Conference Schedule


Concurrent Session I

Concurrent Session II

Concurrent Session III

Concurrent Session IV


Concurrent Session I (10:15 to 11:15 a.m.)

From ePortfolios to Wikis: Engaging Students Through Technology (SRC 3032)

The Digital Parlor: Using Wikis to Expand the Multimodal Literacy for FYC Students

Matthew Schering (College of DuPage, Moraine Valley Community College, Governors State University)
Though the word wiki may conjure up thoughts of Wikipedia, and ideas of erroneous academic merit, there is much power to be found in this unique platform of communication. This presentation will show the many benefits of using this unique technology.

Electronic Portfolios as Assessment for Learning

Melina Probst (College of DuPage)
This presentation discusses how ePortfolios in the composition classroom enhance students’ digital literacy and encourage more authentic reflection, both of which lead to more transferrable, meaningful learning in the digital age. Melina Probst will offer examples of ePortfolios from a variety of online programs that can be easily implemented in the classroom.


Can We Talk? A Conversation about Communication and Collaboration (SRC 3030)

How Can College Instructors Support and Inspire Each Other?

Catharine Schaidle and Edwina Jordan (Illinois Central College)
The world of academia is a whole new field that can be daunting for a new adjunct to traverse alone. Come see a project targeted at adjunct faculty to show how communication and collaboration can spread throughout an English department and the college in general. We will use the Iceberg Pattern of Systems Thinking to enable adjuncts and full-time faculty to work together for student learning and success.

“Two Tramps in Mud Time”: Avocation and Vocation of Adjunct Writing Teachers

Joyce Goldenstern (Dominican University)
Robert Frost’s poem “Two Tramps in Mud Time” will start our conversation on juggling vocation and avocation. Some adjuncts appreciate the part-time work that college teaching offers as a way of finding time for their own creative writing (what Frost might call avocation) while teaching writing to students (what Frost calls vocation). Participants will spend time reading and discussing Frost’s poem and then applying its nuanced message to adjuncts.


Making Connections: Moving Across Disciplines and Through the Community (SRC 3031)

How Can We Prepare Our Students to Write Across the Curriculum?

Marla Hyder (College of Lake County)
What do our students encounter when they leave our doors and enter their Psychology, Political Science, Nursing, and Auto Tech classes? Why do so many pass our classes but struggle to write in other courses? What can we do to prepare them to write in other disciplines? What can we learn from the ways other disciplines view and teach writing? How can we make that journey less disorienting and more rewarding? Come find out the answers to these questions and more.

Sustainable Models of Service Learning: Overcoming Challenges in the Composition Classroom

Kassia Shaw (Waubonsee Community College, DePaul University)
The potential for student engagement and transformation is well grounded in the research of service learning and community engagement projects. There are many reasons, however, not to include service learning in one’s classroom, especially if one has the vulnerable role of an adjunct. Kassia Shaw will explore how to bring service learning successfully into the classroom through personal success stories and the obstacles faced at the two-year college.

The Grass is Always Greener: A Discussion Among ESL and First-Year Instructors (SRC 2032)

Panel: Patricia Eney (College of Lake County), Susan Frankson, Monika Lukaszczyk, Christine Matta, and Barbara Myers (College of DuPage)
Students who start in an ESL course and then go to the regular composition curriculum are not always ready for the change. Find out what ESL instructors would like to tell 1101 instructors about their students. Find out what 1101 instructors would like ESL instructors to cover that they don’t. The panelists will outline the common characteristics of ESL students and provide best practices for addressing these needs.

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Concurrent Session II (11:30 a.m. to 12:30 p.m.)

Pencils to Pixels: Stages of Technological Literacy (SRC 3031)

The Hazards of Technological Schism in the Classroom

Sarah Magin (College of DuPage, Prairie State College)
This presentation addresses the technological schism that exists in the classroom because of a lack of a shared standard of technological proficiency. This can create an arduous classroom atmosphere that impedes the learning process. Our discussion will examine best practices for educational technologies to combat this schism.

Writing about Writing: Literacy Practices, Technology, and the Transformative Edge

Jennifer Finstrom (DePaul University)
Jennifer Finstrom explores two academic articles as a way for students to validate their own distinct experiences as owners of their literacy and as communicators in an increasing array of technologies. Deborah Brandt’s “Sponsors of Literacy” helps students reflect on their own literacy practices and see how these might differ across time and place while Dennis Baron’s “From Pencil to Pixels: The Stages of Literacy Technology” leads to a discussion of what technology is, how we define it, and the confluence of technology and power.

Life is a Highway: Navigating Information Literacy (SRC 2024)

Panel: Jason Ertz and Jennifer Kelley (College of DuPage)
This panel will present two strategies for instructors struggling to manage student research challenges: the value of encouraging students’ uncertainty in the research and writing process and how the language we use to instruct can inform students’ information-seeking behavior. Additionally, panelists will examine the implications that students’ failure to critically engage with information sources have on the practice of patch writing and unintentional plagiarism.


Rehabbing Writing: The Flipped Classroom and Student-Centered Learning (SRC 3030)

Writing from the Outside In

Carly Huegelmann (College of DuPage, Moraine Valley Community College)

Utilizing a hybrid approach involving flipped classrooms and The Thayer Method, this presentation shows how students can have experiences in and outside the classroom to challenge their opinions, interests, and well-being. As a result, students feel more rewarded by the writing process. They identify and understand the impact of writing by expanding their knowledge on topics in eight categories.

On the Edge of Chaos

Lisa Couch (College of DuPage, Waubonsee Community College)
Learning is a messy process, requiring a climate of risk-taking on the part of both the students and the instructor. Unfortunately, many students come to us paralyzed by an internal critic and a sense that writing is merely a set of rules. Lisa Couch will discuss student-centered approaches that engage the whole brain and focus on tools, not just rules.


Student Engagement and Motivation in First Year Composition (SRC 2032)

Panel: Danielle Bauman-Epstein, Hannah Green, Melissa Macero, and Russell Mayo (University of Illinois at Chicago)

The biggest challenge for instructors of first year composition comes from difficulties in engaging and motivating students. One way our FYW program attempts to mitigate this problem is through “situated writing,” which is crafted in response to a particular situation, for a specific audience, and therefore in a certain genre or form. We will also discuss what we’ve done in relation to socioeconomic backgrounds, writing for employment, and teaching pop culture and social justice to improve student engagement.

Pearson Writer-Reimagining Writing and Research Support for your Students

Sherrie Weller (Loyola University-Chicago)
Empower your students to become better writers! Join Sherrie Weller, Writing Program Director at Loyola University, and learn about Pearson’s new and affordable digital tool (in partnership with Purdue Owl) to help your students streamline the writing process, stay organized, and access the tools they need at their fingertips.

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Concurrent Session III (1:30 to 2:30 p.m.)

Every House Needs a Solid Foundation: Technology for Assessment and Organization (SRC 3030)

Formative Assessment and Technology

Michelle Lillig (College of DuPage, Harper College)
Formative assessment is an underused tool for teachers to determine what their students are understanding and what they are not. By using technology to assess students’ knowledge, instructors can quickly and effectively see what their students are understanding and missing. In this session, there will be a demonstration and brief tutorial for these technologies, including Socrative, Kahoot, and

Take Back the Reins and Build it Yourself

Eric Martinson (College of DuPage)
Most instructors have worked within the confines of Blackboard or another LMS, but, at the end of the day, we feel bound by that system and are always waiting for the next update. What if you could build your ideal world…errr…LMS? Eric Martinson provides a taste of two or three tools that may aid in efficient grading and staying organized as an instructor. The primary focus will be on Google Drive and Docs and the app/service Remind.


Writers Teaching Writing: Bringing Our Practice to the Classroom (SRC 2032)

Panel: Katie Copenhaver, Jason Mortensen, Kristine Miller, Wes Solether (College of DuPage)
This panel will discuss writers teaching writing. Which came first: writing or teaching? And how does one lead to the other? The discussion will center on how one occupation informs the other. The panelists will share how they became writers and instructors, what the students can learn from them, and what they can learn from the students.

Match.Comp: Matching Assignments to Writers (SRC 3032)

Assignments to Engage the Adult Learner

Suzanne Wielgos (College of DuPage)
Writing assignments used for younger, more traditional students hold little interest for older, returning learners. With so little free time, their writing assignments have to achieve relevance and engagement. Research and writing skills seem remote to these students unless they understand how these skills benefit them in the workplace. Sample assignments that effectively engage this diverse group of learners will be given.

Writing on the Edge of Genre

Elizabeth Kempton (College of DuPage)
This presentation addresses the complications and successes in allowing students to pick their own genre for their persuasive project. A number of different prompts will be shared, along with the student projects that have resulted when allowing the students to pick their own genre. Let’s begin a conversation about how we teach multi-modal and especially digital composition.


A Bridge to Somewhere: Helping Developing Writers Achieve Success (SRC 3031)

Transitioning into Academia: Teaching and Learning Strategies for Developing Writers

Wioleta Duch (Triton College)
This presentation will explore a variety of activities that are meant to excite developing English-learners about academic writing. Wioleta Duch will demonstrate effective ways to set up, execute, and conclude various classroom-tested activities such as Author’s Chair or Peer-Review under Oath. Favorite writing-related resources and educational technologies will also be shared.

Transitioning Dev-Ed Writers Through the Pipeline of Success

Tony Bowers (College of DuPage)
The Accelerated Learning Program (ALP) is a mainstreaming approach that seeks to raise success rates and lower the attrition rates for developmental writing students. This presentation will outline COD’s process of developing an ALP pilot program. Conference attendees will get a behind the scenes view of thought processes and decisions made regarding this program.

The Power of Game-Based Learning: A 21st Century Approach to Writing Proficiency (SRC-3032)

Deidre Cohen and Ron Krempasky (Toolwire)
Few high-quality, interactive games are developed for college students even though such games are a great tool for engaging students in self-paced, exploratory learning. During this session, hear how the College of DuPage is using games that challenge students to review, practice, and demonstrate college level writing skills in authentic workplace scenarios.

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Concurrent Session IV (2:45 to 3:45 p.m.)

Improving Efficiency Through Technology (SRC 3032)

Hypothesis: The Emerging Digital Annotation Field

Grant Schubert (Elgin Community College, Rock Valley College)
In the digital annotation field, there are a variety of free applications that allow for annotation. Come learn about the practicality and efficiency of Hypothesis, which has applications in journalism, composition, and anything textual. Learn how Hypothesis can change the way we teach composition.

Strategies to Manage Teaching Online at Multiple Institutions

Jeannie Anderson (College of DuPage, Elgin Community College, The Chicago School of Professional Psychology)
With increased demands for writing courses online, adjunct instructors are afforded more distance-learning opportunities. This pedagogical shift to student-centered, online learning creates opportunities to teach at multiple institutions. Come see how to manage multiple courses at four institutions through organizational strategies, streamlined curriculum, knowledge of CMSs, weekly procedures, and the ability to prioritize and participate in on-campus interactions and development opportunities. 

It’s a Struggle to Juggle: Juggling Jobs, School, and Life (SRC 2032)

Panel: David Durian, Claire Foland, Michelle Go, Courtney Griffin and Veronica Popp (College of DuPage)
Success as an adjunct involves wearing many hats across the boundaries of professional, academic and personal contexts. Join this panel discussion on the opportunities and challenges of managing the responsibilities, expectations and logistics of adjunct work – and get ideas for optimizing your success.


From Wikipedia to The New York Times: Multimodal Instruction (SRC 3031)

Pushing Beyond Textual Boundaries: Multimodal Instruction through The New York Times

Edward Evins and Mark Lazio (DePaul University)
The presenters will argue for a critical evaluation of the texts used within a composition classroom and discuss their success using The New York Times in the classroom. The New York Times offers a view of how writing evolves and how language is dynamic, and it presents students with additional genres and modalities that a textbook simply cannot.

The Wikipedia Project

Tim Henningsen and Jessica Ouellette (College of DuPage)
Despite incurring wrath from educators, Wikipedia remains one of the most frequented sites on the web, and has the distinction of being the largest collective writing project in the world. The Panelists will run through assignments where the students are tasked with contributing to an actual Wikipedia article in an effort to enhance it through better writing and research.


Engaging Developmental Writers (SRC 3030)

Panel: Stefanie Georgelos (College of Lake County), Sarah Hughes (College of DuPage), Victoria Wiggins (College of DuPage) and Andrea Yelin (DePaul University)
Students arrive at college with various backgrounds and with different ability levels. The Panelists will discuss their personal experiences mentoring and using a variety of strategies that build confidence in developing writers. The discussion following will allow attendees to ask questions and discuss their own strategies.

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