In other courses, writing and speaking are used as tools for learning, brainstorming, solving problems, and more, but not always assessed in a formal way. In this case, a Biology professor may have students write conference papers, or a Spanish professor may use informal reaction papers in addition to more formal work.
Each semester, the graduate consultants divide the seminar participants into groups by subject area to make finding resources more efficient.
In this role, the graduate student researches the Internet and other resources for writing and speaking activities that provide good examples of assignments for different disciplines. Consultants also provide help for the reports and poster presentations at the end of the seminar.
These duties include managing technological issues as well as running basic errands to aid in set-up. Writing and Speaking Tutorial Services WSTS was established in the fall of in order to support the writing and speaking skills and development of all members of the NC State community, including graduate and undergraduate students, staff and faculty. In doing so, WSTS provides free, one-on-one tutorials on a drop-in first come, first serve basis with each tutorial lasting approximately twenty-five minutes.
Visitors can bring any piece of writing or speaking at any stage in the writing and speaking process to get help with brainstorming, topic development, thesis construction, organization, drafting, editing, and more.
Many students begin using Writing and Speaking Tutorial Services during their first-year composition course. Others discover WSTS while preparing work for other courses later in their college careers. Five to seven locations operate across campus in residence halls and study center areas, such as the Undergraduate Tutorial Center and campus library.
Locations house a growing library of writing and speaking resources for students, instructors and administrators. These resources include handouts, dictionaries, thesauruses, citation manuals, grammar handbooks, writing textbooks, and public speaking texts.
For logistical and fiscal reasons, WSTS is housed within the DASA, which funds most of its operations including the salaries of its coordinator and tutors. A full-time, year-round coordinator manages, promotes and assesses the program with a staff of five to eight tutors during the fall and spring semesters. In addition to strong academic and communication skills, all tutors are committed and trained to help others become more proficient writers and speakers.
Permanent funds pay for half the salaries of the Director and Associate Director. Annually allocated funds in the CRDM program pay the stipends and benefits for the graduate consultants equivalent to one full-time TA and all operating expenses, which include stipends for Faculty Seminar participants, honoraria and travel expenses for guest presenters, supplies and printing costs, and the like.
The Writing and Speaking Tutorial Services, which provides writing and speaking assistance to students, staff, and faculty, is housed for logistical and fiscal purposes in the DASA, which funds most of its operations as well as the salaries of its director and tutors. The CWSP is administratively located in the College of Humanities and Social Sciences, which serves as its fiscal agent, but it supports the interests of all undergraduate programs on campus.
Since its inception, the Campus Writing and Speaking Program has consistently achieved success in a number of ways see www2. Workshop evaluations have achieved a mean score of 4. As illustrated above, the CWSP assesses the effectiveness of its work in three primary ways: 1 faculty participation in campus-wide events by college and rank, 2 evaluations of workshop effectiveness for all CWSP events, and 3 departmental participation in the outcomes-based assessment process.
Although our program assessment processes are currently focused on faculty development, we are engaged in more limited projects to assess the extent to which faculty integration of writing and speaking in courses improves student learning.
Working in alignment with the University Program Review initiative, the CWSP consults with departments to help them create a discipline-specific assessment plan that they will then implement for writing and speaking outcomes. With projects such as this and continuing work with departments involved with Program Review, the CWSP is progressing with direct assessment of student competence in addition to the current assessment practices that evidence faculty participation in and effectiveness of program activities.
While we receive positive comments about all of our activities, our faculty seminar probably achieves the best results and rates the highest according to the evaluations we collect. Its ffectiveness most likely comes from the way it fosters ongoing engagement between the program team and the 15 participating faculty members over the course of a semester. Graduate assistants are also available to each participant in between meetings; they help faculty members develop new activities and answer any other questions that come up.
The continuous and always available exposure to our team allows each faculty member to make the most of the time they spend working with the CWSP. Students will follow the clues to find information on the Libraries' website and track down our missing robot cat!
The game is fully virtual and can be played synchronously or asynchronously. Use the request form to invite a librarian to play with your class. This session will help students explore disciplinary research sources and develop subject-specific research strategies. A subject specialist librarian will contact you to schedule and plan your session. In this 50 minute hands-on workshop, students will make a short video, add an audio track, use title slides and transitions, and export the video for sharing.
Students should be aware of their assignment before this session. Request Instruction. NC State Home. Introduction to Library Research The library offers six unique instruction sessions that provide students with hands-on preparation for college-level research assignments.
Beginning the Research Process Selecting a topic is often an underestimated step in the research process. In this session, students will: review the research process and best practices for choosing a topic do pre-research and scholarly research for articles on a topic explore and refine a topic through a search in Summon to further develop a research question Prerequisites: Students' assignment should include a topic selection component.
Teaching Materials Download slides, worksheet, and lesson plan to preview the session or deliver it yourself. Students may know they have to reference peer-reviewed sources for their assignments but struggle with identifying scholarly sources or even knowing what kind of information scholarly sources provide. In this session, students will: learn what a scholarly, peer-reviewed article is and how to identify one recognize publications that are often mistaken for scholarly articles discover other types of sources that might be useful in their research learn how to use Summon to find scholarly and non-scholarly articles Prerequisites: Students should have an assignment which includes a requirement to use scholarly, peer-reviewed articles.
Students should consult not only scholarly articles for their research, but other media utilized by experts to communicate with the public. In this session, students will: recognize the importance of referencing a diverse selection of credible sources for their research, including both scholarly and popular sources evaluate sources for credibility learn how to find articles using Summon Prerequisites: Students should be familiar with the concept of peer-review e.
Finding scholarly articles for the autoethnography project is a challenge for many students. This lesson is specific to students participating in Citizen Science research projects with an assignment to find a scholarly article related to their topic and rewrite the article for a different, non-scholarly audience or publication.
If you are unable to participate or have received this because you are a department administrator, please pass this announcement on to all interested faculty. Applications must be submitted by December Applicants must be available on the days and times to be chosen. Please note that missing two or more meetings will forfeit the stipend, but you may continue to attend. The course s to be improved should be offered at least once every two years. Participants do not have to be teaching the course while enrolled in the seminar.
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