Future Webinars
Pre-Designed Online Courses: What, Why, and How
Catrina Mitchum, Shelley Rodrigo, & Chvonne Parker
Thursday, April 11th at 3 PM ET
Register
As long as First-Year Composition remains an almost universally required course, writing programs will continue to design, develop, and deliver online writing (OW) courses to meet the growing demand of online undergraduate degree programs. All of the issues surrounding FYC and writing programs also transfer to online offerings, including considerations about curricular alignment, professional development, retention, and assessment. One of the ways writing programs have managed online writing programs is by implementing pre-designed courses (Rice, 2015; Rodrigo & Ramirez, 2017).
During this webinar presenters will share scholarship about and experiences with pre-designed courses (PDCs) as well as invite participants to share experiences and brainstorm ideas for improved PDC processes and products. Specifically, there will be interactive dialogues/activities focusing on: titles and other nomenclature (focusing on what is the pre-design of a pre-design course); actors and agency (focusing on the distinctions between design and delivery as well as teacher agency); and assessment (focusing on programmatic/institution assessment, including discussion of teacher observations and evaluations, course evaluation surveys, etc.).
Catrina Mitchum is a Career-Track Lecturer in the Department of English at the University of Arizona. Her research interests are in retention and course design of online writing classes. She has scholarly work published in The Journal of Teaching and Learning with Technology, MediaCommons, and Enculturation, and she was awarded, with other scholars, the CCCC Research Initiative Grant in 2017-2018. She teaches first-year writing courses as well as upper level undergraduate courses in Professional and Technical Writing entirely online.
Rochelle (Shelley) Rodrigo is Associate Director Writing Program, Online Writing, and Associate Professor in Rhetoric, Composition, and the Teaching of English (RCTE) in the Department of English at the University of Arizona. She researches how “newer” technologies better facilitate communicative interactions, specifically teaching and learning. As well as co-authoring three editions of The Wadsworth/Cengage Guide to Research, Shelley also co-edited Rhetorically Rethinking Usability (Hampton Press). Her scholarly work has appeared in Computers and Composition, C&C Online, Technical Communication Quarterly, Teaching English in the Two-Year College, EDUCAUSE Quarterly, Journal of Interactive Technology & Pedagogy, Enculturation ̧ as well as various edited collections. In 2014 she was awarded Old Dominion University’s annual Teaching with Technology Award and in 2012 the Digital Humanities High Powered Computing Fellowship.
Chvonne Parker is a Doctoral Candidate in the Department of English at Old Dominion University. Her research lies at the intersections of cultural rhetoric, online writing instruction, and hip-hop pedagogy. Her dissertation examines online writing instructors’ perceptions of their rhetorical agency in pre-designed courses. She has scholarly work in MediaCommons and In Media Res. She teaches first-year writing, literature, and courses in business, technical, and science writing both on campus and online.
Catrina Mitchum, Shelley Rodrigo, & Chvonne Parker
Thursday, April 11th at 3 PM ET
Register
As long as First-Year Composition remains an almost universally required course, writing programs will continue to design, develop, and deliver online writing (OW) courses to meet the growing demand of online undergraduate degree programs. All of the issues surrounding FYC and writing programs also transfer to online offerings, including considerations about curricular alignment, professional development, retention, and assessment. One of the ways writing programs have managed online writing programs is by implementing pre-designed courses (Rice, 2015; Rodrigo & Ramirez, 2017).
During this webinar presenters will share scholarship about and experiences with pre-designed courses (PDCs) as well as invite participants to share experiences and brainstorm ideas for improved PDC processes and products. Specifically, there will be interactive dialogues/activities focusing on: titles and other nomenclature (focusing on what is the pre-design of a pre-design course); actors and agency (focusing on the distinctions between design and delivery as well as teacher agency); and assessment (focusing on programmatic/institution assessment, including discussion of teacher observations and evaluations, course evaluation surveys, etc.).
Catrina Mitchum is a Career-Track Lecturer in the Department of English at the University of Arizona. Her research interests are in retention and course design of online writing classes. She has scholarly work published in The Journal of Teaching and Learning with Technology, MediaCommons, and Enculturation, and she was awarded, with other scholars, the CCCC Research Initiative Grant in 2017-2018. She teaches first-year writing courses as well as upper level undergraduate courses in Professional and Technical Writing entirely online.
Rochelle (Shelley) Rodrigo is Associate Director Writing Program, Online Writing, and Associate Professor in Rhetoric, Composition, and the Teaching of English (RCTE) in the Department of English at the University of Arizona. She researches how “newer” technologies better facilitate communicative interactions, specifically teaching and learning. As well as co-authoring three editions of The Wadsworth/Cengage Guide to Research, Shelley also co-edited Rhetorically Rethinking Usability (Hampton Press). Her scholarly work has appeared in Computers and Composition, C&C Online, Technical Communication Quarterly, Teaching English in the Two-Year College, EDUCAUSE Quarterly, Journal of Interactive Technology & Pedagogy, Enculturation ̧ as well as various edited collections. In 2014 she was awarded Old Dominion University’s annual Teaching with Technology Award and in 2012 the Digital Humanities High Powered Computing Fellowship.
Chvonne Parker is a Doctoral Candidate in the Department of English at Old Dominion University. Her research lies at the intersections of cultural rhetoric, online writing instruction, and hip-hop pedagogy. Her dissertation examines online writing instructors’ perceptions of their rhetorical agency in pre-designed courses. She has scholarly work in MediaCommons and In Media Res. She teaches first-year writing, literature, and courses in business, technical, and science writing both on campus and online.