October 20th Provisions Session Summary: Teaching First Generation Students

**To access the podcast, click here!!** Our second Provisions session of the year explored the theme of Teaching First Generation Students. Presenters shared previous experience with teaching first generation students, and effective strategies for improving success for first generation students. An audience of approximately 35 faculty and staff members attended to hear presentations from Lai-Monté Hunter, Director of Intercultural Leadership, Gina Occhiogrosso, … Continue reading October 20th Provisions Session Summary: Teaching First Generation Students

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April Provisions Session – Teaching First Year Students: Provisions Fellows Present

To listen to the podcast from the session, click here Our final provisions session of the year explored the theme of ‘Teaching First Year Students’. An audience of 25 were in attendance to hear a joint presentation from Provisions Fellows Peter Koonz, Serials and Electronic Resources Librarian and Jennifer Marlow, Assistant Professor of English (Composition … Continue reading April Provisions Session – Teaching First Year Students: Provisions Fellows Present

The Quandary of Writing Across the Curriculum

Julie Foertsch's 1995 article, "Where Cognitive Psychology Applies: How Theories About Memory and Transfer Can Influence Composition Pedagogy" continues with the work of Michael Carter's 1990 piece, "The Idea of Expertise: An Exploration of Cognitive and Social Dimensions of Writing," which I wrote about previously. Foertsch begins by pointing out that the concept of transfer is … Continue reading The Quandary of Writing Across the Curriculum

Generalization versus transfer in first year composition

As I discuss in one of my first blog posts, questions of transfer are pertinent to first year composition.  The point I am trying to make in that early post is that often times faculty complaints about student writing are less about knowledge and ability and more about lack of transfer: What I believe is actually happening with … Continue reading Generalization versus transfer in first year composition

Further Reflections on the Novice-Expert Continuum

This week, Jenn and I dug a little deeper into our examination of the processes that underlie the transition from novice to expert through our reading and discussion of the following articles: Laird, T. F. N., Seifert, T. A., Pascarella, E. T., Mayhew, M. J., & Blaich, C. F. (2014). Deeply Affecting First-Year Students’ Thinking: … Continue reading Further Reflections on the Novice-Expert Continuum

“Flipped” Library Instruction

In keeping with the theme of the "flipped" classroom in first-year writing, Pete and I decided that we would also attempt to flip the library instruction that tends to be a standard part of our ENG105 classes and FYW in general (In fact, in the "Learning the Ropes" article that Pete wrote about, researchers found … Continue reading “Flipped” Library Instruction