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[Back to Outreach Summer Institute]

"[The CSTW Summer Writing Camp] helped me become a better writer in school by giving me a broad perspective on the writing skills I need to be successful in college," says a high school senior. Twenty students from central Ohio high schools spend a lively week each summer on the Ohio State campus. They work individually and in groups on a variety of projects that challenge their ability to think critically, write digitally, and speak publicly.

Student Multimedia Projects

Future Teacher Institute!

A great way to motivate students about learning is to get their teachers excited about new and innovative methods of teaching. That’s what’s happening at the summer E-WAVE institute (Electronic Written, Aural, and Visual Expressions), where middle and high school teachers earn graduate credit as they design technology-rich activities that will have their students writing with digital media. And here’s the best part: students accompany teachers to the workshop to train as technology leaders – they’ll be classroom tech assistants in the fall.

The Ohio Board of Regents, The Ohio State University Department of English, and the Center for the Study and Teaching of Writing held the 2005 Summer Writing Institute on June 13-17 and June 20-24, 2005.

The Institute, "Seeking Common Ground through Common Goals: Helping Students Negotiate the Transition from High School to College Writing," was a unique opportunity for middle school and high school teachers to spend either one or two weeks with colleagues from Ohio public schools and Ohio State University exploring the ways that teachers can productively prepare students for the work they will be asked to do in college. In this exploration, numerous topics were undertaken, including production of texts that employ digital media, research on college and high school teacher's comments on student writing, curriculum development, and alignment to Ohio English Language Arts standards.

Participants attended either one or both weeks of the Institute. Daily sessions (Monday-Friday) ran from approximately 9:00-2:00 with a 30-minute lunch break.

Week One (June 13-17) of the Institute focused on introducing participants to advanced digital technology, learning to navigate digital texts, and creating assignments for multimodal production. Additionally, guest speakers conducted workshops and training sessions to familiarize participants with production software. (3 graduate credit hours)

Week Two (June 20-24) focused on introducing participants to Eportfolio technology and capabilities. Several nationally-renowned guest speakers conducted video conferences to engage participants in the advantages and challenges of using technology in the writing classroom. Panels of writing teachers and students contributed to the discussion of the transition from high school to college, specifically in the English classroom. (3 graduate credit hours)

All applicants were able to apply for a fellowship to participate in the Institute. The Summer Writing Institute was limited to 20 fellows (per week) from Ohio public middle and high schools. Each fellow received three hours of graduate credit for each week he or she participated, all books and materials, and an Ohio State parking permit. Please contact CSTW Outreach Consultants at outreachcstw@osu.edu or call 688-5865.

Registeration has closed for this workshop.

Date & Time: July 11-15, 2005 9:00 a.m.- 3:00 p.m.
Facilitators: Scott DeWitt, Director of the Digital Media Project (DMP) and Associate Professor of English; Jason Palmeri, Graduate Associate (DMP) and Doctoral Candidate in Rhetoric and Composition.

Eligibility: Secondary Teachers

Course Description: This seminar examined the multiple literacies students bring to school, as well as those they need to acquire, when working with a wide variety of digital media. Designed as a "studio course for teachers," participants learned and worked with multimedia technologies (those that allow the creation and editing of images, audio, and video - iMovie for example) while exploring and discussing with other teachers how they might be applied to classroom instruction. Some of the practical and productive questions examined in this week-long seminar included: How do we define literacy? How does our understanding of literacy shape curriculum? How do we create digital media assignments? And how does digital media production shape class time?

A major goal of this workshop was for teachers to walk away with specific ideas for how digital media can be integrated into the "writing" or language arts course. Technology facility is now an integral part of language arts standards for the state of Ohio with regard to writing process and oral and visual communication. Therefore, this hands-on course had great applicability to standards-based classroom practice.

Previous experience with digital media software was not required!

Registration was free and limited to (12) teachers. All participants received (3) graduate non-degree credit hours in Humanities upon successful completion of the seminar. Please contact CSTW Outreach Consultants at outreachcstw@osu.edu or call 688-5865.

Time: June 14-18, 2004 9 a.m.-2:30 p.m.

Facilitators: Beverly J. Moss, Director of the Center for the Study and Teaching of Writing (CSTW) and Associate Professor of English; Amy Faenger, Outreach Consultant and Doctoral Student in Rhetoric and Composition.

Eligibility: Secondary teachers.

Course Description: American classrooms are increasingly becoming "contact zones" where students from a variety of language, class and ethnic backgrounds with multiple "ways of knowing" interact. This contact zone is part of the context that we as English teachers consider when we "teach" in multicultural settings. Specifically, as we introduce students to academic literacy, we must be aware of the social, political, economic, and cultural forces that shape our communities, schools, students, and ourselves as teachers. How do such forces shape how we teach and what we teach? What does it mean to teach writing in a multicultural setting? What do we need to know about language diversity, literacy, and culture to be effective teachers within these multicultural settings? These are some of the questions that we will examine during this week. We will explore issues of language, literacy, and culture as they relate to the teaching of writing and related skills. At the center of our exploration will be the role of the teacher. We will examine how our cultural backgrounds shape our own language and literacy. To provide insight into many of the questions raised in class discussions and readings, we will turn to teacher-research as a means of inquiry into classroom and community practices.

Teachers will participate in Web-based discussions, reader response groups, and in-class presentations. In addition, each teacher will keep a reading-response journal. Finally, participants will be invited to follow up the summer institute with quarterly Saturday morning teacher workshops.

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