Please check the modality of each workshop, as some are offered solely via Zoom or solely in-person while some are offered in each modality on separate days.

Workshops & Events, Spring 2023

Formstack is not currently functioning correctly and is not currently sending confirmation emails. The HCWE will send a calendar invitation for your workshop registration within several days of your RSVP.

Teaching and Learning in the Age of AI Writing Systems: How Do We Adapt?

With Heidi McKee and James Porter

Professors Heidi A. McKee and James E. Porter teach professional writing/communication courses in the Departments of English and Emerging Technology in Business & Design. Their most recent collaborative research focuses on human-machine teaming and the rhetoric and ethics of AI-based writing systems, an inquiry that  began with their co-authored 2017 book, Professional Communication and Network Interaction: A Rhetorical and Ethical Approach (Routledge). Their most recent work examines "Team Roles and Rhetorical Intelligence in Human-Machine Writing" published in the Proceedings for the 2022 IEEE International Professional Communication Conference.

This workshop will engage faculty in the exploration of issues and questions that arise with the use of AI writing technologies in teaching and learning. The facilitators will begin the workshop with a presentation that will demonstrate some AI-based writing systems  (especially the new ChatGPT) and share some current research about AI writing, including work the facilitators have done on human-AI collaboration. The workshop will then provide an opportunity for participants to test out some of these systems using their own writing prompts and will engage participants in discussion of some key questions, such as: What ethical and pedagogical concerns arise with the use of AI by students? What is an acceptable level of AI assistance (and does the answer depend on the course and/or disciplinary context)? Should we “AI-proof” writing assignments? How should we revise/update our policies on plagiarism and academic integrity to account for these systems? And, finally, how might AI help us and our students in meeting course outcomes? 

  • When:
    • Thursday, February 9, 10:05-11:25
    • Tuesday, February 14, 10:05-11:25
  • Where: Zoom

Feb 9 Session - RSVP here (Session Full)

Feb 14 Session - RSVP here (Session Full)

ChatGPT: An Opportunity to Reflect on What You Most Value in Your Courses

with John Warner (author of the Just Visiting blog on Inside Higher Ed, which has recently hosted a number of columns about AI and writing; also author of Why They Can't Write: Killing the Five-Paragraph Essay and Other Necessities and The Writer's Practice: Building Confidence in Your Nonfiction Writing)

ChatGPT is yet another tool to be aware of but not afraid of. It presents you with an opportunity to reflect on your values as a teacher and how your assignments enact those values. In this workshop you will be asked to explore the values you have for your discipline and your course and then  consider what you value in your assignments. If you want students to learn to think in your discipline, what are the implications for your writing assignment design? What is the purpose of what you assign? The workshop will remind us that ChatGPT is not writing, it is a pattern-matching, syntax-generating machine.  ChatGPT does not understand truth or evaluate for accuracy. If you understand the patterns it enacts and consider what you are asking for in your assignments, you can design assignments that encourage creativity, learning, and communication in the service of becoming an educated person. This workshop will encourage you to keep your focus on teaching and learning, which are Miami values.

Sessions will be capped at 40 participants. Please only sign up for one session time; the same content will be repeated at these two different times to include as many participants as possible.

  • When: Monday, February 27
    • Session 1: 10:05 a.m. - 11:20 a.m. (RSVP Here)
    • Session 2: 11:40 a.m. - 1:00 p.m. (RSVP here)
  • Where: Zoom

Formstack is not currently functioning correctly and is not currently sending confirmation emails. The HCWE will send a calendar invitation within several days of your RSVP.

Purpose, Transparency, and Assignment Design: Strategies for Teaching with Writing in the Age of AI

with Anna Mills, City College of San Francisco

Given newly accessible language models like ChatGPT that can generate passable text, should we rethink our writing assignments? What can we do to prevent learning loss due to misuse of these tools? Students still need practice forming their own sentences and paragraphs to help them think through the material. This interactive talk will offer strategies to encourage continued organic out-of-class writing. First, we can emphasize the purpose of assigning writing, highlighting the value of writing as a practice that helps us think and learn. Second, we can communicate explicit policies on AI writing assistance. Third, we can establish the expectation that AI-generated text may be identifiable by rapidly evolving software. Fourth, we can modify writing prompts so that text generators can’t complete them well, at least not without effort from a skilled user. Finally, we can begin to incorporate critical AI literacy into our classes, teaching students to recognize the mistakes and shortcomings of AI text in our disciplines. Some will want to use text generators as part of creative pedagogical experiments, but we must keep front and center students’ awareness of and confidence in their own thinking and writing. In this workshop, we will discuss some sample policies, revised writing prompts, and exercises that teach AI literacy.

  • When: Tuesday, March 7, 3:00 p.m. - 4:30 p.m. (RSVP Here)
  • Where: Zoom

Formstack is not currently functioning correctly and is not currently sending confirmation emails. The HCWE will send a calendar invitation within several days of your RSVP.

AI and K-12 Instruction: What Will the Experiences of Incoming College Students Be?

with The Ohio Writing Project: Beth Rimer, Jason Palmeri and special guests TBD

  • When: TBD
  • Where: TBD

Two-Part Series: Joining an Academic Conversation as a Graduate Student (Co-Sponsored with the Graduate School)

with Rena Perez and Will Chesher

In this 2-part workshop series, we will discuss how we join academic conversations as graduate students. This includes addressing possible sites of trouble like identifying genre expectations, ethically integrating sources in our writing, and discussing how we critically read as scholars. Please plan to attend both sessions. 

Part 1 will review the importance of situating citation as joining an academic conversation and discuss how we continue to learn to read, synthesize, integrate, and cite as academics and writers. Part 2 will include participants bringing a current work in progress to the session. In small groups, we will consider these possible sites of trouble in our work and discuss processes, resources, and tools to address these challenges.

  • When:
    • Part 1: Friday, March 3, 1:00-2:00pm
    • Part 2: Friday, March 10, 1:00-2:00pm
  • Where: Zoom or in person

RSVP here.

Three-Part Series: Creating Structural Change Around High-Stakes Genres of Graduate Programs (Co-Sponsored with the Graduate School)

with Mandy Olejnik

Frustrated by graduate student writing? Worried that your students are not prepared for the high-stakes genres they need to write (theses, comprehensive exams, technical papers, conference presentation)? When was the last time your program faculty re-imagined the milestones of your program? When did you last audit your coursework to see where students are learning the skills they will need to write these genres effectively?

We invite graduate program directors to come with one or more colleagues and walk through a process to identify and articulate the root of problems with written milestones, and to imagine new solutions for teaching and supporting graduate students and their writing. This interactive series will ask you to attend working sessions three weeks in a row. You will leave with an action plan to help you ameliorate some of the challenges related to graduate writing.

In-person. Limited to 15 registrants. Participants who attend all three parts and complete activities will receive $100 in professional development funds.

  • When:
    • Part 1: Wednesday, March 1, 11:40-1
    • Part 2: Wednesday, March 8, 11:40-1
    • Part 3: Wednesday, March 15, 11:40-1
  •  Where: King Library Room 133 (The HCWE)

RSVP here.

Facilitating Peer Response in Online Courses (Co-sponsored with Miami Online)

with Rena Perez and Will Chesher 

In this workshop, participants will first learn about best practices and principles of facilitating peer response in their online synchronous or asynchronous courses. This includes identifying different methods and types of peer response, and even the use of platforms like Eli Review to guide students through the process. Participants will then create a peer response plan to incorporate in their classes.

  • When:
    • Monday, March 13, 10-11am
  • Where: Zoom

RSVP here.

Unpacking a Writing Assignment: Making Expectations Visible 

With Elizabeth Wardle and Rena Perez

In order to complete writing assignments successfully, students need four types of knowledge: subject matter knowledge, rhetorical knowledge, genre knowledge, and process knowledge. This workshop draws on scholar Anne Beaufort’s (2007) work to invite participants to unpack one of their major writing assignments and consider how they can revise the assignment scaffolding to make these various types of knowledge visible and accessible to students. Participants will leave with a revised major assignment and a new lens for assignment design.

  • When:  
    • Monday, April 3:  10:05-11:20 (in person) or Tuesday, April 4:  10:05-11:20 (on Zoom)
  • Where: King Library Room 133 (The HCWE) or Zoom 

RSVP here.

Explore more development opportunities from our partners, eLearning and the Center for Teaching Excellence (CTE).

Past Workshops & Events, J-Term and Spring 2023

Telling Your Story: Crafting the Dossier Narrative as an Underrepresented Faculty Member

with Elizabeth Wardle, Darrel Davis (Educational Psychology), Jay Smart (Psychology), Amber Franklin (Speech Pathology and Audiology), Sherrill Sellers (Family Science and Social Work), Madelyn Detloff (English and GIC), Naaborle Sackeyfio (GIC), Yvette Harris (Psychology)

This interactive workshop and writing session will invite underrepresented faculty to engage in a variety of activities around the narrative of the dossier, and the special challenges that narrative presents for faculty members who are underrepresented in their departments and programs. The workshop will provide a safe space to engage in community with others facing similar challenges, walk through a series of activities to help faculty members externalize and shape a narrative about their work, and receive confidential feedback from others who are not in an evaluative or supervisory role.

  • When: Friday, January 13, 9-1:30
  • Where: King Library Room 110 (in-person)

Registration Closed

Limited to 20 participants

Faculty-Led Writing Hours

Led by: Howe Faculty Writing Fellows, Joyce Fernandes (BIO) Jennifer Quinn(PSY), Scott Sander (TCE). Contact Joyce Fernandes with questions.

Want to jumpstart your writing flow alongside faculty during J-term? Faculty- led writing hours is an ideal space to do so! Set aside a day, three days, or drop in for any duration of time. Snacks, coffee, and writing solidarity will be provided. You can participate in-person or via Zoom.

  • When:  
    • Tuesday, January 17, 9 - 12 
    • Wednesday, January 18, 9 - 12
    • Thursday, January 19, 9-12
  • Where:  King Library Room 110 (in-person) or via Zoom