Welcome, new ICAP RAs!

Please welcome our new Introductory Composition research assistants as they begin work to prepare for the AY2019–20 school year:

Libby Chernouski
Assistant Director, Professional Development

Derek Sherman
Assistant Director, Assessment

Dee McCormick and Kristyn Childres
Technology Mentors

Sweta Baniya, Cody Krumrie, and Parva Panahi Lazarjani
Assistant Mentors

Thank you to Alisha Karabinus, Patrick Love, Rebekah Sims, and Kylie Regan for their work this past year.

English Graduate Pedagogy Showcase

ICAP collaborated with Professional Writing and the Graduate Program in English to host our first English Graduate Pedagogy Showcase. The lightning talks, poster session, and publishers’ book exhibits were well attended by staff, faculty, and graduate students from across the department.

Thank you to our judges: Kris Bross, Tom Ghering, Tom Huston, Lanette Jimerson, Rick Johnson-Sheehan, Tara Star Johnson, Brian Leung, and Nush Powell.

And a big thank you to our sponsors: Fountainhead Press, McGraw-Hill, Pearson, W. W. Norton & Co, and MacMillan Learning.

Congratulations to our award winners:

Best in show — Poster session:
Sweta Baniya, “Engaging with Community via Digital Communication Practices”

Runners up — Poster session:
Tony Bushner, “Teaching Visual Design & Accessibility Through Games in the PW/TC Classroom”
Libby Chernouski, “Theories of Language: Ancient to Contemporary”
Alejandra Ortega, “Joining the Conversation: Scaffolding Research Proposals in First Year Composition”

Lightning talks
First place, Allegra Smith, “Rhetorical History & Future for Audience Analysis”
Second place, Daniel Ernst, “Technical Metaphors and the Lemonade Stand”
Third place, Joe Forte, “In the District: Writing About Chauncey Hill”
Honorable mention, Erin McNulty, “Importance of A Revision Unit in First-Year Writing”

We thank Joy Kane, Alisha Karabinus, Devon Cook, Amanda Leary, and Derek Sherman for their logistical help.

We look forward to hosting a similar event in March 2020.

Quintilian Awards, Summer and Fall 2018

We’re pleased to announce the winners of our Quintilian Awards for Summer and Fall 2018. These awards are given to the instructors with the top 10% of course evaluations.

Summer 2018

  • Jie Gao
  • Margaret Sheble
  • Yachao Sun

Fall 2018

  • Sandra Banales
  • Libby Chernouski
  • Lydia Cyrus
  • Javan DeHaven
  • Amy Elliot
  • Erika Gotfredson
  • Jen Hughes
  • Vanessa Iacocca
  • Cody Krumrie
  • Kelsey Schnieders Lefever
  • Alex Long
  • Jennifer Loyd
  • Kyle Lucas
  • Erin McNulty
  • Maggie Myers
  • Olivia Nammack
  • Alejandra Ortega
  • Parva Panahi Lazarjani
  • Jenna Sparks
  • Yachao Sun
  • Phuong Minh Tran
  • Jessica Varkonyi
  • Shelton Weech
  • Sebastian Williams

We thank our instructors for their excellent classroom work.

Foundational outcomes assessment, part one

For the 2018-2019 academic year, ICaP has two extensive assessment projects underway. First, we are continuing our own programmatic assessment based on the external review completed by the Council of Writing Program Administrators’ Consultant-Evaluator Service in 2017. ICaP instructors will recognize this as our common assignment initiative. We’re currently scheduling two program-wide norm, read, and rate sessions this semester which will allow us to finalize (a) the selection of the common assignment to be implemented in all ICaP courses in AY19–20 and beyond, and (b) a comprehensive assessment plan which will include both short- and long-term measurements of  ICaP’s effectiveness.

Second, we are completing an assessment of English 106 and 108 focusing on their role in Purdue’s Undergraduate Core Curriculum (UCC) Foundational Outcomes, specifically written communication and information literacy. This assessment draws on the direct measurement of student writing ICaP instructors are supporting through our norm, read, and rate sessions, and adds background to showcase how ICaP policies like syllabus review, as well as our assessment efforts, ensure we meet and exceed Purdue’s UCC Foundational Outcomes.

These two assessment projects overlap in many ways, so we are sharing the preliminary report we’ve written for the Foundational Outcomes assessment for the Office of Institutional Research, Assessment and Effectiveness. We’ve published some of the appendices already, but those new to ICaP may be interested in them.

In a follow-up report, ICaP will provide the additional data requested for the foundational outcomes assessment.

My staff and I would like to take this opportunity to thank the student workers, instructors, and administrators who have helped us with these assessment efforts. Without our “grassroots curricular assessment model” (Conti, LaMance, and Miller-Cochran, 2017), our assessment efforts would not have been as rich or as rewarding as they are now. And I would like to highlight Derek Sherman’s work as Assessment Research Coordinator: he’s built on previous efforts extremely well, and I’m looking forward to our next steps.

Attachments: Foundational outcomes assessment preliminary report (as PDF, 284kb) and appendices (as a single PDF, 5.9mb, and also as separate PDFs).

Data science learning community

English instructors Michelle McMullin, Amanda Smith, & Ane Costa are instructors in the “Engineeering in the World of Data” learning community. Their classes recently met Purdue basketball coach Matt Painter and learned about the data analytics used by the coaching and recruiting staff.

Purdue Head Men’s Basketball Coach Matt Painter poses with the instructors and students in the “Engineering of the World of Data” learning community in Mackey Arena. Photo courtesy of Teresa Walker, Purdue School of Engineering Education.

The learning community is a partnership between First Year Engineering, Purdue Libraries, and Introductory Composition. Read more on the Purdue Libraries weblog.

Spring 2019 syllabus prep materials ready

Everything instructors need for spring syllabus preparation is now ready. We’ve made no changes to common assignment instructor guides, and we’ll be using the same syllabus review checklist from the fall. Remember, all ICaP courses must include one of these five common assignments in Spring 2019. (For those teaching online 106, English 106-Y, we’ve already shared materials by email.)

Please use the checklist in the construction of your syllabus to ensure you’ve included all the necessary details. If you get stuck, check Linda Haynes’ syllabus template, developed last fall. (Again—no changes.) This template, based on materials given to new instructors, offers everyone a second way to check their syllabi and provides robust examples of policies and possibilities. Not sure how to frame something? Check the template for examples.

There are two changes instructors should keep in mind, however:

First, instead of emailing syllabi to Dilger, we’ll ask you to fill out this Qualtrics form, which allows you to submit multiple syllabi at once (if necessary). We think this will make processing syllabi easier for us.

The second change is a required addition for your calendars. In Spring 2019, we will be asking all ICAP instructors to participate in two program-wide assessment norming, reading, and rating sessions. We will have sessions both before and after Spring Break, with multiple time slots to minimize schedule conflicts.

  • Mon Feb 25, 12:30p to 3:00p
  • Thu Feb 28, 9:00a to 11:30a
  • Fri Mar 01, 10:30a to 2:00p
  • Tue Apr 02, 9:00a to 11:30a
  • Wed Apr 03, 2:30p to 5:00p

Please plan to attend at least two of these five sessions. If necessary, you may cancel classes to facilitate the time needed to participate. We will share the locations and specifics at Convocation (including some incentives for participation). For now, please make the appropriate plans in your course calendars.

Need something else? Let us know. We welcome instructor feedback and continued suggestions for resources which can support teaching.

Fall 2018 common assignments ready

Our second generation of common assignment pilots are ready to go! Remember, all ICaP courses must include one of these five common assignments in Fall 2018 (excepting online 106, English 106-Y, which draws from a different set particular to those courses).

We’ve made a few updates based on instructor feedback and the reading and rating sessions completed in spring and summer:

  1. We are dropping the reading annotations assignment from this semester’s pilot.
  2. The literature review has been replaced by a research-based essay.
  3. The email assignment has been adjusted to require two different emails to two entirely different recipients (and has been further adjusted for content).
  4. The information literacy pre/post test assignment has not changed.

We’ve updated the common assignments page accordingly. All the new instructor guides have been adjusted to streamline the assignments for assessing program outcomes. The instructor guides also now include the rubrics used for assessment so instructors may better see how these common assignments are being used to assess the program. Each pilot guide still includes resources and ideas for how to incorporate the assignment into your course.

We hope the changes make both assignments and instructional guides more clear for instructors. At Convocation, we’ll say a bit about the assessment data which supported these changes, and dedicate time to breakout groups so instructors working on common assignments can get assistance, share materials, and make plans for the semester. As always, if you need assistance developing your syllabus or integrating a pilot assignment into your assignment sequence, reach out—the ICaP support staff is happy to help.

I want to thank Carrie Grant, Alisha Karabinus, Daniel Ernst, and Derek Sherman for their help finalizing this second generation of pilots. I’m also grateful to everyone who helped us develop the assignments or participated in the first pilot in Spring 2018: Bianca Batti, Mac Boyle, Elizabeth Geib, Patrick Hoburg, Mitchell Jacobs, Amanda Leary, Alex Long, Eugie Ruiz, Margaret Sheble, Phuong Tran, and Sharry Vahed.

Visiting instructor positions (updated)

Visiting clinical instructors for Introductory Composition
Department of English, Purdue University

Update, July 25: We have filled all positions. Thank you for your interest.

The Department of English at Purdue University is seeking visiting clinical instructors to teach Purdue’s first-year writing courses for Introductory Composition in Fall 2018 and Spring 2019. Courses may include mainstream versions of English 106 and English 108, as well as specialized sections that involve learning communities or service learning and community engagement. Load is seven courses for the year (likely 3/4). This Visiting Instructor of English position is a one-year appointment for the 2018-2019 academic year, beginning August 2018.

Salary is $40,000 for the academic year. This is a full-time, temporary position that includes benefits.

Qualifications

Minimum of a Master’s degree in English, Communication, or related discipline. PhD preferred. Experience teaching Introductory Composition at the college level.

Application Process

Email a letter of application, CV or résumé, and the names of at least three professional references to:

Dr. Bradley Dilger
dilger@purdue.edu
309-259-0328

Director, Introductory Composition at Purdue
Department of English, Purdue University
500 Oval Drive
West Lafayette, IN 47907

Review of complete application files will begin immediately and continue until all positions are filled.  As of July 25, all positions have been filled.

Questions to Dilger welcome. All applications will be acknowledged.

Purdue University is an EOE/AA employer. All individuals, including minorities, women, individuals with disabilities, and veterans are encouraged to apply. Qualified applicants are considered for employment without regard to race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, disability, or status as a veteran.

(Download a PDF version of this announcement.)

ICaP Advisor’s Guide 2018–19 Published

We’ve published the 2018–19 edition of the Introductory Composition Advisor’s Guide. Here are the key changes from last year, as described by Assistant Director Linda Haynes:

  1. The 2018-19 manual’s reorganization and revisions are my attempt to make it easier to find the information you are looking for. I’ve consolidated some repeated material and tried to make the table of contents more clear.
  2. I’ve tried to clarify the differences between English 10600 and 10800 so that you can encourage your students to consider English 108. We no longer have an SAT/ACT score guideline for registration, which is rarely reflective of students’ writing abilities; instead we’d like to base placement on students’ sense of self-regulation and self-efficacy. Please allow students to use the Self-Placement Guidelines in Appendices A and B.
  3. Composition Requirements by College have been removed from the ICaP Advisor’s Guide. Composition requirements have become complicated enough that I would rather direct advisors to one another’s advising offices for the most updated and accurate requirements than publish outdated or incorrect information.

Our thanks to Ms. Haynes for the research and networking necessary to update the Guide. The 2017–18 Guide will remain available on our web site.

We welcome your questions about ICaP courses any time.