We found 6 results that contain "writing"

This playlist begins with an overview of the dissertation, moves into writing resources, and ends with some specific resources for technology concerns

This playlist begins with an overview of the dissertation, moves into particular resources regarding continuing writing, and ends with resources about general motivation.

This playlist begins a discussion of how to be a successful graduate student, moves into resources on creating an effective and realistic writing habit, and ends with links to MSU’s official policies, procedures, and expectations when it comes to graduate students and graduate life at MSU as well as graduate student organizations that support you at MSU.

A playlist of experiences and resources connected to "Teaching Multilingual Learners: An Introduction to Translingual Pedagogy" workshop developed and facilitated by Drs. Joyce Meier and Cheryl Caesar- educators in the College of Arts and Letters' First Year Writing program.

Resources for exploring the use of AI, and specifically large language models similar to ChatGPT, in teaching and learning. This is inclusive of its uses for instructors (e.g., lesson planning, rubric generation, etc.) and for students (e.g., writing assignments, comparison exercises, etc.)

The syllabus in a college class serves as the first impression between a course and its students. It often wears many hats acting as: a schedule, list of rules, summary of course policies, semi-grading rubric, and various other roles depending on its author. Due to the heavy lifting it provides to a course and its structure a plethora of research has been conducted on its value, and Universities often hold seminars each year on the process of creating and drafting syllabi for their staff. To understand how students and instructors view the role of syllabi in the classroom authors Gauthier, Banner, And Winer attempt introduce a framework in their piece: “What is the syllabus for? Revealing tensions through a scoping review of syllabus uses”

In it, they identify nine interconnected uses which are then categorized into three primary purposes or tools: an Administrative Tool, a Learning Tool, and a Teaching Tool. The goal of this project is to take their writing and configure the information into a writing guide to help instructors write/develop/improve their own syllabi for their own courses. While this may appear as though this is designed as a developmental tool (because in part, it is), it is my goal that this project truly captures the necessity of treating the creation of syllabus as a fluid, recursive and reflective process. As we develop as instructors, and the student bodies we teach change through the times, so must our syllabi change with it.