Writing Center consultants Matthew Fernandez and Taylor Brack served as Co-Chairs for the inaugural Identity Across the Curriculum Conference at the University of Mississippi on April 9, 2015. Students presented their ideas on any type of topic related to identity, including race, ethnicity, gender, sex, sexuality, nationality, ability, religion, political affiliation, etc The student-led conference was made possible with support from The Center for Inclusion and Cross Cultural Engagement. Pictured are, Matthew Fernandez, conference founder and organizer, as he addresses attendees about the relationship between inclusivity and identity, and Taylor Brack as she answers questions following her presentation, “Can I Call You Sister?”
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Writing Center Tutors Are Founding Co-Chairs of Identity Across the Curriculum Conference
Robert Cummings Presents Paper at Conference on College Composition and Communication
I traveled to Tampa, FL to present a paper entitled “Wikipedia Collaborations, Under-representations, and Lingering Doubts” at the Conference on College Composition and Communication on March 21, 2015. Also on my Saturday panel were Dr. Frances DiLauro of University of Sydney and Matthew Vetter of Ohio University.
This presentation extended the work I started at University of Sydney in February 2014. There we were able to submit surveys to students to determine how learning with Wikipedia in the writing classroom affected their attitudes about the site. We have been able to establish their reactions to “traditional” concepts of teaching and learning with Wikipedia, such as whether students believe that learning with Wikipedia improves or hinders their abilities to reach composition course student learning outcomes, perceptions about the legitimacy of Wikipedia, students’ use of Wikipedia within and beyond the academy, and students’ attitudes about composing in groups.
However, our study seeks to move beyond those initial concepts about students’ perceptions about teaching and learning with Wikipedia to entertain questions about the value of writing for Wikipedia and electronic networks as preparation for responding to professional contexts beyond the academy, the value of Wikipedia in helping students identify cultural difference and establish successful working partnerships with people different than them; the role of Wikipedia in helping students identify and transform a male-dominated workspace; and value of working with Wikipedia and helping students identify a new meaning for their place in the world.
In addition, I presented at a panel originally scheduled for Assistant Dean Stephen Monroe. This panel met on Thursday to discuss Independent Writing Programs.
Rachel Johnson Attends eLearning 2015
An On
line Design and eLearning Faculty Travel Grant recently took our Tupelo campus writing center director from Elvis’ hometown to one of his favorite haunts — Las Vegas, NV. Rachel Johnson, attended “eLearning 2015” sponsored by the Instructional Technology Council and the College of Southern Nevada after receiving a grant sponsored by the Provost’ office and administered through the Online Design and eLearning.
Of her experience, Rachel wrote, “This conference presented an exciting opportunity for me as both an instructor and the director of a student support service. Over the course of the four days I was there, I attended numerous sessions, workshops, and presentations related to strategies for teaching online and effectively supporting students who take online courses.
In particular, many sessions were themed around the concept of developing techniques for reaching students at a distance and creating a “culture of success” online. As an instructor, I want to encourage my students to invest in learning all they can from my class and to find ways to extend their skills into their personal and professional lives. I believe that such an emphasis helps students see the immediate rewards of their education and motivates them to succeed. One keynote speaker from the conference presented on promoting participation from all students through “high-impact practices.” She argues that these HIPs involve experiential learning and “transform students at the academic and personal level.” The course I currently teach has a primary research component that I think connects really well to this idea of experiential learning. I am excited to incorporate HIPs to help students transform in these ways.
The conference also benefits my work as the director of UM-Tupelo’s writing center. One day of the conference specifically focused on providing academic assistance to improve the retention of online students. The Writing Center already offers online tutoring, but we are always looking for ways to add to our web presence and create more tools and resources that can be accessed on the student’s time. One session speaker addresses how to meet the demands of students for convenience and flexibility without sacrificing sound pedagogical frameworks for improving writing skills.