Vol. 5, No. 5 (Fall 2023)
Clare Bermingham, Director, Writing and Communication Centre, University of Waterloo
This is part two of two in this series. The part one can be found here. CWCR/RCCR Editor
How should writing centres advise students and instructors on the use of GenAI in their writing and communication processes? This question has been front of mind for many of us who manage and work in university and college writing centres and learning centres. And there isn’t a single answer.
When making decisions about how to support students with GenAI, we, as writing centre leaders and practitioners, must account for our local contexts, the knowledges and stages of the students we tutor, and the learning goals or outcomes for particular learning situations or tasks. Our guidance for undergraduate students will be different than for graduate students. And multilingual students may have different needs than those whose home language is English. In this blog post, the second in the series about guiding students through this new landscape, I share questions and ideas to help writing centre colleagues take an inventory of their centres and institutional needs and prepare their tutors for encounters with GenAI in students’ work. Continue reading “GenAI and the Writing Process: Guiding student writers in a GenAI world (Part 2 of 2)”
Vol. 5, No. 1 (Fall 2023)
by Clare Bermingham, Director, Writing and Communication Centre, University of Waterloo
Note: Part two will provide the framework with some follow up information. A link to the framework will be added to this post at that time. Editor.
How institutions and course instructors are managing generative AI (GenAI), such as ChatGPT, Bard, and Dall⋅E, has been the focus of both scholarly and public-facing articles (Benuyenah, 2023; Berdahl & Bens, 2023; Cotton et al., 2023; Gecker, 2023; Nikolic et al., 2023; Sayers, 2023; Somoye, 2023), but few articles or resources have addressed students directly. And yet students are subjected to the suspicions of worried instructors and administrators caused by GenAI, and students are left to deal with the resulting surveillance and extra pressure of in-class assignments and monitored final exams (Marken, 2023). This is a critical point where writing centres can and should intervene. Our work is primarily student-facing, and we have the ability, through one-to-one appointments, to have conversations with students about what they are experiencing and what they need. Continue reading “Productive and Ethical: Guiding student writers in a GenAI world (Part 1 of 2)”
Vol 4, No. 7 (Spring 2023)
Director, Writing and Communication Centre,
University of Waterloo
In April 2023, I asked writing centre practitioners to answer 5 questions on ChatGPT and their centres’ responses. Over the next month, I’ll post the response. If you have a perspective to offer, please use this form, and I’ll post it here. Brian Hotson, Editor, CWCR/RCCR
What actions, policies, resources, or information has your institution put in place for ChatGPT?
At the University of Waterloo, the Office of the Associate Vice-President, Academic has shared several information memos and a FAQ resource, which includes guidance on the university’s pedagogy-first approach and maintaining academic integrity related to ChatGPT. Our university uses Turnitin and has just activated the ChatGPT detection option. The impact of this for instructors and students is unclear at this point in time. Continue reading “ChatGPT snapshot: University of Waterloo”
Vol. 3 No. 6 (Summer 2022)
This post is from the 2022 CWCA/ACCR annual conference virtual poster session. – Stevie Bell and Brian Hotson, 2022 CWCA/ACCR conference co-chairs
By Clare Bermingham, University of Waterloo & Elisabeth van Stam, University of Waterloo
To support the development of science communication knowledge and skills in undergraduate classrooms, students benefit from access to specific content and examples from science communication experts. Training students in science communication prepares them for the many careers that help bridge the gap between scientists and the public. Because undergraduate students typically do not receive this kind of training in their undergraduate classrooms, the University of Waterloo Writing and Communication Centre secured funding from eCampus Ontario and worked with partners from the University of Waterloo, from University of Toronto–Mississauga (UTM), Scarborough (UTSC), and St. George (Health Sciences Writing Centre) campuses, and from Toronto Metropolitan University to develop four asynchronous workshops that can be embedded into courses or used for independent learning. Continue reading “Creating an Online Space for Learning Science Communication”