Protocol for Summer and Winter Teaching of ENGL110
Because freshmen are not allowed to take ENGL110 during the summer or winter 5-week sessions, and because the number of upperclassmen who need this required class is shrinking, we do not offer many sections of ENGL110 during these terms. When we do offer these courses, we want to ensure that we give opportunities to as many graduate students and Post-docs as possible.
We will staff these classes by asking for interest from instructors in this order: Full-time faculty, post-docs, graduate students, and then adjuncts. Post-docs and graduate students who have not taught a winter or summer session course will be given preference over those who have done so, with priority given to those who have been at UD the longest.
Because the number of instructors interested in teaching winter and summer sessions exceeds the number of available courses, candidates for these positions need to meet the following requirements:
- Have taught ENGL110 at UD for at least two regular semesters
- Have at least 80% participation in their student evaluations
There’s still time to become a member of the TRUE Cohort! Our first session is Feb 21 from 2-3:30 in Faculty Commons (Pearson 116). We will have facilitated sessions that address practical teaching methods for different parts of the research process, as well as group discussions with colleagues. You will come away from the workshop series with activities you can use right away in your classes, as well as a nice line for the professional development section of your CV. Let Alli (email@example.com) or Lauren Wallis (firstname.lastname@example.org) know if you have questions.
You can learn more about the series here, and register here.
At the Spring Faculty Conclave, we had the pleasure of welcoming Lauren Wallis, Amanda McCollum, and Meg Grotti from Morris Library here at UD. Some important takeaways from the presentation, as well as resources that you can use in your class, are listed below.
Multimedia Instruction: Contact Amanda McCollum (email@example.com
). If you want to bring your class to the SMDC to work on their projects with you after the multimedia session, you can use this form
to request a classroom.
E110 Information Literacy Learning Outcomes
During the planning process for library instruction, your librarian will initiate a discussion about learning outcomes based on your assignment and students’ needs. You are also encouraged to use the outcomes to guide your teaching of the research process throughout your course. We welcome questions about the outcomes and ideas about these can be used in library instruction and throughout a course.
Take a look at the IL learning outcomes here.
Lauren Wallis and her colleagues at the Library have produced a series of seven short video segments with 2017 Arak winners discussing their research process. Consider using the videos in your E110 class to prompt discussions about the process of writing and researching!
Take a look at the Arak videos here.
Check out the upcoming events sponsored by CTAL–the Center for Teaching and Assessment of Learning!
Download the flyer HERE
Have questions about how to request a classroom change? How to set up your Canvas site? Who to call with classroom technology issues?
For answers to Frequently Asked Questions, and other important links and resources for E110 instructors, download the FAQ Reference Sheet (linked).
The Fall Composition Faculty Summit was held on August 28, 2017. Our writing faculty had the opportunity to hear from representatives from CTAL, The Center for Teaching and Learning, as well as Lauren Wallis from Morris Library. The powerpoint presentations that accompanied their talks are included below.
CTAL offers resources and support to all teachers at UD, including events that encourage discussions about teaching and learning. Remaining events this semester include:
- Friday Roundtables, on October 6th and November 3rd at 3:30pm in 208 Gore hall;
- TA Teaching and Learning Conversations, on October 9th and November 13th at 12:30pm in the Faculty Commons (116 Pearson Hall);
- Teaching Freshmen series, on September 27th and October 11th at 12:00pm in the Faculty Commons (116 Pearson Hall).
To learn more about these events and how CTAL can help enhance your teaching, download the powerpoint here, or contact CTALfirstname.lastname@example.org.
Lauren Wallis, First Year Experience and Student Success Librarian, asked how we can support emerging student researchers. She described ways to connect library instruction to class instruction, in order to make sessions with research librarians more productive for students.
You can download Lauren’s presentation here. If you have questions about how library instruction could fit into your English 110 course, or if you would like to set up an session with a research librarian, contact Lauren Wallis at email@example.com. For more information on multimedia library instruction, contact Nico Carver at firstname.lastname@example.org.
Many thanks to all who attended the Fall Composition Summit. We look forward to meeting again in the spring!
Buildings & Maps
Classroom Technology Problems
- Call Media Services, 302-831-6000
IT Support/General Assistance
Lost & Found
- MEM Hall (only): Turn item in to MEM 210
- All other rooms: Turn item in to Public Safety Lost & Found (413 Academy St.)
My UD Business
UD Password Reset
UD Police/Dept. of Public Safety
UDSIS Help for Faculty/Staff
On top of the in-services we hold in the Composition Program and the lectures, workshops, and events of the English Department, there are several other opportunities across campus to talk and learn about teaching and scholarship.
One example is this week’s First Friday Roundtable held by CTAL, where participants will discuss Teaching and Learning grants. A few Composition graduate students already plan to attend and we encourage further participation. CTAL, along with other UD centers such as the Center for the Study of Diversity, Academic Technology Services, and more, continually create opportunities for great discussion.
While the individual centers post these events on their respective pages, generally the Comp Program also adds them to our calendar. Email Christine Cucciarre to gain access to the calendar.
We’ve added a page to the website with updated contact information for publisher representatives. You can find it here (or, in the resources for teachers menu).
If you’re interested in adding a book to your course, switching your text, or exploring new options, you can contact the representatives below with questions, desk copies, or recommendations. Speaking with our book reps is the fastest way to access different texts, and also offers the opportunity to learn more about what’s available to you and your students.
Oxford University Press
In the faculty retreat we will discuss academic honesty and ethical source use. Often, we think about this primarily in regard to written work. With digital texts, and within more “traditional” texts, students also frequently use a range of media: images, audio, video, etc. It’s important that students have an understanding of how to ethically incorporate these materials as well – where attribution frequently differs and even the vocabulary is different. We talk copyright violations as opposed to plagiarism.
A note about copyright, one Hannah Lee was always sure to bring our attention to in the Student Multimedia and Design Center: copyright is intended “to promote creativity, innovation, and the spread of knowledge” (Article 1 Section 8, US Constitution). It should balance the rights of owners with users. This has changed over the last several decades, with copyright lasting longer and longer and failing to adapt and transform in the wake of new forms of knowledge and knowledge production. Still, it’s useful to think about the goals of licensing work when thinking about how writers might use it.
Below are resources that can serve as references or discussion points on intellectual property and copyright, particularly online. General resources are those I think are especially useful for both faculty and students (provide overviews, key terminology, useful breakdowns). Faculty-specific resources get more in-depth with the intricacies of these conversations; I have provided links to direct, primary resources as well as secondary scholarship. Student-specific resources talk more about writing and citation practices.
I’d particularly recommend taking a look at Creative Commons – students can license their own work through CC as well as search for open access and CC-licensed resources through Creative Commons’ databases and google.
- Creative Commons: Alternative copyright system. Includes a range of licensing options for protecting, monetizing, sharing, and deriving from CC-licensed works.
- Multimedia Literacy Guide: This section of UD’s Student Multimedia and Design Center’s research guide offers not only resources on producing multimodal work, but handouts and suggested readings on copyright and fair use.
- Eric Faden, “A Fair(y) Use Tale”: Video source explaining fair use using clips from various Disney films. Video is licensed under Creative Commons. You can also reference the transcript.
- The Code of Best Practices in Fair Use for Media Literacy Education: Published by the Center for Media and Social Impact and coordinated through Temple University, American University, and American University Washington College of Law. Offers a more detailed overview but also talks specifically about educators’ source use and potential teaching practices.
- Organization of Transformative Works: The OTW has worked extensively for the legal advocacy of fair use on the internet, especially in relationship to noncommercial remix. This is one place to read primary legal documents relating to intellectual property and copyright, such as this letter to Congress detailing the values and assumptions at stake.
- Copyright Office: Always consider going straight to the source. You can also view their recent initiatives summary.
- Lawrence Lessig, Remix: Making Art and Commerce Thrive in the Hybrid Economy: Lessig has been a prominent voice in copyright reform. Remix, available for free under its Creative Commons license, details what’s at stake in reformers’ (and many creators’) push for copyright change.
- Steve Westbrook, Ed, Composition and Copyright: Perspectives on Teaching, Text-Making, and Fair Use: From the back cover, “Drawing on connections between legal developments, new media technologies, and educational practice, Composition and Copyright examines how copyright law is currently influencing processes of teaching and writing within the university, particularly in the dynamic contexts of increasing digital literacy, new media, and Internet writing.” Also available at the Morris Library, KF3020 .C66 2009.
- Martine Courant Rife, Shaun Slattery, and Dànielle Nicole DeVoss, eds.Copy(write): Intellectual Property in the Writing Classroom: Available at link in free .pdf and epub format. Edited anthology around questions of intellectual property, copyright, plagiarism, and more. Also available in the Morris Library, KF3030.1 .C67 2011.
Multimedia Creative Commons-Licensed Sources:
- CC-Search: Broad search feature to find resources under different CC licenses.
- Creative Commons Music Communities – Links to several hosting pages to find CC-licensed music to use potentially in your work.
- Free Stock Images: Viralsweep.com has assembled a list of twenty websites that offer wide usage on images. Note that the author points out to do your own research to ensure the license still allows for the use you have in mind.
Looking for more?
Teaching Copyright has an extensive list of further resources, including books, articles, organizations, podcasts, videos, FAQs, quizzes, worksheets, and more.