Summer Writing-Teaching Grants

Campus Writing Program Summer Writing-Teaching Grants

Deadline: Monday, February 27, 2017

Download application form (Word document) to be returned to cwp@indiana.edu 

The Campus Writing Program is soliciting applications for as many as four $1500 Summer Writing-Teaching Grants dedicated to helping faculty design undergraduate courses that use writing in innovative and fruitful ways.

Bloomington campus faculty members are eligible for the awards (tenured, tenure-track, and clinical faculty, and lecturers). Recipients should devote two weeks of full-time effort to incorporating writing into courses they teach; they may not be on appointment for any other teaching, administrative, or research duties during the grant period.

Grant recipients will meet twice with other fellows and with Writing Program consultants as necessary. A report outlining the design of the course or courses and evaluating the efficacy of that design in the classroom must be produced within a calendar year of the end of the fellowship period. Recipients may be asked to participate in a CITL sponsored event(s) in order to disseminate the results of the project to a campus-wide audience.

The Writing Program is eager to fund the efforts of faculty who wish to use writing to solve a pedagogical problem as well as to teach undergraduate students to express, to reformulate, or to apply the concepts of an academic discipline. Applications are welcome from faculty in all disciplines; particularly encouraged are proposals that:

   1. represent substantive changes from a conventional lecture-test format;

   2. promise to employ imaginative, practical, and replicable ways of using writing to teach or to evaluate;

   3. would allow students to meet departmental or school requirements.

Courses supported by CWP grants must be taught within the subsequent academic year. Applications must include a letter from the department chair or dean that endorses the project and certifies that the applicant will teach the course twice in the following three academic years.

Please direct questions about the grants and application procedures to John Paul Kanwit, Campus Writing Program Director. Past winners of Writing-Teaching Grants will serve on the selection committee. Awards will be announced in March.

  • Summer 2016 Awards

    Kelley Benham French and Joseph Coleman, The Media School

    For their Reporting, Writing & Editing course (MSCH-C 225), French and Coleman plan to develop about a dozen in-class reporting and writing exercises as well as accompanying rubrics for use by all instructors teaching C-225. Students will practice reporting and writing in two 75-minute lab sessions each week. In those sessions, they will practice interviewing and reporting in live, press-conference style situations facilitated by an instructor working from a script. Students will also write an out-of-class story each week on deadline.

    Adam Liff, Department of East Asian Language and Culture

    Liff will work with one of EALC’s two IW courses, U.S.-East Asia Relations (EALC E-386). With the goal of assisting students in developing empathy with the history-makers whose decisions are examined in class, Liff has been brainstorming ways to incorporate writing activities and assignments into his courses. Ideas for writing assignments include having students write diary entries about major strategic dilemmas from the perspective of major historical figures; engage in written and oral debates; and hold foreign policy simulations. He hopes to use successful writing assignments that encourage empathy in his other classes as well.

    Emily Metzgar, The Media School

    Metzgar hopes to ensure that her Media as Social Institutions course (MSCH-J410) meets and exceeds COAS requirements for IW courses. Metzgar will create innovative writing assignments that help students develop their familiarity with course concepts, promote critical thinking, and aid her in evaluating whether course goals are being met. Her writing assignments will be both academically challenging and professionally relevant.

    Roberta Pergher, Department of History

    Pergher plans to revise two intensive writing courses: HIST-J300 European Empires: An Archive of Stories, Cartoons (HIST-J300) and La Dolce Vita: Living the Good Life in Modern Italy (Film HIST-J300). While the scholarly research paper used to be Pergher’s main focus, she will now allow students to write different types of texts, from different perspectives, and for different audiences. Some of Pergher’s ideas for different writing assignments include interpreting and juxtaposing different primary sources; writing about an event from two very different perspectives; communicating a scholarly argument to a lay audience; and writing about a contemporary political issue and identifying colonial legacies or new colonial forms in it.

  • Summer 2015 Awards

    Gayle Buck, Department of Curriculum and Instruction

    Buck is planning to incorporate writing into Introduction to Scientific Inquiry (Q200). Buck hopes that more writing in the course will help her students understand the constructivist nature of effective learning and teaching in the sciences. She will foster this understanding through three primary approaches: a dialogic approach that values a variety of student voices; writing intensive lab reports and a poster presentation; and the use of interactive communication technologies.

    Gergana May, Department of Germanic Studies

    May plans to incorporate writing into two courses: Topics in Scandinavian Literature (GER-E363/K507; EUR-W406/605) and Topics in Scandinavian Culture (GER-E362/K506; EUR-W406/605). While May has used writing in her previous teaching, she hopes to incorporate more creative assignments into both of these courses. In order to help students understand the differences among artistic genres, May plans to assign a review of a play, musical performance, or novel; a flyer for an upcoming artistic production; or a poster for an upcoming exhibit. She also plans to have students write a travel brochure or column on one of the Scandinavian countries.

  • Summer 2014 Awards

    Elizabeth Ellcessor, Department of Communication and Culture

    Ellcessor will revise the course structure and written assignments for C420 Topics in Media History (U.S. Television History) in order to use students’ existing interests, knowledge, and goals to motivate deeper analysis and stronger retention of television history. She intends to move away from a central, cumulative research paper and towards the use of smaller written assignments that use authentic genres of media industry writing and will become the basis for group interactions in class. Her assignments will provide a closer connection to everyday media contexts, enabling transfer of analytic and critical thinking skills and fostering a media literacy that is important for students of media, future media professionals, and citizens in a heavily mediated society.

    Brad Luen, Department of Statistics

    Luen will develop writing assignments for a new course, S202 Statistics for Journalists, in which the students will report statistical analyses for general audiences in a way that will be useful in their future practice. He intends to use an approach based on reading and writing that will help students to recognize statistical errors in relevant contexts, and in which writing assignments will make students think about how to avoid mistakes in their own work and about how to write about numbers in statistically correct ways.

    Scott Shackelford, Department of Business Law and Ethics

    Shackelford plans to integrate writing throughout his new course, X272 Sustainability in Australia and New Zealand, which will require a good deal of country analysis and will incorporate distinct service-learning and writing requirements. Students will complete an intensive research assignment which will expose them to an issue of sustainability focused on a particular region in Australia or New Zealand.

    Abbey Stemler, Department of Business Law and Ethics

    Stemler intends to develop assignments for her courses BUS L311/LAMP L416 Law for Entrepreneurs and L100 Personal Law that will help her students use writing as both a means of working through problems and a method of effective communication. By giving students explicit strategies for writing effectively, she will try to help them develop legal astuteness, a form of critical thinking focused on the ability to effectively identify legal issues and to work collaboratively with counsel to solve complex problems. She will adapt authentic assessments developed during a recent Course Development Institute to allow for more individual writing and peer and instructor feedback.

  • Summer 2013 Awards

    Betty S. Dlamini, African Studies Program

    Dlamini will spend a portion of the summer redesigning the assignments for her popular AFRI L100 course, Gumboot Dance: Beauty from Pain. In the past, students in this course have been assessed through short quizzes and practical dancing. To enhance a more critical understanding of the dances and their cultural context, Dlamini will design a series of four interconnected writing assignments, all of which will contribute to a final course thesis. Through these assignment revisions, Dlamini hopes that students will better retain the knowledge learned in the course.

    Monika Herzig, School of Public and Environmental Affairs

    Herzig will be developing assignments for SPEA A405 Programming for the Performing Arts, a required course for arts management majors. This course teaches students about a wide range of arts events, while also introducing them to the factors involved in planning and initiating a successful program. Herzig would like to use writing as a core tool to help students meet these goals. She hopes to design a series of practical assignments including project proposals, event brochures, and vendor contracts. These assignments will culminate in a final portfolio for an event that will actually be implemented.

    Joshua E. Perry, Kelley School of Business

    Perry will be designing a new course, BUS L521 Critical Thought and Practical Wisdom. This will be a core requirement for the 3/2 Graduate Accounting Program MBA, an integrated undergraduate-graduate program. Since the goal of the course is to train students to craft well-reasoned and critical arguments, Perry wishes to incorporate several types of writing assignments, including executive memos, reflection papers, and op-eds. He expects the skills practiced in these short assignments to culminate in a substantial final written paper.

    Gary A. Sailes, Department of Kinesiology

    Sailes will craft new writing assignments for SPH P328 Issues in College Sports and SPH P392 Sport in American Society. Due to the increased enrollment that these popular courses have seen over the years, Sailes’ methods of information delivery and assessment have gravitated toward a lecture/discussion/exam format. He will devote time this summer to reconsidering how short writing assignments, such as reflection papers, article critiques, interviews, and “Dear Doc” letters, can contribute to his core goals of developing student awareness and critical thought about American sport culture.

  • Summer 2012 Awards

    Claudia Johnson, Department of Geological Sciences

    Johnson will redesign the major assignments in G341 Natural History of Coral Reefs, whose enrollment includes students from a wide variety of disciplines (some of whom also take the course for Intensive Writing credit in the College). The goal of these assignments is to help students learn the principles of scientific writing, culminating with a 20-page literature-based research paper. This large paper will be restructured to treat components—especially the data, results, and interpretation sections—individually before the whole is assembled. Johnson hopes to spend two weeks over the summer scaffolding the writing assignments and establishing means of assessing students’ progressive mastery of new writing techniques.

    Ben Motz, Department of Psychological and Brain Sciences

    Motz will use his grant to design a new course, C105 Prediction, Probability, and Pigskin. Although the course goal to teach students how to interpret and draw conclusions from observed data is familiar within the discipline, its setting is unique. Students will learn these skills while playing Fantasy Football throughout the semester with their classmates. Motz will use his two-week grant period to design a series of weekly blogging assignments about team management strategy, which emphasize writing for a public audience, and three analytical reports that require students to apply different analytic protocols to the data collected in the football simulation.

    Dawna Schuld, History of Art Program

    Schuld will use the grant period to refashion two courses: F353 Art in America 1945 to the Present and F354 Contemporary Art 1960 to the Present. The writing assignments for F353 will be dedicated to teaching students the fundamental skills of writing about non-narrative, non-linguistic objects of study focusing on description, analysis, and interpretation. Portions of the courses will be dedicated to the key concepts of art writing in addition to conducting research, developing and building an argument, and using peer review. In F354, students will focus more on understanding new media, writing about living subjects, and with primary source material. 

    Ellen Wu, Department of History

    Wu will be rethinking the structure of written assignments in J300 America in the 1950s, which fulfills the Intensive Writing requirement in the College. Since many of her students come to the course with little or no understanding of historiography, her hope is to minimize the number of students who struggle to understand the foundations of historical inquiry. To accomplish this goal, she will replace a traditional research paper with individual student blogs written for a general public audience and a case-study research assignment for which students will use primary sources from various IU archives (the Lilly and Kinsey Libraries, for example). These two modes of writing will be drawn together thematically throughout the course.