CBW 2014, Complete Schedule

Please join us for the CBW 2014 Pre-Conference Workshop 

19 March 2014 at the CCCC National Convention!

Open Futures? Basic Writing, Access, and Technology

Council on Basic Writing Pre-Conference Workshop 2014

So often, technology is touted as the promise and answer to everything. We are told that technology makes everything easier, simpler, and more accessible. But when we consider technology and Basic Writing, is that true? Does technology provide open access for our students to achieve their educational goals, moving from developmental writing courses through graduation? What is the impact of technology on basic writing classrooms today? What are the political consequences of eschewing digital pedagogies? Of adopting them? Who controls these technologies? What are the implications of who creates and controls them? What does responsible basic writing pedagogy look like in a digital age? This pre-conference workshop will work to explore the possibilities, realities, and restrictions of technology and basic writing pedagogies.

9:00 a.m. Welcome

Session Chair: Sugie Goen-Salter, San Francisco State University

9:15-10:00 a.m. The 2013 Innovation Award for Teaching of Basic Writing

Session Chair: Sugie Goen-Salter, San Francisco State University

Presenters: Anne-Marie Hall, University of Arizona; Aimee C. Mapes, University of Arizona; and Christopher Minnix, University of Alabama at Birmingham

The University of Arizona Writing Program will discuss the “Adapted Studio Model” for basic writing (BW) in a two-part presentation. First, we will define our curricular innovation as an adaptation of a variety of successful approaches in the field. Our reinterpretation blends strategies from a studio model, an intensive model, and the accelerated learning program with an emphasis on increasing student and instructor interaction. Importantly, adapted studio model contributes to two major goals: fostering expansive student learning and improving retention of students at higher risk of dropping out. The presentation will overview institutional exigencies for improving BW instruction in our program and then outline the success and portability of the adapted studio model. Workshop participants will learn about:

•     intricacies of course enrollment and scheduling, including credits and implications for students and instructors,

•     professional development for instructors in a weekly teacher collaborative,

•     scope and sequence of the composition course,

•     integration of the studio into the composition course,

•     and student retention.

At The University of Arizona, this model has been successful at increasing retention of underprepared writers from 46% under the traditional “extra remedial course” model to 81%. We contend that the combination of the composition course with the studio accomplishes a “slowing down” of the pace of the curriculum in a way that draws out the metacognitive aspects of writing for students. The additional face-to-face time with instructors and extra instructional support effectively closes the gap between academically underprepared students and students whose high school experiences have geared them toward success in college.

The second part of the session will focus on studio curriculum, emphasizing the workshop as a space where instructors can teach to their strengths related to writing and where students can address what they feel are weaknesses. Typically, studio workshop offers opportunities for stronger personal engagement. We will demonstrate how creating a more flexible environment for reflection through the studio model also sustains more enriching interactions between students and faculty. In studio, students participate in a range of craft lessons. We will feature three exemplary studio lessons on invention, the intersection of sound and meaning in language, and a thesis workshop.

10:00-12:00 noon: Basic Writing, Literacy Narratives, and the Collective Power of 2.0 Projects 

Keynote Address by Cynthia Selfe, The Ohio State University

Session Chair: Lynn Reid, Fairleigh Dickinson University

In this session, Selfe explores ways in which Basic Writing teachers/scholars can multiply and amplify their individual efforts by undertaking 2.0 projects (Anderson, 2007; O’Reilly, 2005) that leverage the power of collaboration and digital expression.  Even as Basic Writing faculty struggle with heavy work loads, minimal staff, and a lack of material resources, they can help build 2.0 projects and, perhaps more importantly, make these projects pay off in their own institutions, colleges, and/or departments.

As part of her talk, Selfe will show autobiographical literacy stories that undergraduate students have contributed to the Digital Archives of Literacy Narratives (DALN) and explore what kinds of work these accounts can accomplish for both teachers and coaches. She will also preview a new project of “digital curated exhibits,” Stories That Speak to Us, that she is undertaking with colleagues Scott L. DeWitt and H. Lewis Ulman and fellow teacher/scholars from across the U.S.

12:00-1:30 p.m. Technology Café and Interactive, Digital Poster Session (and Lunch)

Session Chair: Lynn Reid, Fairleigh Dickinson University

This technology café asks basic writing educators to share local models for successful integration of technology into the Basic Writing classroom. Basic Writing faculty from two- and four-year institutions will showcase technologies and how they are used in practical lessons. Participants will have the opportunity to hear about the practical application of a new technology in the classroom and then try out the technology with the assistance of an experienced practitioner.

1:30-2:30 p.m. MOOCs and Basic Writing

Session Chair: Sara Webb-Sunderhaus, Indiana University-Purdue University Fort Wayne

Discussants: Jeff Grabill, Michigan State University; Steven Krause, Eastern Michigan University; Ben McCorkle, The Ohio State University at Marion; Leigh Jonaitis, Bergen Community College.

This afternoon roundtable discussion will focus on MOOCs and their potential–and potential issues–for basic writing instruction. Our roundtable discussants represent a range of institutions and have a variety of histories with, and attitudes towards, MOOCs. Some have created and taught MOOC writing courses, while others have enrolled in these courses to understand as much as possible what a MOOC student’s experience is like.

2:30-4:00 p.m. CBW Talks Back

Session Chair: Michael D. Hill, Henry Ford Community College

Discussants: Susan Naomi Bernstein, Arizona State University; Wendy Olson, Washington State University Vancouver; Michelle Stevier-Johanson, Dickinson State University; Michael Hill, Henry Ford Community College

So often our courses in BW are constructed and/or dominated by our teaching tools: our textbooks, our exams, our writing-based computer programs.  The use of these tools is marketed by large companies; demanded by administrators and bookstores; and, at times, mandated by departments.  The unfortunate reality is that these tools tend to define the terms, the activities, and the pedagogies of our classes and they often do so poorly.  As the professionals in the BW classroom, BW teachers, along with our students, should be the ones who define the field.  In this session, the participants of the workshop will determine in what ways the CBW might speak back to the producers, the administrators and to our colleagues about the efficacy of these tools.  We will start with short presentations by practicing teachers critiquing the effects of specific products at their institutions and in their classrooms.  We will then break out into small groups, each examining and discussing separate products.  The goal in these groups will be to empower the individual teacher who must attempt to instruct salespeople, editors, bookstores, deans, and perhaps even WPAs about what basic writers needs.  The entire workshop will then reconvene to determine what type of work the CBW should be doing as an authoritative organization to combat the domination of BW products in the teaching of BW.

4:00-5:00 p.m. Basic Writing Town Hall Meeting

And don’t forget to join us for the CBW SIG on Thursday night to congratulate Bill Riley of Penn State University for receiving the 2014 CBW Travel Award and Our Lady of the Lake University’s QUEST First-Year Writing Program, winner of the 2014 Innovations in Basic Writing Award.

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