From Blank Page to Big Ideas: Writing to Jump Start the Research Process

30 April

9:00–11:00 (NY)
15:00–17:00 (Vienna)
We know that effective research papers start with engaged and methodical research. Students, unsure of how to interact with existing work, often start the process backwards – first coming up with a thesis, then searching for texts that fit their argument, and finally inserting quotations into a mostly written document. In this workshop we will explore generative, low-stakes writing practices that can help engage students get started strategically and productively in the research process. We will model how writing practices can anchor the early stages of research – when students often either rush or get stuck – and help build a strong foundation for their research project. Register today!

Public Speaking in the Classroom

7 May

9:00–11:00 (NY)
15:00–17:00 (Vienna)
Many students see public speaking as merely the mechanism by which a final assignment is presented – in other words, as a means to demonstrate work. How can we elevate public speaking to something which is more valuable for students? This workshop explores how instructors can guide the process of refining a presentation, delivering it, and receiving feedback and how public speaking projects can help enhance students’ understanding and connection to a topic. We will explore how to help students organize and deliver their remarks as well as how to design and assess public speaking assignments. This workshop is open to anyone interested in adding or already using presentations in the classroom. Register today!

“I Snap, Therefore I Am”: Freewriting and Participatory Photography

11 March

9:00–11:00 (NY)
14:00–16:00 (Vienna)

Integrating more visual tools into an educator’s toolbox not only fosters a more inclusive and participatory classroom environment but also enhances a crucial skill for the modern world – visual literacy. In an era when mobile photography is omnipresent and younger generations are increasingly focused on media presence, there is a growing need to explore how this phenomenon can be harnessed to encourage students to think more critically and meaningfully about their photography – to consider what they capture, why they do so, how they do it, and how their images align with professional practices and broader media discourses. In response to these evolving educational needs, this workshop will introduce participants to a range of pedagogical strategies, including freewriting prompts, in order to explore how the act of taking everyday photos shapes our perception of the world and our sense of identity.

Debate in the Classroom

19 March

9:00–11:00 (NY)
14:00–16:00 (Vienna)

Join the directors of the Bard Debate Union for a session focused on incorporating debate in the classroom. This workshop will cover best practices for using debate in the classroom, including appropriate formatting, topic writing, logistics, and assessment. Anyone interested in adding debate to their classroom, fine-tuning an existing debate assignment, or deciding whether assigning a debate would work for their classroom is invited to join.

Supporting Writing to Learn with Technology

26 March

9:00–11:00 (NY)
14:00–16:00 (Vienna)

How can we support a student-centered online classroom through integrating writing-to-learn practices? This workshop takes a hands-on, practical approach – allowing participants the opportunity to experiment with different digital technologies – Perusall, Discussion Boards, Padlet, Google Docs, Whiteboards, and Mentimeter. We will explore pairing each of these technologies with a specific writing-based practice – such as Process Writing, Dialectical Notebooks, or others. We will discuss the challenges of using digital tools for writing-based learning online, how to integrate these pairings into our own classrooms, and how specific tools can be used with different kinds of writing for different purposes.

Real-Life Languaging: Approaches to Teaching Multilingual Students

2 April

9:00–11:00 (NY)
15:00–17:00 (Vienna)
English is often the language of instruction in our classrooms – but it is often not students’ first language (or instructors’). For second-language English speakers, translanguaging (the ability to move between languages) is a common daily reality. In this workshop, we will explore how to welcome and encourage translanguaging when teaching students whose first language is not the language of instruction. How can translanguaging become a productive element of learning tasks and activities in the classroom? How do bridging and scaffolding activities give permission for playfulness in student writing?

Making Meaning: Collaborative Reading Strategies

9 April

9:00–11:00 (NY)
15:00–17:00 (Vienna)
For many students, reading difficult texts alone – often the first step in a lesson or unit – is a daunting part of the learning process. In this workshop, we will explore ways to integrate collaborative learning practices for reading complex texts. We will focus on collaborative reading and annotation practices that open up new meanings, facilitate the understanding of complex texts, and allow students to take ownership of their learning. Working together, we will think about how to adapt these techniques to different genres, disciplines, and classroom modalities.

Crafting Effective Policies for the Use of AI in Assignments

15 April

9:00–11:00 (NY)
15:00–17:00 (Vienna)
As Generative AI tools become increasingly integrated into higher education, instructors are faced with the challenge of defining clear, supportive, and equitable policies for AI use in their courses. This workshop is designed to help instructors and administrators navigate this evolving landscape by providing practical strategies for drafting AI assignment guidelines that are transparent, constructive, and non-adversarial. We will work together to craft and refine guidelines from our own courses – with an eye toward how assignments can emphasize process as much as product. Please bring an assignment for which you have an AI policy, or one for which you’d like to craft an AI policy. We will share and work with these assignments over the course of the workshop.

NEW!

“The Reflective Educator”: Writing to Support Ongoing Professional Development

20 November

8:30–10:00 (NY)
14:30–16:00 (Vienna)
Professional development is an increasingly important part of the tenure and promotion processes for faculty across disciplines and institutions. However, creating time for ongoing professional growth can be challenging–faculty are often stretched thin, juggling teaching responsibilities and research work. This workshop focuses on ways to use reflective writing as a tool for professional growth as well as a pedagogical innovation in and of itself. Through interactive and collaborative activities, participants will learn to integrate these writing-rich techniques authentically into their professional routine, thus promoting continuous improvement in their educational work.