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Cornell University

Preparing Future Faculty to Assess Student Learning

A cross-campus collaboration from 2012-2015

Fellows

Writing Assessment Fellows & Research Projects

The Graduate School and Center for Teaching Excellence (CTE) have partnered with the John S. Knight Institute for Writing in the Disciplines to support graduate instructors of First-Year Writing Seminars (FWS), a required program of study that prepares Cornell undergraduates for success in writing throughout their Cornell careers.

Through a competitive application process, graduate student FWS instructors are recruited to design Teaching as Research (TAR) projects on assessing student writing. These assessment fellows receive $250 stipends and participate in a series of six two-hour workshops instructed by CTE staff. Fellows present their hypotheses and findings at the spring Classroom Research and Teaching Symposium, and have the potential to submit their findings to the CIRTL Network website as well as to peer-reviewed journals, if desired.

This page includes project titles and links to the Teaching as Research posters that were presented at the campus-wide Classroom Research and Teaching Symposia in May 2013 and 2014.

SPRING 2015 FELLOWS AND THEIR RESEARCH
steffen_blingssarah_maxey Steffen Blings & Sarah Maxey

Government
Strategies for Teaching Evidence: The Effectiveness of Structured Writing vs. Classroom Discussion (PDF)

SPRING 2014 FELLOWS AND THEIR RESEARCH
Jessica AbelJessica Abel

English Language and Literature
We’re Not Exactly Tweeting Here: Teaching Students to Control the Level of Formality in Their Writing (PDF)

 

 

Michaela BranganMichaela Brangan

English Language and Literature
Students Helping Students: Preferences and Practices for Peer Review (PDF)

 

 

Molly KatzMolly Katz

English Language and Literature
All Style and No Substance: Teaching the Art of Imitation (PDF)

 

 

Will YoungmanWill Youngman

English Language and Literature
A Tale of Two (or More) Tones: Strategies for Assessing and Improving Student Knowledge of Tone (PDF)

 

 

SPRING 2013 FELLOWS AND THEIR RESEARCH
Adam BendorfStephen_MahaffeyAdam Bendorf & Stephen Mahaffey

Philosophy
Judging Others: Comparing Structured  and Unstructured Peer Review Exercises (PDF)

 

 

Liz BlakeBen TamElizabeth Blake &  Ben Tam

English Language and Literature
He Said/She Said: Teaching the Use of Secondary Sources (PDF)

 

 

Hannah BylandRuth MullettHannah Byland & Ruth Mullett

Medieval Studies
Entering the Conversation: Scholarly Sources and Student Writing (PDF)

 

 

Danielle Fuentes MorganAlex Harmon (not pictured) & Danielle Morgan

English Language and Literature
Confidence and Argumentation in Analytical Prompts and Theses in the Freshman Writing Seminar (PDF)

 

 

daniel_radusAaron_RosenbergDaniel Radus & Aaron Rosenberg

English Language and Literature
Incorporating Secondary Sources in the Freshman Writing Classroom (PDF)

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