As we are planning ahead for a busy Autumn Quarter, how can we provide students opportunities to get perspectives on writing from outside the classroom?

Writing for the classroom is very different from writing for the workplace or other public forums in context, expectations, and effect, and students can have a hard time adapting what they learn in the classroom to other settings. Student writers can benefit from hearing outside guests such as workplace professionals or scholars talk about their writing in the field. (more…)

How can we use end-of-the-quarter grading to help our students continue the learning process even after they’ve left our classrooms?

We often talk about grading solely as a form of evaluation and judgment without considering the various ways it can help students learn. As we near the end of the quarter, consider using grading as a tool to increase students’ critical awareness of their own learning process. (more…)

How can we help students utilize writing outside of the classroom that will benefit their in-class learning?

Although we don’t often think about it, much of our students’ learning occurs outside of the classroom and when we are not present. (more…)

Do you have difficulty explaining to a student why s/he earned a particular grade? Are you frustrated by what seems to be a subjective and time-consuming process? How can you grade more efficiently and fairly?

Grading student writing can be a challenging process that may initially appear subjective. However, there are certain strategies that you can implement to make grading writing a more objective and transparent process for both you and your students. (more…)

How can I get students to engage with library research projects more effectively?

Students frequently struggle with understanding how to conduct library-based research. (more…)