TCW 2024 Program
TCW 2024 Program Draft
Friday, October 11, 2024
Jackson Avenue Center (JAC)
1111 Jackson Ave W, Oxford
8:00–8:30 am JAC Lobby and Main Event Center (MEC)
Registration & Breakfast
8:30 –8:40 am JAC Main Event Center (MEC)
Welcome, Opening Remarks with Amber Nichols-Buckley & Alison Hitch, TCW Co-Chairs
8:40–9:00 am: “Write In the Day,” Ellen Shelton, The University of Mississippi Writing Project
9:00–9:45 am Session A: 45-minute interactive sessions
| MEC | Auditorium A | Auditorium B | TEAL Room (max capacity: 24) |
| Kellene O’Hara & Elizabeth Williams (UM): “From Dipping a Toe in to Swimming with the (Land) Sharks: Strategies for Alternative Grading” | Ellen Shelton (UMWC), Mary Ann Parker (U of North AL), & Josh Green (NWCC): “Better Together: Connecting Classrooms, Writing Centers, and Communities” | Elizabeth Trueblood (U of Olivet): “A Tiered Approach to Integrating Ethical AI Use in the University Writing Classroom” | Amber Gill (MSU): “Reading and Writing Objects: Using Material Culture in the Composition Classroom” |
| Teaser Summary: What is the future of writing assessment? The presenters of this workshop will examine the historical context of grades and grading systems and envision a future where assessment better aligns with student learning. Though focused on alternative grading approaches in the first-year writing classroom, these strategies could be applied across all levels of writing (K-16). This presentation will delve into ways to merge traditional forms of writing with more multimodality, focusing on “material culture” in the composition classroom, which highlights object-centered assignments like photo essays, literary analyses, and research projects. | Teaser Summary: Three instructors with K12 and higher education experience will share their collaborations of writing centers and K12. These models of partnership among writing centers, high schools, and The UM Writing Project reinforce the idea that the responsibility for teaching writing falls not on any one group of teachers or one institution but to the larger writing community. | Teaser Summary: This presentation will showcase how one teacher utilizes AI in composition curricula based on the developmental stage of their learners. Attendees will be invited to engage in discussion on how to effectively integrate AI into the classroom as well as how to handle concerns over ethical use. | Teaser Summary: This presentation will delve into ways to merge traditional forms of writing with more multimodality, focusing on “material culture” in the composition classroom, which highlights object-centered assignments like photo essays, literary analyses, and research projects. |
9:45–10:00 am JAC MEC
Coffee, Convos, & Win the Fin! Join Amber Nichols-Buckley at the front of the MEC to use the AI tool, AI Adlib to play MadLibs (and win an extra entry for our door prizes)!
10:00–10:45 am Session B: 45-minute interactive sessions
| MEC | Auditorium A | Auditorium B | TEAL Room (max capacity: 24) | Room A05 |
| Heather Sowell (Desoto County Teacher Academy) & Students: “Our Future As College Students: A Conversation Between Middle/High School Students & Teachers About the Use of AI in Writing” | Kitty Burroughs & Cheryl Hoy (Bowling Green State U): “Approaches and Designs for Transferable Skills in College Writing: A Reiterative Reflection Framework and Sequenced Reflective Activities” | Amber King, Kevin Cozart, and Pip Gordon (UM): “Using Curation to Teach Research and Website Creation” | Brandi Pillow (MS Delta Community College) & Airrin Metz (Pillow Academy): “Chillingworth on Trial and Soundtracking Gatsby’s Life: How To Make Foundational Texts Relevant to Today’s Students” | UM METP Cohort Members: “High school English vs College Writing: the Winner is?????” |
| Teaser Summary: In this roundtable discussion, students and teachers from middle and high schools across DeSoto County will address their concerns with writing instruction and preparation for college level writing. They will brainstorm ways to teach to state standards while also modifying instruction to meet the rapidly changing use of technology, social media, and AI. | Teaser Summary: The transition to college writing is fraught with challenges, and in this session, presenters will consider how reflection is key to not only providing a safe space for inquiry and community building during an already difficult time, but also ways in which reflection can be a doorway to critical thinking and sincere inquiry into students’ own literacy and writing practices. Though focused on first-year writers, this session will offer insights into the power of reflection in writing classrooms that could be adapted for writing students at all levels. | Teaser Summary: This panel will consist of three different interpretations of the same research-based assignment centered around gender studies and how each teacher used curation to engage students and emphasize the importance of purpose and audience in research writing. Though the session will focus on college-level courses (Writ 102, Gender & Sexuality in the Media, and Intro to Gender & Queer Studies), these principles, focused on curation and multimodality, could be adapted for projects at any level or in any discipline. | Teaser Summary: We’ve all heard it from our students: “Why do we have to read this?” In this interactive session, presenters will discuss the assignments they have used in their high school and community college classrooms that have gotten students interested in foundational texts again. | Teaser Summary: Students for this highly competitive scholarship program will talk about how their high school English classes have helped ( or hurt) their progress in college writing situations. |
11:00 am–12:00 pm JAC MEC
Keynote with Antonio Byrd, University of Missouri – Kansas City
“‘Why Don’t You Talk Black?’ Generative AI Performing as Linguistic Pleasure Tools”
12:00–1:00 pm JAC MEC
Lunch & WAC Panel: “Convos About AI Implications Across the Disciplines,” Kristen Swain, Journalism and IMC; Nathan Oakes, Center for Practical Ethics (Philosophy/Religion)
1:00–1:45 pm Session C: 45-minute interactive sessions
| MEC | Auditorium A | Auditorium B | TEAL Room (max capacity: 24) |
| Mary Ann Parker (U of North AL), Eliot Parker (UM), Bailey Poole, Paige Whitten, Natacia Faulkner: “Whether Past or Present: The Need for Cohesive Writing Instruction Endures” | Deidra Jackson, Jodi Parks, Trevor Wallace, Catelyn Aiena (UMWC): “Fear and Empathy, Joy and Pain: Consultant Conversations Between a Rookie and Vets” | Judith Coleman (Delta State): “”Body Ritual” and the Strange, Wonderful World of Cultural Identity: Building Student Buy-In in the Age of AI” | Meredith Harper (UM): “Wise AI: Teaching Discernment to Student Writers” |
| Teaser Summary: Featuring a panel of educators from middle school, high school, community college, and university backgrounds, this session will facilitate a discussion about ways to create a more cohesive writing culture for all students at all levels. This continuation of a conversation started at TCW 2022 will explore our commonalities and shared practices that we know benefit all writing students. Participants will gain a greater understanding of how local, institutional, and national mandates influence writing instruction at all levels and leave the conversation with a mentality that we’re all in this together. | Teaser Summary: Peer writing consultants play a crucial role in supporting student writers at university writing centers. But how do they contend with their own occupational anxieties and crises of confidence? In this presentation, hear the honest and nuanced experiences of three UM writing center consultants, a mix of veterans and newcomers, as they collaborate with their peers on writing projects. | Teaser Summary: This presentation will illustrate how Horace Miner’s influential, satirical “Body Ritual Among the Nacirema ” can be used to guide students through a unit about how human beings define and gatekeep their cultural identities. The presenter will show how this approach anchors students to the topic of cultural authenticity in ways that are deeply personal, thus creating buy-in from students that may challenge their assumptions about needing AI assistance in writing. | Teaser Summary: This presentation will consider how and why students may perceive AI output to be preferable to their own writing. Drawing from research in composition and neuroscience, the speaker will consider how AI use meshes with the critical and creative thinking processes students engage when writing and revising. Participants will leave with exercises and assignments that are intended to promote wise writing habits, with or without AI. |
1:45–2:00 pm JAC MEC
Coffee, Convos, & Win the Fin! Join Alison Hitch at the front of the MEC to explore Object-Based Storytelling with AI Collaboration (and win an extra entry for our door prizes)!
2:00–2:45 pm Session D: 45-minute minute interactive sessions
| MEC | Auditorium A | Auditorium B | TEAL Room (max capacity: 24) |
| Greg Marcus, Emma Moffett-Taylor, & Portia Agyapong (MSU): “Exploring Parallels in Classroom Communication and Expectations: Neurodivergence and International Students” | Lashana Middleton (UMWP): “Know I.D.E.A. (Inclusion, Diversity, Equity, and Accessibility)” | Rachael Fowler (USM): “Creating Paths for Revision in First-Year Writing Classrooms” | Sarah Campbell & Dawn Denham (UM): “Solutions to Rampant Absences in Harvard Business Review’s Silent Meeting Format” |
| Teaser Summary: In this panel, an international tutor and a neurodivergent tutor will discuss differences in their experiences in working with student writers and share their own challenges and solutions. By exploring overlapping concerns, presenters hope to provide alternative ways to think about working with neurodiverse learners and ways to adapt existing methods and tools to a more diverse group of students. | Teaser Summary: This session will explore approaches to literacy that foster a classroom environment where learners feel valued, respected, and empowered to succeed. The presenter will discuss inclusive activities, diverse texts, equitable strategies, and accessible resources that are essential components of students’ academic, social, and emotional needs. | Teaser Summary: Attendees of this workshop will be invited to share thoughts on revision in the composition classroom. The presenter will then share strategies to promote more frequent and achievable revisions, including an assessment policy that allows revisions after evaluation, a major unit focused on revising a conventional paper into a digital genre, and in-class activities that provide revision techniques and promote healthy revision habits. | Teaser Summary: Presenters will share recent research regarding the rise in absenteeism, the culture shift to hybrid learning environments and workspaces, and the strategies that have worked and failed to increase attendance. This interactive workshop will encourage educators to stay in the game, work the problem, and keep trying new ideas to help students come to class ready to learn every day. |
2:45–3:00 pm
Coffee & Conversation
3:00-3:45 pm Session E: 45 minute interactive sessions
| MEC | Auditorium A | Auditorium B | TEAL Room (max capacity: 24) |
| Ashley Fortner (UM): “Grading vs. Feedback: Strategies for the Time-Pressed Teacher” | Isaac Huckaby (UM): “Teaching the Autistic Writer (From the POV of an Autistic Teacher)” | Jeanine Rauch & Ellie Moore (UM Writing & Speaking Center): “Great Scott! The Speaking Center helping the Writing Center?” | Colleen Thorndike & Emily Cooley (UM): “McFlyin’ into the Future: Navigating through AI in the Classroom” |
| Teaser Summary: This interactive presentation is designed to address the educator’s dilemma of time constraint. The presenter will provide techniques to distinguish between the roles that grades and feedback play in the educational process, identify opportunities to optimize their time without compromising on quality, and implement innovative approaches to feedback that inspire student engagement. | Teaser Summary: This session will offer first-hand insights from an autistic teacher on how we can best accommodate and support our neurodivergent student writers. Using a blend of research in this field as well as personal experience, the speaker will empower teachers to support their autistic students as well as offer practical classroom activities to help accommodate their needs | Teaser Summary: Writing & Speaking Centers have been implemented on university campuses to help students improve their communication skills. Yet, how often do we see these two centers work together? In this session, participants will see how these two centers can not only help one another, but also help students develop their writing and speaking skills as a whole. | Teaser Summary: This interactive presentation will focus on the challenges and benefits of AI in the classroom, centering on conversations around digital literacy, misinformation, and ethical use of AI. Participants will have the opportunity to play with a number of AI tools to get the conversation about AI use going in the classroom, including Bad News, ContentCloud, Lex, and Perplexity. . |
3:45–5:00 pm: Treat Yourself with Nothing Bundt Cakes: JAC MEC: Join us for closing remarks, Win the Fin door prizes, and fellowship!
4:00 pm: TCW Planning Team Meeting (Brainstorm Ideas for Next Year)
Sponsors:
- Outreach, DWR, UMWP, CLA, METP, School of Ed, Lumen
Special Thanks:
- Authors: Laura Leigh Morris, Eliot Parker
- Oxford Area Businesses: Heartbreak Coffee, Buckley Studios, Violet Valley Bookstore, Southern Star Yoga
QR Code Link to Symposium Feedback Survey: https://forms.gle/MVADzDQGLy1Vg9gW6