in texts their actual experience is often messy, dynamic, frustrating, and rewarding.
If you are interested in exploring how to integrate information literacy so that students are empowered and create stronger connections in their thinking, watch this workshop on teaching information literacy.
Led by Hannah Gascho Rempel, Professor, Graduate Student Services Coordinator and Science Librarian & Jane Nichols, Associate Professor, Head, Teaching and Engagement Department, OSU Libraries and Press.
"Teaching Truth and Trust in an Era of Digital Dissensus"
Are conspiracy theorists and anti-maskers anti-fact? Are confirmation bias and ideological bubbles inevitable? Or is there a deeper dynamic at play? Mike Caulfield, director of blended and networked learning at WSU Vancouver and nationally recognized digital literacy expert, discussed our current “digital dissensus” and how our approach to education may be making problems worse.
This talk was co-sponsored by OSU's Writing Intensive Curriculum (WIC), the OSU Libraries Library Faculty Association Seminar Series, and the OSU Writing Program (SWLF).
"Responding to student writing"
Learn how you can respond to student writing in ways that encourage revision and help students develop effective writing habits. Faculty member Mary Nolan and Ecampus instructional designer Tianhong Shi share insights and ideas about how to adapt in-person strategies for remote teaching.
April 10 - “Teaching Peer Review Online: Tools, Resources, and Strategies” (for teaching WIC on campus and Ecampus)
This session will feature digital interface resources and strategies for peer review online (Canvas, Eli Review) and will include time for discussion of effective peer review strategies and sample assignments.
April 17 - "WIC-Share: Open Session on WIC Assignments and Assessments"
In this session, we begin with some targeting sharing of peer review assignments carrying over from last week, and move on to other WIC assignments shared by attendees.
May 15 - “Showcasing Innovations: WIC in Multi-modal/multimedia Forms”
In this session, we look toward the challenges, surprises, risks, and rewards of experiments in multimodal pedagogies.
April 5 - "Using Reflective Writing to Help Students Gain Insight Into their Place in the World, their Discipline, and their own Life Path"
Nathan Kirk, Integrative Biology, shares his reflective writing prompts and discusses the learning gains for students in this informal freewriting exercise.
April 12 - Writing Locations and Processes: Models from Permaculture, Writing Studios, and Public Spaces
Ruth Sylvester (WIC GTA), Marisa Yerace (WIC Intern), and Ian Ferris. The presenters are graduate students studying Rhetoric, Writing, and Culture in the School of Writing, Literature, and Film.
May 3 - Transfer of Learning from WR II to WIC: Argumentation, Technical Writing, and Business Writing
Instructors for Argumentation (WR 222), Tech Writing (WR 327), and Business Writing (WR 214) discuss writing skills from WR II courses that should transfer to a student’s WIC course in the major.
May 17 - Teaching WIC on Ecampus
Speakers: Becky Haddad, Cyndie McCarley, and Randy Moore
April 6 – "Canvas Hacks and Tools for Responding to Student Writing"
John Morris (Business) and Steve Shay (History) share ways they have found to use Canvas tools to improve online feedback to students on their writing.
April 13 – "Ethics and Writing in the Disciplines"
Vicki Tolar Burton (WIC/SWLF), Giovanna Rosenlicht (Animal Science), and Ted Paterson (Business) discuss ways to consider ethics within a Writing Intensive course.
May 4 – "Teaching Showcase! WIC Instructors Share Ideas from their Classrooms"
Natchee Barnd (Ethnic Studies), Nate Kirk (Integrative Biology), Deanna Lloyd (Sustainability), and Dana Reason (Music), all recent grads of the WIC Faculty Seminar, share ideas for course design and teaching using WIC pedagogies.
May 18 – "Introduction to CORE Data for WIC Instructors"
Chrysanthemum Hayes, Communications & Engagement Manager, Institutional Analytics and Reporting, provides an introduction to using CORE and institutional data as they relate to teaching and course improvement. Session will include important information about data security and access as well as a summary of the CORE reports that may be relevant to faculty teaching WIC courses.
April 14 – “High-Impact Writing Practices & Multimodal Learning”
The WIC Team introduces the ATD’s recent article on High-Impact Writing Practices, a central theme for this year’s lunch series, and explores hands-on multimodal learning.
April 21 – “From Writing Center to Writing Studio: What Faculty Need to Know”
Dennis Bennett, Director of the Writing Center, and associate panel discuss the major transition into the Writing Studio, the reasons behind the change, and what faculty need to know.
April 28 – “Cognition and Learning”
Kay Sagmiller, Center for Teaching and Learning Director, discusses connections between cognition and student learning.
May 5 – “Technology and Interactive Writing Processes”
Instructional Technology Specialist Tasha Biesinger and Information Services partner with the WIC Team to explain how to make the most of Canvas, Eli Review, and other writing technologies.
May 13 – "Writing and Learning in the Sciences and other STEM Fields"
Dr. Chris Thaiss, Clark Kerr Presidential Chair and Professor in the University Writing Program, University of California, Davis.
Presentation slides and handouts
April 22 – "Can We Make WIC Students Plagiarism-proof?"
Tim Jensen, Sara Jameson, Celeste King, Sarah McGreevy
April 29 – "Mindfulness for the Distracted Writer"
Vicki Tolar Burton
May 6 – "What are the Roles of Graduate Assistants in WIC Classes?"
Maggie Anderson, Lauren Crandon, Monica Olvera, Tracy Ann Robinson
May 13 – "Writing for Audiences in STEM and Beyond"
Chris Thaiss, Clark Kerr Presidential Chair and Professor, Writing Program, University of California, Davis
April 10 – "INTO Student Writers in the OSU Curriculum"
Erich White, Director of INTO; Phil Chambers, INTO Instructor; Galina Romantsova, Second Language Specialist, OSU Writing Center
April 17 – "Race, Diversity, and Writing Across the OSU Curriculum"
Wesley Snyder, SWLF; Kristina Lum, SWLF; Corey Taylor, SWLF
April 24 – "Adapting and Internationalizing the Writer's Personal Profile in a WIC Course"
Tracy Ann Robinson, Mechanical, Industrial, and Manufacturing Engineering; André Habet, SWLF
May 15 – "Using Canvas Tools in a Writing Intensive Course"
Karen Watte, ECampus; Sara Jameson, SWLF; Brooke Howland, TAC and CTL