This workshop facilitated by librarian Sarah Dalen focused on teaching students to analyze sources of information. In particular, Dahlen demonstrated two different approaches to teaching students to consider the authority and credibility of sources.
Shar Gregg, from the Department of Humanities and Communication, led this workshop designed to help faculty consider how to teach audience awareness, particularly how to select evidence for different audiences. She demonstrated frameworks for considering audiences and for approaching the use of evidence.
This workshop facilitated by Dr. Judith Canner of the Department of Mathematics and Statistics guided participants in considering the uses of data, developmental approaches to working with data, and frameworks for evaluating data from different disciplinary perspectives. Dr. Canner also demonstrated strategies for teaching students to engage with data, using articles in the news.
Dr. Nelson Graff, Director of the University Writing Program, facilitated this workshop on analyzing perspectives and underlying assumptions. Faculty participants explored the use of tools such as an opionnaire, Op-Ed pieces, and a cultural eye to help students develop their skills at uncovering values and perspectives.
In this workshop, Dr. Nelson Graff, Director of the University Writing Program, led faculty in considering how to help students make new knowledge from their analyses. The workshop considered different kinds and purposes for synthesis, a process for engaging in synthesis activities, and supports for students to prepare to synthesize.
The premise behind this series of workshops is that instructors cannot simply assign analytical tasks for our students; we have to teach students to analyze, often in more structured and scaffolded ways than many of us experienced as students. While these workshops were coordinated through the University Writing Program with support from the Center for Teaching, Learning, and Assessment, the leaders of individual workshops brought perspectives from the various intellectual skills in our Institutional Learning Outcomes: information literacy, oral communication, quantitative reasoning, critical thinking, and written communication.
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