Faculty Seminar in Writing Instruction
The Faculty Seminar in Writing Instruction provides a small group of Cornell faculty an opportunity to explore the relationship between teaching and writing while developing or refining new or existing courses. Participants receive a stipend $1800. The call for applications is attached.
If you have questions about the seminar, please contact Elliot Shapiro.
Essay Response Consultation Program
First-Year Writing Seminar instructors interested in free, private consultation are invited to participate in the Essay Response Consultation program. In this program the tutor reads a set of papers on which you have commented, and then meets with you for a one-to-one consultation about questions and insights regarding response to student work.
Less formal, unscheduled consultation is also possible; when a brief, informal meeting in the midst of responding to a set of papers could clear up temporary confusion and restore a balanced perspective, drop by any of the Walk-In Service locations during our regular hours.
If you hear of any other strategies that have worked particularly well, please share them with us so we can pass them along to others. And if you wish to arrange for either an Essay Response Consultation or for some special assistance for a student during the semester, please contact Tracy Hamler Carrick .
Other Programs for Faculty with Graduate Students
During the academic year, faculty members from the departments offering First-Year Writing Seminars act as course leaders for graduate students who are teaching seminars. Course leaders continue the support and training begun in "Teaching Writing" by holding regular staff meetings, visiting classes, reviewing papers comments, and so on.
An important mechanism for encouraging a heightened level of self-awareness surrounding questions of disciplinarity and the teaching of writing has been the "Peer Collaboration" program for graduate students, a program previously initiated by the current director as a course leader in Comparative Literature which has since been instituted across the Institute as a whole. The peer collaboration program has the pedagogical advantage of encouraging teachers from within each discipline to define and discuss their own terms for what constitutes successful writing in their chosen fields. Collaboration among peers from within the same field, as well as across fields, has the additional advantage of avoiding unhelpful disidentifications with authority figures from other fields (English in particular) which a writing-in-the-disciplines based approach must circumvent if it is to avoid unproductive forms of discipline-based resistance. During the year, Teaching Assistants may collaborate with other, perhaps more experienced Teaching Assistants as part of a recently developed peer-collaboration program. Projects might include visiting each other's classes, team-teaching, or acting as guest instructor. Faculty act as consultants, approving the proposals for peer collaboration, attending one or more lunch meetings, and submitting the final reports from the collaboration to the Knight Institute Office.
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