Recent pedagogical work & service overview

Macalester College Postdoctoral Writing Fellow

  • Spring 2017 - Along with the Writing Director, convene a semester ­long, 10 member Faculty Learning Community on Writing Pedagogy in order to build faculty capacity to teach writing to students in the writing­ designated general education courses at Macalester
  • Spring 2018 - Plan and convene a semester ­long, 10 member Faculty Learning Community on Curriculum Mapping in order to build faculty capacity to assess departmental curricula in relation to learning objectives
  • Embedded Writing Curriculum Support in Physics course. Duties include attending all class meetings, developing writing resources such as assignment descriptions, process handouts, and assessment rubrics; facilitating lessons and activities to support the learning goals of the courses
    • Notable outcome: Together with the course instructor, we constructed a “scaffolded” writing model, where students completed five different writing assignments, each building in scope and rigor. The culmination was a research theme on a topic of each student’s choosing that drew upon the primary astrophysical literature. Based on student feedback and course evaluations, this revised writing component was highly successful. We are enormously proud that one of the students from this course won the 2017 Gateway Prize for Excellence in Writing in Science for his final course paper. That a first year student was able to win this College-wide award is a remarkable accomplishment.
  • Embedded Writing Curriculum Support in Theatre course. Duties include attending all class meetings, developing writing resources such as assignment descriptions, process handouts, and assessment rubrics; facilitating lessons and activities to support the learning goals of the courses
  •  Embedded Writing Curriculum Support in History. Duties include attending departmental meetings, developing writing resources during a departmental wide curriculum revision process in preparation for a redesigned major and departmental review
  • Facilitate training sessions for student workers who serve as course embedded peer tutors (known as Preceptors at Macalester)
  • Facilitate "supplemental writers workshop" sessions on an as-needed basis, guiding students through developmental writing 
  • Ongoing individual consultation for faculty who would like to create new assignments or integrate successful, evidence­ based strategies for incorporating writing and communication curriculum in their courses; especially in the Sciences

Macalester College Curricular Mapping Projects

  • History Department Curricular Map (Fall 2017) Single authored a visual curricular map that analyzes the History department's key curriculum as the faculty revise their major. Along with the department chair, I selected 30 courses to map. I collected and coded the syllabus for each of the 30 courses and followed up with 90 minute interviews with all 8 tenure-track faculty members. In sum, the curricular map demonstrates a well coordinated curriculum across the major that emphasizes writing, internationalism, and the contingent nature of historical sources.

A sample of a curricular map I created can be viewed below (learning objectives on the Y axis, courses on the X axis):

HIST CM MAP
  • Political Science Department Curricular Map (Fall 2016) Coauthored a report that analyzes the Political Science department’s writing and communication curriculum as it appeared across common political science course offerings over two academic years. First, 54 syllabi were collected and coded in relation to a list of 22 elements that could be traced across the curriculum. Next, I conducted semi-structured interviews with most tenure-track faculty members. A total of 7 faculty members were individually interviewed in sessions lasting approximately an hour. In sum, we considered the holistic character of the writing and speaking curriculum within political science with an eye toward offering specific recommendations for how the curriculum could be shaped in the future, resulting in a 25 page report. 

Macalester College Digital Storytelling Website Developer (website still in development, completion December 2017)

  • As a part of an ACM FaCE grant, developed original Digital Storytelling website 
  • Compiled sample digital stories
  • Curated related literature on digital literacies and scholarship
  • Curated sample curriculum, tools and platforms, fair use, copyright, and creative commons
  • Curated approaches to assessment, sample rubrics, and ADA compliancy guidelines
Click image above to be redirected to the Digital Storytelling website.

Click image above to be redirected to the Digital Storytelling website.

Augsburg University Writing Across the Curriculum Website Developer

  • Developed original Writing Across the Curriculum (WAC) website 
  • Reviewed assessment data to address faculty/student needs
  • Created original resources (handouts, “low stakes” sample assignments) 
  • Annotated and compiled existing resources
  • Ensured documents are streamlined, available in multiple formats
  • Vetted and annotated video resources that are easy to implement in instruction
  • Designed in accordance with the University's requisite format
Click image above to be redirected to the WAC website.

Click image above to be redirected to the WAC website.

UMN First Year Writing Course Departmental Assessment Project Committee

  • Reviewed ~175 writing assignment prompts and their related essays over the course of a full summer project alongside 4 colleagues (total over 600 essays)
  • Assessed what types of writing assignments produce the strongest writing
  • Assessed what types of writing assignments produce writing that meets departmental objectives
  • Assessed, generally, writing competencies in FYW
  • Sample Insights: Assignments that dialogue what’s been happening in class, and form writing assignments as extensions of that work, produce better essays. Assignments that were too vague (less than a page) or too complex (5 pages) produced inconsistent, uncritical student writing. Assignments that utilized holistic evaluation approaches seemed to produce more creative, critical writing, rather than those who used analytic rubrics.

UMN Writing Center Training Workshop Co-organizer

  • Prepared materials to train 150+ university faculty
  • Prior to organizing the workshop served as a panel member for 2 years
  • Collaboratively developed full agenda in relation to objectives
  • Developed folder resources with rationales, assignment samples, student essay samples for norming activities, ESL samples
  • Sample process: All participants begin in large lecture and then break into smaller “lab” sessions, Schiappa directed such a lab session. Participants discuss writing goals, fair expectations, how to manage large grading loads, how to streamline and prioritize feedback, levels of feedback, practice developing rubrics and grade norming with them, practice using holistic and analytic rubrics, general Q&A for support.

UMN Invited First Year Writing Program Advisory Committee Member (4 years)

  • Collaboratively completed thorough, critical review of writing course learning objectives
  • Collaboratively developed pedagogical training sessions, workshops, and symposiums
  • Facilitated teaching observations between adjuncts and graduate instructors; advised how to guide teaching observations

UMN Appointed First Year Writing Course Teaching Group Mentor

  • Mentored 4­5 designated new writing instructors on course development, text selection, assignment design, grading, and assessment strategies
  • Convened meetings throughout a full AY with instructors, provide mentoring and support regarding all writing and teaching related issues
  • Advised how to manage being a full time doctoral student with teaching