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 Blings & Sarah Maxey
Government
Strategies for Teaching Evidence: The Effectiveness of Structured Writing vs. Classroom Discussion (PDF)
SPRING 2014 FELLOWS AND THEIR RESEARCH
Jessica Abel
English Language and Literature
We’re Not Exactly Tweeting Here: Teaching Students to Control the Level of Formality in Their Writing (PDF)
Michaela Brangan
English Language and Literature
Students Helping Students: Preferences and Practices for Peer Review (PDF)
Molly Katz
English Language and Literature
All Style and No Substance: Teaching the Art of Imitation (PDF)
Will 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 Bendorf & Stephen Mahaffey
Philosophy
Judging Others: Comparing Structured and Unstructured Peer Review Exercises (PDF)
Elizabeth Blake & Ben Tam
English Language and Literature
He Said/She Said: Teaching the Use of Secondary Sources (PDF)
Hannah Byland & Ruth Mullett
Medieval Studies
Entering the Conversation: Scholarly Sources and Student Writing (PDF)
Alex Harmon (not pictured) & Danielle Morgan
English Language and Literature
Confidence and Argumentation in Analytical Prompts and Theses in the Freshman Writing Seminar (PDF)
Daniel Radus & Aaron Rosenberg
English Language and Literature
Incorporating Secondary Sources in the Freshman Writing Classroom (PDF)