Congratulations to Sue Doe and Kate Kiefer for their gtPathways efforts. Those efforts have significantly contributed to CSU’s recent ranking in U.S. News and World Report, which recognized CSU as an outstanding example of institutions that encourage “Writing in the Disciplines” – a distinction that helps drive student success, according to U.S. News. This ranking recognizes universities where writing is a priority at all levels of instruction and across the curriculum. Among the 19 universities listed with CSU were Brown University, Cornell University, Duke University, Harvard University, Princeton University and Yale University.
On Monday, April 1, Kate Kiefer (English Department) will recap the history and development of gtPathways at 3 p.m. in BSB 103: “What is gtPathways and How Does It Affect English?”
Have you ever wondered where gtPathways came from? How the state determines which courses fit into gtPathways? What criteria faculty committees use to determine if a nominated course fits the gtPathways guidelines? This workshop will answer those questions and others as it considers the processes behind gtPathways with English department (E and CO courses) as examples.
In our next gtPathways Workshop, Sue Doe (English) and Karla Gingerich (Psychology) will talk about their research on in-class mini writing at 11 a.m. on Monday March 11 in BSB 355: “In-Class Mini-Writing: Deepen Student Thinking without Going Knee-Deep in Work.”
Undergraduate students too often sit idly in class, perhaps imagining that their presence alone translates to comprehension and retention of course material. Then exam time arrives and it becomes clear that a half-attentive approach to classroom time hasn’t served them well. In this session, we offer a model of an in-class mini writing sequence that probes student understanding and compels students to think. This type of writing does not require extensive individual feedback but can be quickly assessed to achieve both student accountability and an understanding of whole-class needs. Meanwhile, engaged students gain direct benefit from the effort involved in thinking through writing. The model was recently tested by the presenters who found modest gains in student performance as result of informal, in-class writing.
Sue Doe is pleased to report the winners of the First Annual gtPathways-WAC Competition, cooperatively administered by the University Writing Program and TILT. Funded by TILT and the College of Liberal Arts, competition winners become Writing Research Fellows for 2012-13 and undertake funded projects that directly support the gtPathways Writing Integration Initiative.
- “Using the Classroom Dossier to Challenge Student Assumptions about the Middle East” –Gamze Cavdar, Political Science — POLS241 Comparative Government and Politics
- “Inkshedding to Improve Classroom Climate and Increase Content Retention in the Economics Classroom” Mairi-Jane Fox, Economics 211 — Gender & The Economy
- “Live Concert Blogging for Musical Comprehension and Appreciation in the Introductory Music Appreciation Class” Michelle Stanley — MU100 Music Appreciation
- “Capturing Evidence of Increased Engagement through Write-to-Engage Processes in the Introductory Art Classroom” Natalie Barnes, Art 100 — Introduction to the Visual Arts Course
- “Large-scale Assessment of Writing Integration in the General Psychology Classroom” Karla Gingerich PSY100 — Introduction to Psychology