Invited Speaker Presentations

Join us for the Writing Across the Curriculum (WAC) Spring 2023 Guest Speaker:

Allison Hitt of Ball State University

to discuss accessibility of writing assignments.

       WAC Spring 2023 Guest Speaker RSVP Form

    • Date: February 28, 2023
    • Time: 12:40-2pm
    • CEITL Participation: 1 point
    • Location: Zoom (link will be sent with confirmation email)

    The After-talk discussion with Composition graduate students will begin directly after presentation from 2-3pm.

    Past Invited Talks

    2022 Spring WAC Guest Speaker: Temptaous McKoy

    "Centering Student Technology: Moving Past PowerPoint"

    Presented via Zoom on March 31, 2022 from 12:40-2:00pm

    Temptaous McKoy is winner of the 2020 CCCC Outstanding Dissertation Award in Technical Communication, Assistant Professor of English with a focus in Technical Writing at Bowie State University, Dr. McKoy teaches a multitude of courses such as Developmental Writing, First-Year Writing, Research Writing, and Technical and Report Writing. She also serves as the Coordinator of Graduate Studies for the Department of Language, Literature, and Cultural Studies. For more about Dr. McKoy's work, please visit her website.

    Presenter: Stephen L. Chew, PhD
    Professor & Chair, Department of Psychology Samford University
    Chair, National Institute on the Teaching of Psychology

    A Contextual Approach to Connecting the Research, Theory and Practice of Teaching

    April 25, 2019 from 3:40-5:00 pm in the Memorial Union Building, Theater II

    Teaching practices change often, but teaching effectiveness rarely advances. I argue that this is the case because of the current state of pedagogical research, theory, and practice. Specifically, learning scientists and practitioners of the scholarship of teaching and learning often talk past each other, and neither group does a good job in translating research into teaching practice. Meanwhile, academic institutions base teaching policies on factors such as economics and technology that may not be directly related to student learning. I argue that the fundamental issue is systemic; different groups have different models about how students learn. Only a few researchers have been able to navigate both learning science and the scholarship and teaching and learning, and then translate research into teaching practice. To move the whole field forward, I propose a contextual framework to try to establish common, productive ground among researchers and educators. Such a framework promises to guide and organize research, and translate research into teaching innovations.