 |
Astride the Divide: Mapping New
Rhetorical Spaces in the Teaching of Composition  |
|
|---|---|---|
Third
Epiphany Project Institute |
||
|
Astride the Divide: Mapping New
Rhetorical Spaces in the Teaching of Composition |
|
|---|---|---|
Third
Epiphany Project Institute |
||
| Program | WEDNESDAY JANUARY 8, 1997 |
|---|---|
| 4:00 |
Registration begins |
| 5:00 |
Reception Cash Bar |
| 6:00 |
Dinner Introductions and Orientation "Your relationship to Technology," Distribute Epiphany Field Guide |
| THURSDAY, JANUARY 9, 1997 | |
| 8:00 |
Continental breakfast Co-sponsored by Daedalus & Sixth Floor Robinson A107 Lab open for independent work |
| 9:00 |
Plenary welcome Dr. David Potter, Provost, George Mason University Dr. John O'Connor, Vice-Provost for Information Technology and Principal Investigator, Epiphany Project Trent Batson and Judy Williamson: Overview of the Institute |
| 10:15 | STEP ONE - PREPARATION: Campus Stories |
| University of Richmond:
Joe Essid Virginia Commonwealth University: Elizabeth Cooper, Ann Woodlief, Michael Keller |
|
| American University: Andrew
Higgins, Lee Karalis, Janet Auten, Bill Fleitz, Judy
Williamson Penn State Allentown: Claudine Keenan Temple University: Frank Sullivan |
|
| Michigan Technological University:
Dickie Selfe University of Maine-Presque Isle: Peter Sands |
|
| Gallaudet University: Trent
Batson, Greg Ritter, Dave Pancost George Mason University: John O'Connor |
|
| 11:30 | Vendor Demonstrations |
| 12:30 | Lunch Speaker: Steve Gilbert, Director, Technology Projects, American Association for Higher Education |
| 2:00 | Hands-on Software Sessions |
| Introductory Level : DIWE: Bill Fleitz, Ruth Fischer, Pat Tyrer Connect: Peter Sands, Stephen King |
|
| Experienced Level: Connect: Joe Essid, Ann Woodlief, Stephen King DIWE: Trent Batson, Judy Williamson, Pat Tyrer |
|
| Introductory Level: CommonSpace: Claudine Keenan, Paul LeBlanc Storyspace: Bill Condon, Deirdre McGlynn |
|
| Experienced Level: Storyspace: Peter Sands CommonSpace: Andrew Higgins, Bill Fleitz, Jason Innes |
|
| 3:15 | Software Hands-on Sessions Repeat |
| 4:30 | Plenary Panel: Rhetoric of
Electronic Text Discussants: Trent Batson, Fred Kemp, Paul LeBlanc, Susan Romano, John O'Connor, Bill Condon Moderator: Judy Williamson |
| 5:30 | Note: Session was canceled due to
snow Related Links Discussion Tables
|
| Note: Session was canceled due to
snow "Education, Technology, and the Human Spirit:" Steve Gilbert, Trent Batson, Judy Williamson, and Bill Condon |
|
| 6:30 | Dinner on your own |
| FRIDAY, JANUARY 10, 1997 | |
| 8:00 | Continental breakfast Sponsored by Norton Robinson A107 Lab open for independent work |
| 9:00 | STEP TWO: APPROACHES Plenary summary: Trent Batson, Judy Williamson and Leaders Plenary Speaker: Bill Condon Portfolio/Webfolio Assessment |
| 10:15 - 11:15 | Concurrent Sessions I |
| Face to Face in Cyberspace:
Teaching Advanced Composition on the Internet Virginia Montecino & Mary Lou Crouch, George Mason University A brief review of our experiences teaching advanced composition using a variety of Internet tools--email, listserv, the Web--including what worked, what didn't. Part of the time will be spent discussing the ways to individualize instruction for students doing specialized research and writing. Related sites include: Counter Culture, Cyberculture & Individual Expression & Virginia's Resource Page |
|
| Writing, Research, and Making
Knowledge in the Culture and History Classroom Randy Bass, Georgetown University This session will cover some of the issues and approaches related to using interactive multimedia in teaching culture and history. Looking at the World Wide Web and CD-ROMs, in particular, the session will consider some of the ways that writing and research can be enhanced using technologies that give students the ability to access, manipulate, and reproduce primary resources. (Sponsored by the American Studies Crossroads Project) |
|
| Teaching with the WWW Greg Ritter, Gallaudet University, & Elizabeth Cooper, Virginia Commonwealth University Practical classroom applications of the WWW with an emphasis on the WWW as a research tool for writing classes. |
|
| Computer-Assisted Sequenced Writing
Tasks Peter Sands, University of Maine,Presque Isle, & Claudine Keenan, Penn State Allentown Two instructors describe a wide variety of activities where computers enhance each stage of the writing process. |
|
| Entering the Conversation: Getting Started in Computers and Writing Ruth Fischer, George Mason University, & Lee Karalis, Andrew Higgins, Janet Auten, and Judy Williamson, American University This session addresses the questions/concerns of composition faculty with extensive expertise in teaching writing but limited experience with computer technology in the writing classroom. We will explore ways that current theoretical and pedagogical strengths can be applied to a reflective use of computer-mediated instruction. |
|
| Super-Sites and Computers and
Writing Trent Batson, Gallaudet University, & Michael Keller, Ann Woodlief, Virginia Commonwealth University, & Joe Essid, University of Richmond Explores how to form collaborative partnerships with other institutions to strengthen your own department's training efforts. |
|
| 11:30 - 12:30 | Concurrent Sessions II |
| OWL (ON BOARD!) Wilkie Leith, George Mason University This session will explore the diverse and exciting field of electronic conferencing with students, faculty, and others through the use of OWLs (On-line Writing Labs). We will take a virtual trip to the GMU Writing Center, examine sample on-line conference sessions, and travel to selected OWL sites located world-wide. We will also discuss techniques for effective on-line feedback drawn from sound writing center research and pedagogy. Plan on lively and interactive exchanges of information! |
|
| Computers & Training Students
to Work in a WAC Program Joe Essid, University of Richmond This session, developed in collaboration with Dona Hickey, also from the University of Richmond, examines the role of computers in a WAC-training program. Participants will explore the "syllaweb" and student projects from a course that trains undergraduate Writing Fellows for a WAC program. |
|
| Teaching Writing with Technology:
Where Are We? Where Are We Going? Bill Condon, University of Washington The co-author of Writing the Information Superhighway leads a hands-on session intended to explore the boundaries of what is currently practicable and look ahead to ways emerging technologies can support writing theory and pedagogy. |
|
| Teaching Literature in a Computer
Environment Ann Woodlief, Virginia Commonwealth University This session will consider pedagogical rationale and ways of using hypertext and electronic discussions to study literature. |
|
| Of Avatars and Memoirs:
Collaborative Writing and Community-Building with
Computers Gail Matthews-DeNatale, Epiphany Project Consultant Tapping into local culture and student life experience helps create collaborative learning communities of motivated writers. This session will introduce participants to two examples of collaborative, community-building computer writing projects: Keepsakes and Dreams and Teach Us How to Play. |
|
| From the Epiphany Institute to
Institutional Epiphanies: Electronic Communication Across
the Curriculum Donna Reiss, Tidewater Community College A discussion of ways we can extend the Epiphany Institute model: How can we share our experiences with colleagues in a wide range of disciplines? How can we initiate as well as support curricular changes that use computer-supported instruction effectively? |
|
| 12:30 | Lunch Speakers: Susan Romano, University of Texas and Pam Takayoshi, University of Louisville Gender and Technology |
| 2:00 - 3:00 | Concurrent Sessions III |
| What can you do in a MOO? Claudine Keenan, Penn State Allentown, & Peter Sands, University of Maine, & Judy Williamson, American University This session explores Multi-User environments as teaching spaces, offering strategies for writing instruction. |
|
| Authentic and Ersatz E-Mail for
Instruction DonnaReiss, Tidewater Community College, & Cathy Simpson, Northern Virginia Community College, & William Fleitz, American University Using Internet e-mail, LANs, non-networked labs, or even a single computer, students can develop learning partnerships to strengthen reading, writing, and thinking as well as retention. This workshop models an epistolary pedagogy adaptable to a variety of learning environments. |
|
| Taming the Sirens of Cyberspace:
Epiphanies in a Daedalus Lab Fred Kemp, Texas Technical University & Trent Batson, Gallaudet University Two of the leading figures in creating the networked classroom will focus on some key pedagogical devices that find interesting variation using a group discussion tool. This presentation summarizes Batson's and Kemp's experiences founding and directing computer-based writing efforts. They'll discuss pragmatic concerns regarding resources, class scheduling, selection of teaching personnel, freedom and responsibility in developing syllabi, and technical support. Additionally, they'll talk about certain administrative seductions that, while not impossible to succeed at, closely resemble stepping off a cliff. |
|
| Moving Higher Education Online, or,
This Train Has Left the Station -- But Where Is It Going? Bill Condon, Washington State University This session takes a look at Virtual Washington State University. |
|
| Gender and Technology Issues Susan Romano, University of Texas at Austin & Pamela Takayoshi, University of Louisville Following lunch presentation, this will give participants interested in further discussing issues related to "boys, girls and toys" a chance to interact with Pam and Susan. |
|
| Un/Common Ground: The Cold War
Between Faculty and Technologists Michael Keller, Virginia Commonwealth University, & Sydney Sowers, University of Alabama As academic professionals who work in both faculty and technological support roles, we often find ourselves mediating between "technological interests" and "faculty/student interests." In this light, we will discuss the problems and successes of using and supporting computer technology in our respective English departments. We will then ask the audience to discuss strategies and solutions to help faculty and technologists at their institutions work more collaboratively. |
|
| 3:15 | STEP THREE, EVALUATION |
| Plenary Discussion: Evaluating Work
with Computers: Discussants: Gail Matthews-DeNatale,Trent Batson, Bill Condon, Fred Kemp Moderator: Judy Williamson |
|
| 4:30 | Related Links Discussion tables:
|
| 5:30 | Reception |
| 6:00 | Dinner Speaker: Fred Kemp 'Hard Fun': Networks and The Possibility, Just Maybe, of Non-Coercive Formal Learning |
| SATURDAY, JANUARY 11, 1997 | |
| 8:00 | Continental breakfast Robinson A107 Lab open for independent work |
| 9:00 | STEP FOUR: DISSEMINATION Plenary Summary: Trent Batson, Judy Williamson and Leaders Plenary Speaker: Richard Selfe Making Progress Within Local Contexts |
| 10:15 - 12:15 | Participant Discussion Group
Meetings Sample
Session Notes from Joe Essid's Discussion Group
|
| 12:30 | Lunch Speakers: Nancy Kaplan and Stuart Moulthrop Hypertext Design, Composition, and Meaning |
 |
||
 |
 |
 |
 |