Spring 2019 WAC Workshops at the FDC

Reducing Grading Time (RGT) Series:

Reduce Grading Time with Rubrics

This workshop will cut your grading time while increasing the amount, quality, and objectivity of your feedback.   Learn how to design a writing rubric with which to quickly assess students’ writing.  Different styles of rubrics that suit different types of faculty will be presented (1 hr).

  • Monday, Jan. 28, 1-2 PM
  • Friday, March 22, 10-11 AM

 

Reduce Grading Time with Turn-It-In

This workshop will cut your grading time while increasing the amount, quality, and objectivity of your feedback.  Learn how to use Turnitin’s grading features, which allow faculty to upload a rubric, customize or use pre-existing drag-and-drop comments for common writing problems, and link such comments to a rubric’s criteria or to outside sources.  Invest an hour in this workshop to reduce many future hours of grading! (1 hr)

  • Monday, Jan. 28, 2-3 PM
  • Friday, March 22, 11 AM-12 PM

 

Experts’ Notebooks:  Increasing Course Writing; Reducing Grading Time 

“Experts’ notebooks” can take many forms, such as the scientist’s lab or field book, the artist’s  sketchbook, the police field interview notebook, the commonplace book, or the journal.  “Expert” forms of writing particular to individual disciplines—graphs, observations, analyses, illustrations, and evaluations—are all equally at home in such notebooks.  Besides focusing students on your content, notebooks allow students to reflect on their progress and instructors to gauge their students’ successes and challenges quickly. 

  • Thursday, Feb. 7, 3-4:15 PM 

 

Reduce Grading Time with Formative Feedback Strategies

Come learn best practices for providing efficient, effective feedback on student writing.

  • Thursday, March 7, 1-2 PM

 

WAC Lunch and Learn

WAC Lunch and Learn allows faculty working on syllabi, writing prompts, or writing-to-learn activities to receive formative feedback. You’ll bring a draft, the FDC will provide lunch, and Leslie Bruce will coordinate a conversation that will help faculty improve their writing assignments for any class.

  • Monday, Jan. 28, 12-1 PM
  • Friday, March 29, 12:30-1:30 PM

 

Leading Effective Peer Reviews to Increase Feedback for Student Writers 

The 2015 National Survey of Student Engagement indicated that students learned more from writing assignments when they received written or spoken feedback during the writing process.   One way to add more feedback to your students’ writing processes is to reward well-designed peer review sessions in or outside of class. This workshop will introduce faculty to strategies for focusing and improving student peer reviews. Students receive feedback on their writing before sending it to you, yielding higher quality papers and decreasing grading time. 

  • Wednesday, Feb. 13, 2:30-3:30 PM

 

Using Writing to Learn in Any Class

Writing to Learn (WTL) activities typically include quick, informal, low-stakes writing tasks in which students consolidate their learning of a course’s content. Adding WTL activities to a class can improve student learning and writing, enrich class discussion, and allow faculty to quickly assess even large classes’ understanding of core concepts. Come to this workshop to learn five effective WTL activities all instructors can apply in their classes.

  • Monday, February 25th, 2:30-3:30

 

Clear, Concise Sentences:  Five Quick Strategies to Teach Students 

As students strive to write academic prose, they often produce unclear or awkward sentences. This workshop will introduce five strategies that yield clearer writing. Teaching them to students will result in easier-to-read student writing and reduced instructor grading time. 

  • Friday, March 29, 11:30 AM-12:30 PM

 

Designing Effective Writing Prompts for Any Class  

Incorporating more writing into your courses is a high-impact way to deepen students’ understanding of your course content.  Thoughtfully designed writing prompts can yield more focused, confident writing, which in turn can reduce grading time.  After introducing some best practices in prompt writing, this workshop will guide faculty as they design a prompt for one class.  Please bring a course syllabus. 

  • Monday, April 15, 1-2:25 PM

 

GE Goals and Writing Pedagogy

Are you proposing or updating a General Education (GE) course for your department? After reviewing CSUF’s GE Writing Goals and some basic writing pedagogy, this workshop will introduce an effective process for incorporating writing into your GE courses. Participants will leave with a few writing activities with which to gauge student competence in their course’s student learning outcomes.  Please bring a syllabus.

  • Thursday, April 25, 1-2:15 PM   

Workshops Available by Appointment

Leslie Bruce will present any of these workshops at department retreats or meetings upon request. 

Email your request to wac@fullerton.edu.

Register for any workshop at the FDC website.