10.35-11.50 First Concurrent Sessions
Session A1 - Building Connections: Creating Global Communities through Engaged Encounters with Peers, Service, and Scholarship
This panel explores students' engagement and connection with their peers through authentic writing and problem-solving interactions, as well as their critical reflections on the meaning of global citizenship. Panelists invite instructors to think about incorporating community-building practices into our classrooms.
- "Praxis Through Service Learning" - Sharon McCarty, International and English Language Programs, University of Washington, Seattle
- "When Writing about Molecular Biology is the Easy Part: A fellowship assignment that combines autobiography with a scientific research proposal" - Steve Maley, Interdisciplinary Writing Program, University of Washington, Seattle
- "Conversation-Based Interactions: Making Meaningful Learning Communities" - Jennifer Halperin, Mihaela Guirca, Jacob Kovacs, Caitlin Palo, Odegaard Writing and Research Center, University of Washington, Seattle
- "Global Community Building and Inspirational Learning in Diverse Classrooms" - Andrea G. Arai, Jackson School, University of Washington, Seattle
Session A2 - Translingual Creativity: Communicating in Global Classrooms
This panel theorizes and represents the value of using multiple languages and voices in writing and other learning contexts. Drawing from students' broad linguistic and cultural repertoiires in various expressive contexts, from creating glossaries to finding poetic outlets, educators can empower students by invitiing them to use language to make their identities visible.
- "Embracing the Global Classroom: The Impact of Communication Styles" - Jennifer Altman, International and English Language Programs, University of Washington, Seattle
- "Empowering Multilingual Voices: Translingual Poety Writing in FYC" - Bonnie Vidrine-Isbell, English Department, University of Washington, Seattle
- "Encouraging Translanguaging and Codemeshing in the Writing Process" - Nicole Luvison, International and English Language Programs, University of Washington, Seattle
- "Multilingual Glossaries" - Wishi Gao, Center for University Studies and Programs, University of Washington, Bothell
12.00-1.00: Keynote Speaker, Anis Bawarshi
"Knowledge Transfer, Genre, and the Teaching of Writing: Challenges and Opportunities"
This presentation will describe recent developments in genre scholarship and teaching, examine key findings in knowledge transfer research, and explore how genres can be used to cultivate transferable writing skills.
1.10-2.10: Second Concurrent Sessions
Session B1 - Counter/Norms: Re-Seeing Classrooms, COnventions, and Connections in Globalizing Classrooms
This panel examines student involvement and participation in a variety of teaching and learning contexts and counter-contexts, including researching the classroom as a site for reappropriated conventions and authentic rhetorical purposes, and the Afro-Asian inspired classroom. Issues of authority, convention, connection, and race are salient in these classrooms.
- "Teach English Language Conventions in Context as Counter-Hegemonic Practice" - Kerri Wingert, Julia Daniels, Misty Anne Winzenreid, Heather Hebard, College of Education, University of Washington, Seattle
- "Fostering Afro-Asian Connections at the University of Washington" - Alan Williams, English Department, University of Washington, Seattle
- "'Rights to Entry' in the Global Classroom: Ways of Being and Ways of Reading" - Judy Baker, H M Jackson High School and University of Washington College in the High School
Session B2 - Teaching and Learning Spaces at UW: Practicing Inclusion through Cross-Cultural Negotiations, Research and Expertise
This panel presents a range of best practices for multlingual students in order to advance the pedagogical goals of self-directed learning, self-reflection, and critical thinking. Presenters discuss desinging assignments to avoid unintentional plagiarism, drawing from technology for studen research activities, and foregrounding students' linguistic and cultural backgrounds and knowledge bases.
- "Negotiating Linguistic and Cultural Norms in Peer-Directed Tutoring Groups" - Yunfei Zhao, Charlie Jones, Jack Chelgren, Odegaard Writing and Research Center, University of Washington, Seattle
- "Flipping the Classroom: Helping Multilingual Students" - Mihaela Giurca, International and English Language Programs, University of Washington, Seattle
- "Effective Assignment Design: Best Practices for Promoting Student Learning and Preventing Plagiarism" - Gabbie Barnes, Amanda Hornby, John Holmes, Odegaard Writing and Research Center, University of Washington, Seattle
2.15-3: Final Words, Jennifer Eidum Zinchuk
These final words will bring together the threads of today's conference, reflecting upon the ways our daily teaching practices inform the way we think about pedagogical theories and the way theory informs practice. After presenting research into how one local program, English 108: Writing Ready, facilitates metacognitive practices in new university students, as a group we will consider the role metacognition can play in our teaching and learning lives.
Praxis 2015 was hosted by English Department Writing Programs and sponsored by:
- Expository Writing Program
- Interdisciplinary Writing Program
- College Writing Program
- English Department
- The Kollar Gift for Literacy
- Teachers' Studio