OWI Symposium September 2021
The Online Writing Instruction Community would like to invite you to join their 2021 virtual symposiums! After an overwhelmingly positive response to our August 2020 and September 2020 symposiums, we are pleased to bring you another series of virtual symposiums in August 2021 and September 2021.
For both of this year’s symposiums we asked our presenters to focus on activities and strategies for successfully facilitating fully asynchronous, fully synchronous, or hybrid/blended online writing courses.
This year’s presentations will be short, practical, and to the point. The presenters will focus their talks on one practice-based activity, concept, or process that instructors or administrators could implement in their online/hybrid writing courses or programs with little or no modification.
Dates and Registration
For Registration see The OWI Community Facebook group, The OWI Community Google Group Discussion Forum, and the Writing Studies Listervs, or connect with The OWI Community.
For both of this year’s symposiums we asked our presenters to focus on activities and strategies for successfully facilitating fully asynchronous, fully synchronous, or hybrid/blended online writing courses.
This year’s presentations will be short, practical, and to the point. The presenters will focus their talks on one practice-based activity, concept, or process that instructors or administrators could implement in their online/hybrid writing courses or programs with little or no modification.
Dates and Registration
- August Date: Friday August 20th 1 p.m.-3 p.m. ET
- September Date: Friday September 17th 1 p.m.-3 p.m. ET
For Registration see The OWI Community Facebook group, The OWI Community Google Group Discussion Forum, and the Writing Studies Listervs, or connect with The OWI Community.
Presenter Bios and Talk Titles
Jennifer Burke Reifman "Developing Communities of Practice for Emerging Online Writing Instructors"
Jennifer Burke Reifman is a Ph.D. Candidate in Education and Writing, Rhetoric, and Composition Studies and a Hybrid course Instructor at U.C. Davis. Her research is focused on composition pedagogy, Writing Program Administration, and digital tools in the writing classroom.
Link to handout
Link to slides
Link to video
Jennifer Burke Reifman is a Ph.D. Candidate in Education and Writing, Rhetoric, and Composition Studies and a Hybrid course Instructor at U.C. Davis. Her research is focused on composition pedagogy, Writing Program Administration, and digital tools in the writing classroom.
Link to handout
Link to slides
Link to video
Guiseppe Getto "Why WordPress Is an OWI's Best Friend"
Guiseppe Getto is an Associate Professor of Technical and Professional Communication at East Carolina University and is President and Founder of Content Garden, Inc. His research focuses on user experience (UX) design, content strategy, and participatory research with communities. Read more about him at: http://guiseppegetto.com.
Link to handout
Link to slides
Link to video
Guiseppe Getto is an Associate Professor of Technical and Professional Communication at East Carolina University and is President and Founder of Content Garden, Inc. His research focuses on user experience (UX) design, content strategy, and participatory research with communities. Read more about him at: http://guiseppegetto.com.
Link to handout
Link to slides
Link to video
Louise Zamparutti "Implicit Bias in “Objective” Course Content: questioning “neutrality” in online technical writing courses"
Louise Zamparutti is Assistant Professor of English at the University of Wisconsin-La Crosse. She teaches online, hybrid, and face-2-face courses in professional and technical communication and rhetoric, all from a social justice perspective.
Link to handout
Link to slides
Link to video
Louise Zamparutti is Assistant Professor of English at the University of Wisconsin-La Crosse. She teaches online, hybrid, and face-2-face courses in professional and technical communication and rhetoric, all from a social justice perspective.
Link to handout
Link to slides
Link to video
Hannah Sincavage "How Are You Doing Really?: The Importance of Student-Instructor Conferences in Online Environments"
Hannah Sincavage is currently a graduate student in the Writing and Rhetoric MA program at the University of Utah. Her research focuses on the rhetoric of marginalized groups, especially disability and feminist rhetorics.
Link to handout
Link to slides
Link to video
Hannah Sincavage is currently a graduate student in the Writing and Rhetoric MA program at the University of Utah. Her research focuses on the rhetoric of marginalized groups, especially disability and feminist rhetorics.
Link to handout
Link to slides
Link to video
|
Jessica Harnisch and Sean Tingle "Design Your Content: Creating Engaging and Interactive Tools for Success to Start Your Course Off on the Right Track"
Jessica Harnisch is a full-time instructor in the Writers' Studio at Arizona State University. She is especially interested in employing new technologies, innovative teaching ideas, and Quality Matters to ensure student success in the online environment. She works closely with her colleagues to enhance the student experience and facilitate an online learning community conducive to learning. She has over thirteen years of experience teaching online and has taught courses in American Literature, Business Writing, and American History. Sean Tingle has been teaching First-Year Composition and Humanities courses for 10 years, both at the community college and university levels. They have experience with online instruction both as a student and instructor, teaching ENG101, ENG102, and ENG105 courses online at both the 2-year and 4-year institution levels, as well as various Humanities and Film courses. They are dedicated to providing a supportive, engaging environment in the online classroom that meets students where they are and helps them grow and succeed from there. Link to handout Link to slides Link to video |
Sybil Priebe "OER & Ungrading: Ultimate Student Control"
"Once upon a time, I was a teacher who had a zillion policies. I was harsh with my students; I demanded a lot from them. I had extremely strict deadlines, and I didn’t allow redos. I thought I was the “guide on the side,” but I was definitely the “sage on the stage.” I was sorting students, not focusing on their learning.
BUT the spring of 2019, I got sucked down into what I call a Twitter rabbit hole. And I had an epiphany: I needed to stop being a jerk to my students." - Sybil Priebe
Link to handout
Link to slides
Link to video
"Once upon a time, I was a teacher who had a zillion policies. I was harsh with my students; I demanded a lot from them. I had extremely strict deadlines, and I didn’t allow redos. I thought I was the “guide on the side,” but I was definitely the “sage on the stage.” I was sorting students, not focusing on their learning.
BUT the spring of 2019, I got sucked down into what I call a Twitter rabbit hole. And I had an epiphany: I needed to stop being a jerk to my students." - Sybil Priebe
Link to handout
Link to slides
Link to video
Madeline Crozier "Strategies for Engagement in Online Classroom Discussions"
Madeline Crozier is a PhD student in English with a Concentration in Rhetoric, Writing, and Linguistics at The University of Tennessee, Knoxville. She teaches first-year composition and works as a peer writing tutor in the Herbert Writing Center. Her research interests include composition pedagogy, literacy studies, and antiracist writing assessment. She has co-presented on her current research project, an institutional ethnography of writing, at conferences such as CCCC, CWPA, and ARWS.
Link to handout
Link to slides
Link to video
Madeline Crozier is a PhD student in English with a Concentration in Rhetoric, Writing, and Linguistics at The University of Tennessee, Knoxville. She teaches first-year composition and works as a peer writing tutor in the Herbert Writing Center. Her research interests include composition pedagogy, literacy studies, and antiracist writing assessment. She has co-presented on her current research project, an institutional ethnography of writing, at conferences such as CCCC, CWPA, and ARWS.
Link to handout
Link to slides
Link to video
Kitty S. C. Burroughs "Reflective Writing in OWI: Gaining Self-Knowledge and Building a Community of Care"
Kitty S. C. Burroughs, PhD, serves as the Associate Director of the University Writing Program and as a Teaching Professor of the Department of English at Bowling Green State University. She is an active member of the Ohio Strong Start to Finish initiative to significantly increase the number of students completing gateway English courses within their first academic year. Her research interests include Composition Pedagogy, Developmental Education, Second Language Writing in Composition Studies, Curriculum Development and Assessment in First-Year Writing, and Inclusive Pedagogy.
Link to handout
Link to slides
Link to video
Kitty S. C. Burroughs, PhD, serves as the Associate Director of the University Writing Program and as a Teaching Professor of the Department of English at Bowling Green State University. She is an active member of the Ohio Strong Start to Finish initiative to significantly increase the number of students completing gateway English courses within their first academic year. Her research interests include Composition Pedagogy, Developmental Education, Second Language Writing in Composition Studies, Curriculum Development and Assessment in First-Year Writing, and Inclusive Pedagogy.
Link to handout
Link to slides
Link to video