Posts Tagged ‘mentoring’

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Mentoring Resources

posted: 5.26.15 by Traci Gardner

This week, I want to share the resources I developed, with help from some colleagues, for mentoring new attendees at the 2015 Computers and Writing Conference in Menomonie, Wisconsin this weekend. Even if you are not going to the conference, I think you’ll find resources that could be helpful to you or someone you know.

We built a website, Computers & Writing Conference Mentoring, which features a collection of resources for first-timers and mentors. The site includes tips and advice, first-timer stories, and suggestions for documenting participation at the conference. [read more]

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Categories: Professional Conferences, Professional Development & Service, Teaching with Technology, Traci Gardner
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Do you have student pen pals in other countries?

posted: 11.13.14 by Andrea Lunsford

Some 18 months ago, I spent three weeks lecturing in Beijing. I didn’t want to lecture, but they—quietly and patiently and persistently—insisted. So I delivered ten lectures on rhetoric and writing, most of them to the faculty. But on one occasion, my hosts took me to the large undergraduate campus, and I had a chance to speak to students—an intimidatingly large group that day. I talked about the history of rhetoric as an art of action, and about the power of language in our lives. I knew only a few words of Mandarin, and so I was careful to speak slowly and enunciate my English words as carefully as I could, and I was grateful to the students for listening and for responding, delighted when question after question came my way. After the lecture, I reflected on the fact that while those in the audience were primarily male, the majority of the questions came from young women, a number of whom stayed after the lecture to talk. Indeed, I began to notice some of these young women in the lectures I was giving to faculty, which meant that they had taken a very long bus ride from their campus to attend. So I began looking out for them and eventually met with three who came most often. [read more]

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Categories: Andrea Lunsford
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On Mentoring and Being Mentored

posted: 10.30.14 by Andrea Lunsford

On October 24, 2014, I helped celebrate Lisa Ede’s retirement: her department at Oregon State University put on a one-day conference, called “Situating Composition” (the title of one of Lisa’s influential books), and Cheryl Glenn and I had the honor of giving talks at the conference. In addition to our presentations, we enjoyed two fabulous panels: one made up of current MA students at Oregon State, each of whom spoke for about ten minutes about their current research, which ranged from peer tutoring to comic books to dual credit composition programs. These MA students were smart, witty, and full of wonderful ideas. The other panel featured Oregon State alums, and each of these former students spoke briefly about the important role Lisa had played in their education, about her careful and attentive mentoring of them. When the day came to a close, the organizers had a big surprise for Lisa: Cheryl and I had the very great pleasure of announcing the Lisa Ede Mentoring Award, which will be given annually by the Coalition of Women Scholars in the History of Rhetoric and Composition to someone who embodies Lisa’s mentoring ideals and values. It was a festive and moving and memorable moment, and I got to watch as it dawned on Lisa that the CWSHRC was establishing an award in her honor. Pure happiness. [read more]

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Categories: Andrea Lunsford, Collaboration
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WAW: A Mentor's Take

posted: 8.8.12 by Elizabeth Wardle and Douglas Downs

Doug

I returned in mid-July from the Council of Writing Program Administrators summer conference, where for the third time in five years, an undergraduate from my department presented. The following week, this student, Angie Ford, was invited to present at CCCC—my fifth undergraduate to do so. These students have all been outstanding in their own right; that’s a given. But it’s no coincidence that every single one of their projects emerged from a WAW course of some sort.

These successes have me thinking about the role that WAW plays in opening our field to students before graduate school. Completely unremarkable in almost any other academic field, but in our field, most scholars are still recruited during graduate school rather than before it. Of course, the increasing number of writing majors around the country will soon be felt; a major, after all, should essentially be WAW writ large. What I’m thinking about here, though, is what Angie presented on at WPA: invitational feedback loops in WAW courses. [read more]

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Categories: Douglas Downs
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