Emma King: Here There Be Dragons
Re-scripting Responses to Plagiarism After AI
Prof. King’s methods for understanding why students are using AI and then harnessing its power to help students reach the ultimate goals of the writing classroom.

DeVaughn Harris: Thinking with AI
How Inquiry-based Learning Informs Our Relationship with ChatGPT (and Software Like It)
Prof. Harris shares an activity to lead students to ask questions about the writing process and their own writing before interacting with AI software.

Safia Jama: The Mindful Freewrite
Prof. Jama explores the power of the in-class freewrite to foster greater presence and awareness amongst students.

Constantin Schreiber: Beyond ELLs: Reconceptualizing T-Sections and Consequences for Teaching
Prof. Schreiber offers an overview of the Baruch T sections as well as strategies for engaging with multilingual students in the college classroom.

Seth Graves: Getting Started with Hypothesis
An Interactive Tutorial
An interactive guide for setting up a Hypothesis account, practice annotating content, and create an annotation group for a course section.

Lisa Blankenship: Using Google Docs in Class
Prof. Blankenship reflects on using Google Docs and Drive to share text and feedback with students, facilitate synchronous and asynchronous lessons, collect assignments, and schedule conferences.

Christopher Campbell: The Case for Slack
Somewhere Between an Email and a Text Message, but Better Than Either
Prof. Campbell discusses how the messaging platform Slack has been for his course, “bar none, the most effective platform for fostering classroom culture and communication.”

Zachary Muhlbauer: Using Hypothesis for Social Annotation and Collaborative Learning
Prof. Muhlbauer introduces the platform Hypothesis, a “dynamic resource for educators when used for social reading and collaborative learning purposes.” Muhlbauer offers a detailed account of how he organizes groups and annotation activities with Hypothesis, and how it facilitates both knowledge-making and community-building in his class.

Elizabeth Mannion: Writing New York’s Neighborhoods
Prof. Mannion introduces her English 2150 curriculum, and each section’s iteration, which explores one neighborhood’s history at a time. A full selection of her class materials are included and downloadable, including a syllabus “readily adaptable to any neighborhood of the city.”

Brooke Schreiber: Translingual Writing Assignments that Celebrate Baruch’s Linguistic Diversity
Prof. Schreiber, noting that possibly more than half of Baruch students speaking a language other than English at home, discusses how she teaches her 2150T courses “based around the notion of ‘trans-‘: movement across languages, cultures, and modes.” Schreiber develops her course sequence to have students explore the intersecting linguistic codes around them.

Harold Ramdass: Collaborative Peer Groups
Prof. Ramdass discusses the benefits of his creating course peer groups across a semester. These collaborative peer groups encourage social learning and help students form mutually respectful working relationships. Ramdass writes, “Students benefit from observing others’ processes, and from asking for, giving, and receiving help in both empathetic and critical ways.”

Lisa Blankenship: Using Writing Groups in First-Year Composition
Prof. Blankenship comments on the efficacy of writing groups in composition courses—drawn from an emphasis on the social nature of knowledge and knowledge-making. Includes recipes for using writing groups for feedback and idea generation, including in online contexts.

Multimodality and Multimodal Assignments, an FAQ
Multimodal assignments ask students to use more than one of the modalities (i.e., visual, audio, gestural, spatial or linguistic) to create meaning. Multimodal pedagogies encourage professors and students to think about how mediums interact, and how the availability of multiple mediums for the creation of rhetorically effective communication might enhance and widen the development of transferrable knowledge beyond the classroom. One of the key learning moments in multimodal instruction might be in recognizing when compositions cannot be merely transferred from one medium to another without adaptation—to audience, and to the qualities of the modality itself.

Teaching in the Age of Fake News
As faculty, we face an across-the-curriculum challenge to address the proliferation of maliciously fabricated news and to help students identify the biases, perspectives, and methods that influence the news they read. The rapid rise of online news and social media has created new challenges in information literacy by narrowing readers’ communities, introducing vast quantities of fabricated or unverified articles, and blurring the distinction between reporting and opinion content. These are intended to support instructors when addressing these issues in the classroom.