- Hi! Nice meeting you! Could you introduce yourself? What department are you from? What courses are you teaching or have been teaching? What are the classes you teach like, such as format or class size? Is there anything you want to tell us about your teaching, research, or other projects?
- Hello everyone! I’m Lauren Salisbury and I’m an adjunct in the English Department at Baruch. I’m currently teaching ENG 2100 and am going to teach ENG 2150 in Spring 2022.
- I currently teach online asynchronously and have taught in that format most frequently at institutions in the past. In Spring I’ll be teaching online synchronously which is a format I’ve only taught in one other time. I’ve taken many classes that way as a student, but have less experience–and certainly less recent experience–as a teacher.
- My classes are typically small. Currently I have 15 students per section in my ENG 2100 courses.
- I love teaching online and am invested in doing it well. I feel comfortable in the asynchronous format but less so in the synchronous format. Though I have taught face-to-face many times it’s been a while so as odd as it is, teaching synchronously feels out of the ordinary to me.
- Could you talk a little bit about that course you’ll be working on during this seminar?
- I’ll be teaching ENG 2150 in the Spring which is a new prep for me. It’s the second first-year writing course at Baruch. Students will work primarily with incorporating source material into their writing and conducting academic research.
- What are the listed learning goals of your course? They could be ones provided by the department, or ones that you have written for your syllabus? Please list them (pasting is fine!).
- Critically analyze texts in a variety of genres: Analyze and interpret key ideas in various discursive genres (e.g. essays, news articles, speeches, documentaries, plays, poems, short stories), with careful attention to the role of rhetorical conventions such as style, tropes, genre, audience and purpose.
- Use a variety of media to compose in multiple rhetorical situations: Apply rhetorical knowledge in your own composing using the means of persuasion appropriate for each rhetorical context (alphabetic text, still and moving images, and sound), including academic writing and composing for a broader, public audience using digital platforms.
- Identify and engage with credible sources and multiple perspectives in your writing: Identify sources of information and evidence credible to your audience; incorporate multiple perspectives in your writing by summarizing, interpreting, critiquing, and synthesizing the arguments of others; and avoid plagiarism by ethically acknowledging the work of others when used in your own writing, using a citation style appropriate to your audience and purpose.
- Compose as a process: Experience writing as a creative way of thinking and generating knowledge and as a process involving multiple drafts, review of your work by members of your discourse community (e.g. instructor and peers), revision, and editing, reinforced by reflecting on your writing process in metacognitive ways.
- Use conventions appropriate to audience, genre, and purpose: Adapt writing and composing conventions (including your style, content, organization, document design, word choice, syntax, citation style, sentence structure, and grammar) to your rhetorical context.
- What class materials are you planning to develop? What goals do you have for them?
- Since this is a new prep, I have many materials to develop. Primarily I want to create some activities for our synchronous class discussions since that will be a big shift away from the asynchronous work I currently do. Ideally, I’d like to create some version of a model I used when I last taught face-to-face. In that course–an Intermediate Writing course–I conducting f2f discussions in class and then created discussion spaces that students could return to asynchronously. Students all had to post at least a summary/review (an exit ticket) of the discussion and what they took away from it. They could also ask questions and add to each others ideas while also retaining the ability to return to those spaces if they wanted to review what we did or to get ideas for writing projects.
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7 replies on “Lauren Salisbury”
Hi Lauren! It’s great to meet you. I look forward to learning together during this course.
Hey Paulina! It’s great to meet you too!
Hi Lauren, great to meet you! It looks like we are in the same boat. I have taught online asynchronous courses since 2019, but I have never taught or taken a synchronous course. This will be a completely new experience for me!
I hear you! Synch is so different, even than f2f I think. It takes some getting used to!
I’m really interested in your idea for adapting your Intermediate Writing course, Lauren. I’ve kind of already figured that, transitioning to online sync next semester, I’ll need to incorporate breakout rooms or an async equivalent, but I hadn’t thought about an exit ticket, though–but it sounds like a valuable tool for both students and us profs. Looking forward to learning alongside you during this seminar!
Yes! I was excited to see your name pop up here.
Hi Lauren! It seems like we’ll be working on a similar transition in this seminar! I’m teaching hybrid right now with one meeting asynchronous, one synchronous, which I really like, and I taught asynchronously (at Pitt, not Baruch), last semester–I agree that it will be weird to be back to fully synchronous next semester!