When I discovered that the library has an electronic copy of the book Megan recommended to us last week (Teaching in the 21st Century) I added it to my ebrary bookshelf. I’ve shared (or think I’ve shared) that folder with the rest of you; you can find it under the eBooks link on the right menu. You’ll need to log on under your own ebrary account in order to access it.
Drafts of Fall 2010 JS syllabi are posted under Course Materials. (Tom Farrell’s is posted below on this page.)
Location: Flagler 313
Time: 9:30-11:45 (CAS Chairs will have to leave a few minutes early, I know!)
Topics: 1) teaching writing effectively at the Jr level; 2) discussion of draft syllabi for fall seminars
As Michael M. pointed out last week, students do not have an oral communications requirement in the new curriculum (though oral communications are also supposed to be infused into the structure of FSEMs, and students may pick up other experiences along the way). How best to deal with the challenge of fostering this crucial skill in JS courses? We’ll return to this challenge in the fall, but let’s think about that online too.
At last week’s workshop, Megan communicated some of the standards of “writing intensive” courses that have emerged in national conversations among people who teach writing. Both in the workshop and in a subsequent email exchange, we’ve wrestled to understand just what “writing intensive” should mean for our JS courses. As Tom wrote in one email, perhaps the most salient question is pedagogical. I’ll reproduce his questions here, and join him in hoping to hear more about what others think: What are the pedagogies that make sense in other disciplines? How might we understand the commonalities among those pedagogies? How might we articulate them as part of an ongoing process that will make the Junior Seminar requirement a coherent–indeed absolutely central–part of our students’ academic experiences?