As part of our continuing support of writing pedagogy in all disciplines at Trinity College, the Allan K. Smith Center for Writing and Rhetoric is excited to offer two rounds of fellowships for selected faculty this year: one in fall, geared toward faculty teaching classes that fulfill the Writing Emphasis Part 2 Requirement; the other in spring, for faculty teaching a FYSM in fall 2021.
We now invite applications for the fall group. Faculty can apply to be one of five Writing Fellows who want to undertake an exploration of writing pedagogy in their classrooms and disciplines.
In a brief, one-page proposal, applicants should describe the W2 course and outline the project they want to work on and explain the expected impacts on their teaching. Tenured, tenure-track and full-time continuing faculty members at Trinity are eligible to apply. Please submit proposals and questions to firstname.lastname@example.org. Faculty participants will receive a $1,000 stipend.
Faculty participants in the fall cohort will become one of five Writing Fellows who will work with Professors Marino and Frymire on a course that fulfills the Writing Emphasis Part 2 Requirement (the writing in the major requirement). Participants will meet four times during the fall semester to develop a project related to writing in their course. Past projects have included creating new assignments, revising and trouble-shooting existing assignments, developing effective feedback tools, working with ESL students, and more.
Writing Fellows will meet once per month. The newly formed Writing Fellow cohort will determine whether to meet in person, adopt a hybrid model of meeting, or meet completely online.
An additional call for faculty participants will go out toward the end of the fall semester, inviting faculty to apply to become one of five Writing Fellows in the spring semester who will work with Professor Papoulis on a fall 2021 FYSM.
The spring semester faculty participants will also meet four times and develop a syllabus and assignments that strengthen and emphasize writing in the FYSM. Faculty participants will receive a $1,000 stipend. The spring semester Writing Fellow cohort will also determine whether to meet in person, adopt a hybrid model of meeting, or meet completely online. We especially invite faculty in STEM fields to apply.
The Writing Fellows Program is a colloquium designed for faculty to read, talk, and write about writing pedagogy in general as well as to dive into disciplinary based writing pedagogy.
NOTE: The deadline to apply is Friday, August 28, 2020. Decisions will be sent Monday, August 31, 2020.
Writing Fellows AY2019-2020
Stefanie Chambers, Professor of Political Science
“Outside of your department, you have this new group of people who you can share ideas with, connect with in new ways, and who knows what this will bring for me in the future?”
“It’s a great opportunity to have people honestly give you feedback on your own teaching, and your own ideas, and your own projects, but also to connect with people who you ordinarily wouldn’t have an opportunity to spend time with and learn from”
Molly Helt, Assistant Professor of Psychology and Neuroscience
“Even though we have time with our colleagues, how often do we really have time to get into the nitty gritty detail of whether we should be chunking an assignment into three or four parts or whether our feedback is a good enough mixture of positive and negative comments?”
“We are surrounded by colleagues who are brilliant and often have more expertise than we ourselves do, and we shouldn’t be in isolation trying to reinvent the wheel. We should be as much as possible pooling our collective wisdom and our creativity”
“The more we share ideas and expertise about teaching the more we can really lift one another up”
Jo-Ann Jee, Visiting Lecturer of Chemistry
Daniel Mrozowski, Academic Director of Graduate Studies and Lecturer in English (Graduate Studies Program)
Martha Risser, Associate Professor of Classical Studies
“I think my biggest takeaway is that, no matter how old or experienced you think you are, you can always learn from your colleagues”
“It was just so good to be learning from other people and to be learning from people all across campus and in such different disciplines. It was very energizing, and I learned so much”
Additional Faculty Testimonials:
“I think this metacognitive experiment in your own teaching always makes you a better teacher. It socializes a knowledge base among the faculty. I think it’s a great way to build comradery. I think it’s a great pause moment to think about how you’re structuring your assignments and incorporating writing into the classroom.”
“You teach for a decade and you have these habits, you have these materials and assume things about them. And then when you go to have to explain them to people or you pose serious questions about them, it really does give you a chance to revise, not just revise in the sense of going back and changing, but to really see it a new, to see what you’ve been doing for a while. The comradery is great, but also the ability to step back and see what I had been doing for 10 years in a new light is amazing.”
“It was such a fun learning experience and I learned so much from them. Everyone came from a different discipline, so everyone came with different perspectives and different experiences. I really got some valuable advice from the group and I’d be happy to do this again if I was given the opportunity”
“I could learn from my peers in my own department, and that would be very, very specific to our courses. At least in science, we have a certain way we teach our material and process the data. That’s why the opportunity for me to see how others have do it different disciplines I thought was very interesting. That’s thinking outside of the box, which I wouldn’t have come up with on my own if it were not for their feedback and ideas.”