At the beginning of the 2016-2017 academic year I indicated to my Chair, Dean, and Provost that I wanted to write a lot this year—especially with students. I reaffirmed that intention (to an international audience!) in an individual learning plan I was “required” to share while participating in Jane Hart’s “Supporting Everyday Workplace Learning” workshop.
I shared eight lessons that I learned in that workshop with my LinkedIn, Facebook, Twitter, Yammer, and WordPress audiences in this blog piece.
Three individuals have had a major influence on my writing since my joining the Carroll community in 1978. Carroll colleague Jim Vopat taught a course entitled “Why Write” that I had an opportunity to visit.Thank you, Jim Vopat, for giving me direction.
An influential present Carroll colleague BJ Best continues to successfully engage students in writing both by regularly modeling it and by the creation of an online, student-centered journal, Portage Magazine. Thank you, BJ, for all you have shared—including students eager to learn. I can’t wait to entwine myself in the writing of that long
threatened promised adventure stories about David in Carroll-Land.
For the past decade I have followed with interest and admiration the blogging and developments in thinking of Jane Hart about uses of technology tools to enhance learning. Motivated by her initial contributions, I created a first-year seminar course based on her top twenty-five tools. More recently, my students have begun writing and publishing books about the learning tools they found of most value. We are in the process of seeking financial support to expand that effort. Thank you, Jane Hart, for your fellowship, mentorship, and friendship across the ocean.
My introduction to blogging tools reinvigorated my personal interest in writing. It enhanced my judgment of the importance and value of including writing exercises in my classes. I am convinced that properly taught, introduced and regularly used, blogging and micro-blogging tools can enhance a student’s civic responsibilities (e.g. writing a thoughtful response to a New York Times online article or to a local paper—rather than merely clicking the “like” button). They can be used to improve students’ writing and enjoyment of writing, and can expand their knowledge about “publishing” and making the blogosphere and the world a better place.
With three bright student assistants “checking in” this week, I am looking forward to some serious (and not-so-serious) writing this semester. Feedback is always welcome.