Tag Archives: RBTS

RBTS | Teaching Social Justice in the Writing Composition Classroom: Rising Up!

Research-Based Teaching Series event information for the Blue Ridge, Cumming, Dahlonega, Gainesville, and Oconee campuses
Led by: 
Lisa Diehl
Time: 12:00-1:00 p.m.
Blue Ridge 107
Cumming 262
Dahlonega Hansford 312
Gainesville Nesbitt 5105
Oconee SRC 564

This session will present how I address one of the major goals of a liberal arts education: to enhance the individual’s capacity for critically assessing the quality of one’s own thinking and how it may impact others. I will introduce and explain how I integrated social justice into an English writing class. This approach to composition empowers students to gain a more comprehensive understanding of poverty, privilege, race, and social status through the perspective of others and allows them to examine their own thinking as well. This lesson plan is designed to build comprehension skills through engagement with multiple forms of media, as well as develop and strengthen critical thinking skills that promote analysis and reflection to improve communication skills and enhance leadership characteristics needed to successfully engage with a global society. I asked students to write reflections about specific social justice issues based on readings and class discussions. Students also completed in-class activities, which helped them become more aware of social justice issues which affect them and other Americans. Students demonstrated awareness and verification that justice issues are relevant, important and are not easily resolved. They also noted their own self-awareness of prejudices and stereotypes, which they had never considered. A liberal arts education at university must include learning that empowers students and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world as well as in-depth study in a specific area of interest. A liberal arts education helps students develop a sense of social responsibility, as well as strong and transferable intellectual and practical skills such as communication, analytical and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings.

To register for workshops, please fill out our Workshop Registration form or email rsvp.ctll@ung.edu.

Research-Based Teaching Series (RBTS) Call for Proposals Deadline

UNG faculty and teaching staff are invited to submit a proposal to conduct a teaching workshop as part as the 2017-2018 RBTS. Workshops must feature activities and approaches founded in research on teaching and learning.

Applicants can submit their proposal here.
Submission deadline is August 1, 2017 at 5 p.m. Applicants will be notified of the committee’s decision by August 21, 2017.

Co-sponsored by the Department of English and the Center for Teaching, Learning, and Leadership (CTLL), Research-Based Teaching Series (RBTS) seeks to support the work of faculty from all disciplines, colleges, and campuses by offering faculty presentations and workshops on best practices in teaching and learning. These workshops not only provide information and resources for faculty seeking to enhance their own pedagogical practices, but also give faculty an opportunity to present their work to peers.

As a partnering institution for the  Association of American Colleges & Universities’ (AAC&U) Liberal Education and America’s Promise (LEAP), we encourage submissions that support the principles of this initiative.

Your proposal should include the following information:
– Name, contact information, primary campus, and A/V requirements
– Title, 300-word abstract, list of 3-5 sources in the citation style of your choice
– Date(s) available (from the list below). You can choose more than one.
– Wednesday, October 25, 2017, 12-1pm
– Wednesday, January 17, 2018, 12-1pm
– Wednesday, February 21, 2018, 12-1pm

Applicants can submit their proposal here.
Submission deadline is August 1, 2017 at 5 p.m. Applicants will be notified of the committee’s decision by August 21, 2017.

For more information contact Diana Edelman at diana.edelman@ung.edu.