Teaching Teachers

Through administering my campus’s Core Writing Program, facilitating development events for faculty across my campus, and giving workshops at campuses around the country, a significant aspect of my teaching work is teaching other teachers. Below is a collection of some of this work.

Invited Talks and Workshops on Other Campuses
I’m frequently invited to give keynotes or plenaries or facilitate workshops or participate in symposia at campuses around the country. Formats vary, from one-hour workshops to two-day multiple-event vists. Below are some recent examples.

University of Texas-Rio Grande Valley (2016)
“Teaching Sophisticated Rhetorical Awareness” – symposium keynote for writing faculty
Talk (manuscript)  |  Slides

Western Oregon University (2015)
“What We Value in our Students’ Writing” – 90-min workshop for writing faculty
Workshop Plan  |  Workshop Handout

Excelsior College (2014)
“What We Tell Ourselves about Writing: Cultural Stories of Writing and Their Effects.” Nationally webcast address, on the occasion of the National Day on Writing.
Text of Address  |  Simulcast Slides

SUNY-Buffalo (2014)
“Rhetorical Reading, Not Critical Reading” – featured workshop at a writing faculty symposium.
Workshop Handout  |  Workshop Slides

Montana State University campus
My work across campus includes facilitating workshops for faculty on writing instruction and teaching more broadly. A few artifacts from these events remain.

  • Writing to Communicate Your Science extended workshop series for grant-seeking and article-writing faculty (ADVANCE-TRACS, May-June 2016). Program Description and Lesson Plans
  • Dean’s New-Faculty Luncheon Series – Advice on teaching for first-year tenure-line faculty (2014). Handout
  • Advising Excellence Workshop (Center for Faculty Excellence, 2013) – Handout Notes
  • “What Faculty Need to Know about the University Writing Center” (Center for Faculty Excellence workshop, 2012) — Questions for Panelists
  • Performance-based funding proposal for Writing Program faculty development (2013). $55,000 requested, funded at $20,000, which allowed bringing Michelle LaFrance to campus for a three-day workshop plus funding an 8-week salon series on teaching with writing-about-writing approaches for four NTT faculty.

My Statement of Administrative Philosophy contains discussion on how I understand program administration as teaching (of teachers and of administrators).