Liv Marken, Rebekah Bennetch, and Brian Hotson are authoring three pieces on handwriting in academic writing. We’re beginning with Liv’s piece, which is in two parts. Here’s part one. – CWCR/RCCR Editor
Vol. 4, No. 3 (Summer 2023)
Liv Marken, Contributing Editor, CWCR/RCCR
When post-secondary institutions resumed in-person classes this year, many instructors and programs brought back handwritten, in-person, timed, and invigilated examinations (Hoyle, 2023; McLoughlin, 2023). This return to tradition was partly spurred by anxieties around the increase in student cheating during the remote phase of the pandemic (Bilen, Matros & Matros, 2021; Eaton, et al., 2023; Lancaster & Cortolan, 2023; Noorbehbahani, Mohammadi, & Aminazadeh 2022; Peters, 2023, Reed, 2023). Then, with OpenAI’s November 30, 2022 release of the artificial intelligence text generator, ChatGPT, anxieties about cheating escalated rapidly (Heidt, 2023). The AI language model’s ability to quickly generate natural-sounding text (in addition to its abilities in language tasks such as translation, summarization, and question answering) were exciting but also alarming (Cotton, Cotton, & Shipway, 2023; Susnjak, 2022), Since its release, ChatGPT’s steady improvement, as well as the proliferation of similar AI writing tools, have led to newly intensified anxieties around maintaining academic integrity (Cotton, Cotton, & Shipway, 2023; Susnjak, 2022). AI detectors, which may seem like a silver bullet to prevent and catch plagiarism, have been shown to make false accusations (Drapkin, 2023) and show bias against non-native English speakers (Liang et al., 2023). OpenAI found that their own detection tool, AI Classifier, was just not effective at catching cheating, leading the company to “quietly” shut it down (Nelson, 2023): “As of July 20, 2023, the AI classifier is no longer available due to its low rate of accuracy” (OpenAI, 2023). With pandemic and generative AI cheating concerns, and no easy solutions, post-secondary institutions are in is a race against the clock to redesign assessment before the fall semester (Fowler, 2023; Heidt, 2023; Hubbard, 2023). Continue reading “The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed, and Invigilated Exams: Causes, Context, and the Perpetuation of Ableism (Part 1 of 2)”→
Liv Marken, Learning Specialist (Writing Centre Coordinator) Writing Centre University of Saskatchewan
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?
It has been an exciting but challenging term because there has been uncertainty about who would take leadership on the issue. There wasn’t any official guidance issued, but on our academic integrity website, an instructor FAQ was published in early March, and soon after that a student FAQ. Library staff (including me and my colleague Jill McMillan, our graduate writing specialist) co-authored these with a colleague from the teaching support centre. Continue reading “ChatGPT snapshot: University of Saskatchewan”→
Although writing centres in Canada date to the mid-1960s (See Table 1) (Proctor, 2011, p. 418; Bromley, 2017, p. 35), writing tutoring and writing instruction, of course, didn’t begin with the first writing centres. Writing instruction has a progenitor dating to the first European colonizers in what is now called Canada (Halifax Gazette, 1752). Because the Canadian writing centre field is young, many of the key founders and figures in its development continue to add to its literature and practice. These writing centre practitioners in the past thirty years have created a significant body of work, including publications, repositories of information, modes of practice, national and regional associations and conferences, and proactive advocacy and social justice work. While there have been times in the past where shifts in writing centres in Canada have caused worries about centre funding and importance, writing centres will not disappear from Canada’s education field. In fact, writing centres will continue to grow in importance, as writing centres Continue reading “A Short History of CWCA/ACCR: Fifteen years on”→
This three-part series looks at how the pandemic affected both graduate student writers and graduate student writing support.We speak to Jill McMillan, a Learning Specialist at the University of Saskatchewan, and Nadine Fladd, a Writing and Multimodal Communication Specialist at the University of Waterloo.
Part I: In the Thick of It
Here, in part one, we learn about Jill’s and Nadine’s roles and work, and how the pandemic has supported intercampus collaboration and better use of resources to benefit the overall student experience.
Liv: Thank you, Nadine and Jill, for speaking with me about your experiences this year.
Could you tell me a bit about who you are and what you do at your institutions?
Nadine: Sure. I am one of several Writing and Multimodal Communication Specialists at the Writing and Communication Centre at UWaterloo. My role, in particular, focuses on supporting graduate students, postdoctoral fellows and faculty, so a lot of the work that I do focuses on developing programs for graduate students, such as Dissertation Boot Camp, a program called Rock Your Thesis that is designed to help students start their dissertation or thesis writing process on the right foot, and orchestrating and coordinating writing groups and writing communities. In between these activities, I also do a handful of appointments with grad students, postdocs, and faculty each week.
Jill: I’m a Learning Specialist, and I work with Student Learning Services. And yes, there’s a lot of overlap in terms of Nadine’s and my dossiers; there is a focus on programming—facilitating workshops, designing new workshops, trying to think of new initiatives that are going to have value for our graduate student population. I’ve also been hosting virtual writing groups and offer one-to-one appointments, though the majority of the one-to-one support comes from our amazing writing help centre. I also offer a course for international grad students. But otherwise, the focus is on designing new programs, creating new initiatives, trying to connect to other campus partners, and thinking of how we can pool resources, which I think is especially important these days as we just try and figure out how we can offer support without replicating services.
Liv: Have either of you have you found that moving online has helped to reduce that duplication and increase communication between communication units?
Nadine: Maybe, but I feel like every university does have that compartmentalizing of units.
Liv: Has that lessened during the pandemic, stayed the same, or intensified?
Nadine: I think that the Writing and Communication Centre had pretty strong collaborative relationships with campus partners before the pandemic, and that has been a blessing. What I’ve seen is more communication between those campus partners and each other than I’ve seen in the past. So, for example, our Student Success Office has traditionally hosted an orientation for graduate students and during the pandemic the Graduate Studies and Postdoctoral Affairs office helped design and took the lead on building an infrastructure for an online orientation program and has since handed that program over to the Student Success Office. So there’s collaboration there that didn’t exist before that I think has been really useful.
Liv: That’s positive. Jill, what have you noticed?
Jill: It’s certainly helped me as someone who is relatively new to campus to make some of those connections a bit more easily. Of course, you still encounter some of these instances where there is duplication popping up, but then you reach out and make that connection. And so, it’s possible that that duplication will eventually turn into a collaboration at a future point. So, I think that in some ways I do recognize that there have been some strange benefits to how everything has happened over the last year in terms of the shift to remote teaching and learning. I think it really has forced people to think, “oh, how do we make use of the limited resources that are currently available to maximize the student experience?”
Nadine: We have an incentive system. So, students have a digital coffee card that they can fill out every time they attend a writing session. And when you’ve attended 12 writing sessions, you earn a mug that has a #WaterlooWrites logo on it. We see a lot of repeat members in our writing community, and people get to know each other and talk to each other during the breaks and help each other. We see a lot of regulars in those communities for sure.
Liv: Interesting. Now, in terms of your own work, how have you kept up professionally or what’s really helped to you in your job?
Nadine: I’m lucky because unlike a lot of writing centres, I have a team I work with of full-time permanent staff who do the same work I do. I’ve learnt a lot from other members on the team as we navigated this together. A lot of my professional development this past year has been technological. One of my colleagues, Elise Vist, our digital guru on the team, has taught me how to do things like build online asynchronous workshops through Rise 360, and so now we can build these really slick looking modules full of videos and interactive elements. And that’s not something that I ever would have even considered trying to attempt a year and a half ago. It wasn’t on my radar.
So, in some ways, the pandemic has been a push to expand my range of teaching tools. And in a lot of ways, at the beginning of the pandemic, we were focused on trying to recreate what exists in our in-person programming in an online format. And I think that worked for a while. But what students have needed after a year in isolation and after a year of video calls has changed. I think my approach to teaching has really gotten back to the very basics of starting with what is the goal, what is the objective and building from there rather than trying to transfer an in-person equivalent to an online environment.
Jill: We have an academic integrity tutorial now and we’re currently just beginning to work on some new writing modules. So, you know, it’s been good to learn all about Panopto, WebEx and other online platforms.
In part two, posted next week, Jill and Nadine share their thoughts on accessibility, especially around international student writing support.
Vol. 1, No. 1 (Summer 2020) Interviewed by Brian Hotson, Co-Editor, CWCR/RCCR
Linda Bondoc-McCLoud retired from the University of Athabasca writing centre, Write Site, at the end of June 2020. This interview highlights just some of her work and contributions as a way to celebrate her contributions to the field of writing centres and to students and faculty.
Linda Bondoc-McCLoud, Coordinator, Write Site, University of Athabasca I started writing centre work as a tutor at the University of Calgary in 1993 when I was still doing my undergrad in communications and continued when I was doing my graduate work in adult education. I started with Athabasca University as Coordinator in 2005. Prior to my career in writing studies, I worked as an RN for 20 years. Over the years, I have been a member of STLHE and CWCA/ACCR and served one year as president of the CWCA/ACCR.