Active and Accessible: Engaging Writing Pedagogy in the 21st Century
As teachers of writing in the 21st century, we recognize the importance of engagement in the classroom, including how students engage with learning as well as who is included in such engagement (National Survey of Student Engagement, 2017). Several pedagogical movements — notably Universal Design for Learning (CAST, 2010) and Active Learning (Bonwell & Eison, 1991) — have begun to redefine student engagement. The University of Connecticut’s own interest in student engagement, accessibility, and active learning stems from the development of its Writing Across Technology initiative. As exciting as these pedagogies are, there is still much to learn about how they function in the writing classroom, including the ways they are and are not compatible with each other and the range of potential practices of writing instruction they make possible.
This conference asks how access can be imagined as active — and, conversely, how active learning can make space for access.
The 2019 Conference on the Teaching of Writing will take place at the University of Connecticut’s Hartford campus on Friday, April 5, 2019.
DEADLINE EXTENDED: The new deadline for proposals is January 28, 2019 by 5:00 PM EST.
This year's conference will feature a special afternoon workshop event:
Writing with Community Partners
This workshop is conducted by our conference co-sponsors: Trinity College (Hartford, CT) Outreach & Engagement. This FREE 2.5 hour afternoon workshop brings together faculty, students, and community partners to discuss strategies for projects that use writing to contribute to social change in your local community. Learn about pedagogical and organizational strategies to create reciprocal partnerships that engage students in active learning beyond the classroom and help community organizations reach their goals. This workshop is presented by Trinity College Community Learning and is open to faculty, staff, and community partners who are interested in strengthening their approach to writing across university/community partnerships.