Beyond Box-Checking: Inviting Students to Teach the Class

In the spirit of collaboration and fostering pedagogy discussions, I propose to contribute to a panel by outlining a multimodal/interactive assignment I now use at the end of all my classes. In general, students “Teach the Class” about something that they are personally interested in while applying the skills they have developed throughout the semester. I give the students all the credit because my role is reduced to being a facilitator or coach on the sidelines. Broadly, the assignment validates student interests, privileges student voices, encourages self-directed learning, and (perhaps most importantly) builds confidence.

Group

Group A

Location

Science 1125

Leader

Peter McKenna (Gobedic Community College)

Gatekeepers vs. Bridgebuilders in First-Year Writing Classes

We view ourselves as bridge builders for our students; our job is to make connections and help them navigate the expectations and requirements of academic writing, and of college itself. In particular, our first-year and non-traditional college students, even at our vastly different institutions, benefit from bridges rather than gates. This presentation will share research-driven methods and our tried-and-true strategies for making these connections in three main areas: assignment construction and grading, giving feedback, and building rapport with students.

Group

Group C

Location

Science 3211

Leaders

Emily Woster (UMD) and John Wilcox (NTC)