IWCA Summer Institute

I (Elizabeth Nesius) attended the International Writing Center Association Summer Institute last month, held in Lone Wolf, Oklahoma.

This annual, 6-day summer workshop is sponsored by the International Writing Center Association and is designed and led each year by a variety of writing center administrators from around the world. This year's institute was led by Michele Euodice of the University of Oklahoma (the host institution), Geneva Canino of the University of Oklahoma, Dan Emery of the University of Oklahoma, Kristen Garrison of Midwestern State University, Roberta Kjesrud--president of the IWCA, Dawn Mendoza of Dean College, Tara Nielsen of the University of Oklahoma, Moira Ozias of the University of Oklahoma, Ben Rafoth of Indiana University of Pennsylvania, Karen Rowan of California State University-San Bernardino, Lori Salem of Temple University, and Nathalie Singh-Corcoran of West Virginia University.

It focuses on development for writing center administrators, with sessions covering all aspects of running a writing center, including writing center missions and philosophies, budgets, tutor training, diversity and writing centers, assessment, research, and writing center marketing. In addition, time is given each day for writing center personnel to come up with plans of action to implement new ideas in their own centers, for research and writing, and for special interest group discussions (SIGs).

This intense workshop is a great opportunity for new writing center administrators to learn from seasoned directors and for the more experienced to get new ideas and recharge. It also provides the ability to network and make lasting connections with other writing centers and writing programs around the world.

I left the workshop with a notebook full of ideas and plans for how to put many of them into action. Some of the sessions I found most useful were the ones on marketing a writing center, research, assessment, and tutor development. Because our Center is still somewhat new--only 2 years old--and because of the nature of our program, marketing is a little bit difficult. However, I have plans for brochures, a writing contest, and a reading on the National Day on Writing. While there, I also developed a new student survey to assess not only student satisfaction but also their understanding of the writing process, and I added some new material to our online tutor training module in Blackboard. I also came home with a long bibliography of new books to order for my Center and some great links for our website.

The International Writing Center Association is an organization that brings together and offers professional development opportunities to writing center personnel around the world. For more information about or to join the IWCA, go to www.writingcenters.org.

Using LibGuides

LibGuides is promoted as Web 2.0 for the library, but many users, including PCCC, are using it in ways that go beyond the virtual or physical walls of the library.

LibGuides is a Web 2.0 content management and information sharing system. There are now over 400 institutions worldwide using LibGuides to create content, share knowledge, and connect with students and patrons.

When we first started using the service, I posted on another blog about educational technology and that post has over 20,000 hits, so there is interest in this beyond PCCC.

We purchased a license because we specifically wanted to have each of the 20 Gen Ed courses we are redesigning for the Initiative use a LibGuide.

What we like about this tool is that it a very easy web design tool that also allows for easy collaboration (through accounts). Each of our courses will have at least one faculty member who is teaching the course as a lead editor, and at least one librarian or subject matter expert as an editor.

We also have guides for the Writing Initiative, the Writing Center at PCCC, eTutoring, portfolios and other Intiative-related services and topics.

But the LibGuides have actually found huge buy-in from the PCCC community outside the Initiative.

The ESL department and just about every other department has been creating sites for courses and to supply information to full-time faculty and adjuncts. We also have college committees and student services who are using Guides.

This "ripple effect" into the larger community has been a very positive feature of the Initiative's professional development offerings.





A LibGuides Intro from Springshare on Vimeo.

Writing Intensive Courses at the Passaic Academic Center

The following courses are Writing Intensive (WI) sections for the fall 2010 semester that are available for students face-to-face at the Passaic campus and online.  Of course, students may also take courses offered at the Paterson or Wanaque campuses if that is convenient.

All WI sections are limited to 25 students, so register as early as possible.


HI-101-OL2
Western Civilization
Jenkins


MU-106-OL2
Appreciation of Music
Ayala


PS-101-OL3
Intro to Psychology
Cianci

PS-101-P02
Intro to Psychology
Page

Writing Intensive Courses at the Wanaque Academic Center

The following courses are Writing Intensive (WI) sections for the fall 2010 semester that are available at the Wanaque campus or online. All WI sections are limited to 25 students, so register as early as possible.

AE-101-OL1
Appreciation of Art
Thoubboron

CT-101-WE1
Critical Thinking
Hillringhouse

EN-205-OL1
Intro to Literature
Klopfenstein

HI-101-OL2
Western Civilization I
Jenkins

HI-102-W02
Western Civilization II
Drakulich

MU-106-OL2
Appreciation of Music
Ayala

PS-101-OL3
Intro to Psychology
Cianci

PS-101-W03
Intro to Psychology
Murphy

Fall 2010 Writing Intensive Courses For Registration

Students at PCCC in A.A., A.S. or A.A.S degree programs have a graduation requirement to pass with a "C" or better two writing-intensive courses prior to graduation. (Click here for specifics on requirements)

The following courses are Writing Intensive (WI) sections available for the fall 2010 semester. All WI sections are limited to 25 students, so register as early as possible.

AE-101-OL1	Appreciation of Art	Thoubboron
BS-102-ME1	Biology II	Greidanus
CT-101-WE1	Critical Thinking	Hillringhouse
EN-205-M02	Intro to Literature	Redman-Waldeyer
EN-205-OL1	Intro to Literature	Klopfenstein
ENS-106-M01	Public Speaking	Risher
HI-101-ME2	Western Civilization I	Brozyna
HI-101-OL2	Western Civilization I	Jenkins
HI-102-W02	Western Civilization II	Drakulich
MU-106-OL2	Appreciation of Music	Ayala
PH-101-M02	Intro to Philosophy	Fruncillo
PL-101-ME1	Intro to Political Science	Getso
PS-101-ME2	Intro to Psychology	Termanini
PS-101-OL3	Intro to Psychology	Cianci
PS-101-P02	Intro to Psychology	Page
PS-101-W03	Intro to Psychology	Murphy
SC 104-M01	Environmental Science	Baranowski
SO-202-M01	Cultural Anthropology	Burkart

Tech Tips for Teachers

The Learning Network at The New York Times published a good article on "Tech Tips For Teachers: Free, Easy and Useful Creation Tools."

These tools can help students visualize texts with tools like Wordle, Tagxedo or The New York Times Visualization Lab, create timelines using  Xtimeline, Time Glider or Timetoast and design presentations that go beyond PowerPoint using things like Glogster.edu and Museum Box.

For prewriting, mind maps on paper, and now electronically, are popular idea-processing tools. Their use was popularized by the British IQ specialist Tony Buzan starting in the 1960s.

Bubbl.us, CoSketch.com and Cacoo are good starting places that also allow collaboration by student pairs or groups.

Of course, students can also use The Times for generating ideas on many topics across disciplines from math to fine arts.

• Student-Powered Podcasting 
• English Language Arts Units for Grades 9-12 (National Educational Technology Standards for Students Curriculum Series) 
• A Teacher's Guide to Using Technology in the Classroom