The connection between writing/speaking and learning

Do you believe that writing and speaking strengthen the student’s understanding of course material?  Do you have examples to explain this?

Designing writing assignments

What pedagogical and practical considerations typically inform your design of a writing assignment? How much do these change from semester to semester and course to course?

Any other questions/thoughts about designing oral assignments?

Post them here.

Obstacles to speaking/writing across the curriculum

It seems that we are all on board with the idea that speaking and writing across the curriculum is important.  There are, of course, obstacles that we have to overcome if we are to succeed in integrating speaking/writing into the curriculum, however.  Here are a just a few of the commonly listed complaints about using writing and speaking assignments in the classroom (credited to Chris Anson at North Carolina State University, Director of the Campus Writing and Speaking Program)

• Avoidance: “It’s not my job—I’m not a writing/speaking person”
• Anxiety: “I’m not a great speaker/writer myself”
• Blame: “It’s the fault of the high schools” “Our university doesn’t provide the right resources”
• Additional layer: “Writing/speaking intrudes on my course coverage.” “I already have so much to teach, I can’t add another thing.”
• Pedagogical apathy: “My teaching is pretty good as is.”
• Misconception: “My discipline is about _____, not writing/speaking.”
• Irritation: “Too many students, not enough time.”
• Extrinsic needs: “There’s no reward for this extra work.”

Choose the 3 obstacles that you think are most applicable to your situation and then reflect on ways that the assumption is wrong or possible solutions to the problem.

Welcome to the Spring 2012 Faculty Seminar!

Tell us a bit about yourself here. What is your discipline? Which classes do you teach that include writing/speaking? What do you see as the biggest challenges to successful teaching?

Pursuing a democratic teaching model & getting back in touch

Dear friends,
As the Spring academic term winds down, I wanted to share with you the very positive news from my classes this Spring. In further developing the concept of a democratic teaching model, I have been very pleased with the quality of student papers and discussions. The students have written solid papers that analyze instead of merely summarize scholarly articles. We have explored together various geographic regions including Latin America, Africa, Asia, and students have made very impressive presentations. The usual 10-minute presentations generally last most of the hour as presenters shift to leading discussions.

I am still exploring (probably always will be)effective teaching methods. I find myself coming half circle back to offering more (mini) lectures on theories, while at the same time allowing students to help choose (and assign to other students) readings, negotiate grading structure, and agree on class format. I still have requirements for a research paper and community service.

I would be most interested in anyone sharing their thoughts on effective teaching - and learning. We can start a facebook group for anyone interested.

But I feel as if those of you who have enjoyed Betty's and my Sierra Leone blog and want to continue with this one are folks who share a common interest in learning, travel, and sharing ideas. Not sure what the best format is, but would love to hear from everyone who either follows this blog, or happens to come across it. We could set up a facebook group; I use facebook now (for the first time) with my classes. I still need to set up a blog alert for those who said "YES" to wanting to continue with this one. Am actually not sure how one does that other than to send an email notice. Any suggestions?

Hope to hear from you. Google offers translation, so if I can use it, that means anyone can join in using their own language. Please, no commercial material and only posts one can share with families.

Ten Steps Backward

Even when I have taught a class a dozen times before, I review my syllabus each semester looking for ways to improve the class. Occasionally, improving a class means adopting a new textbook. Now, state policy is making that more difficult, infringing on academic freedoms in the misguided belief that reducing marketplace competition will lower prices. My department is struggling to figure out how to adapt to this new environment and I am wondering what others are planning. Any comment? [The plan can be found in recent IHL minutes.]