Get ready for the Spring semester with the Teaching with Writing Online Short Course. Faculty members and instructors are invited to register for this virtual, yet highly interactive course focused on identifying course-relevant writing abilities, developing assignments and activities that support these abilities, and strategies for providing effective feedback, and efficient and inclusive grading practices. NOTE: To ensure cross-curricular relevance, we define “writing” to include diverse forms of text including words, numbers, symbols, figures, sketches, and visuals, etc.

Working remotely, participants will participate in three 90-minute synchronous workshops, each spaced one week apart. Between synchronous workshop sessions, participants will follow a carefully sequenced set of asynchronous activities, designed to develop or revise course materials, review resources, and experiment with digital tools. Participants will also have the opportunity to consult with members of the Writing Across the Curriculum team, academic librarians, and educational specialists.

This short course is available for faculty members and course instructors teaching in the University of Minnesota system. Because we focus on assignment design and grading, we’ve designed each module to support instructors who have control over these elements of course design. Registered participants are expected to attend each of the three scheduled synchronous sessions and to participate in the asynchronous sessions. Since each of the three modules is carefully integrated and sequenced, participants should register only if they can commit to the entire short course. The total time commitment for the short course is approximately 20 hours spaced over three weeks.

Facilitators: Pamela Flash (Director, Writing Across the Curriculum), Daniel Emery and Matthew Luskey (Assistant Directors, Writing Across the Curriculum)

Course Overview

Module 1 focuses on developing approaches to writing instruction that are realistic and contextually relevant. The module opens on Tuesday, January 5th. The Maroon Group’s synchronous session for Module 1 is Thursday, January 7th from 1:00–2:30 pm. The Gold Group’s synchronous session is Friday, January 8th, from 1:00–2:30 pm.

Module 2 builds upon the contextual foundation identified in the first module and focuses on devising (or revising) formal and informal writing assignments appropriate for online learning. The module opens on Tuesday, January 12th. The Maroon Group’s synchronous session for Module 2 is Thursday, January 14th from 1:00–2:30 pm. The Gold Group’s synchronous session is Friday, January 15th, from 1:00–2:30 pm.

Module 3 builds upon the assignment-design activity conducted in the second module and focuses on online strategies for commenting on and grading student writing and for organizing online peer response activity. The module opens on Tuesday, January 19th. The Maroon Group’s synchronous session for Module 3 is Thursday, January 21st from 1:00–2:30 pm. The Gold Group’s synchronous session is Friday, January 22nd, from 1:00–2:30 pm.

Outcomes: By the end of the course, participants will have...

• Sampled and discussed a variety of writing tools suitable for online instructional modes in order to select those that will align well with course and student needs.

• Devised or revised high-stakes and low-stakes writing assignments that are appropriate for online venues.

• Given and received feedback on drafts of writing assignments and activities.

• Created assignment-specific grading schemes that ensure fair, constructive, and time-efficient assessment of student writing.

• Devised student-oriented inventory questions and reflective activities that will help align course tools, platforms, and instructional modes with students’ access to and proficiency with these tools.

• Participated in a lively interdisciplinary community of colleagues in developing and discussing approaches to effective online writing activities.