Tag: pandemic

The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed, and Invigilated Exams: Causes, Context, and the Perpetuation of Ableism (Part 1 of 2)

~ CWCA/ACCR

Vol. 4, No. 3 (Summer 2023)

Liv Marken, Contributing Editor, CWCR/RCCR

Part two, The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed Exams: A Critical Examination and Guidance for Writing Centre Support, is here. CWCR/RCCR Editor

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)” →

Tutor’s experience: A session reflection on identity occlusion in virtual and in-person spaces

~ CWCA/ACCR

Vol. 3, No. 1 (Summer 2022)

By Mohsen Hosseinpour Moghaddam,
Graduate Writing Facilitator, Simon Fraser University

Mohsen is a PhD student in Education at Simon Fraser University. He moved to Canada from Iran in 2012. He started learning English at the age of twenty. Before that, he only knew a few words and grammar rules. He is currently working as an Graduate Writing Facilitator on the undergraduate team at the Student Learning Commons (SLC) and WriteAway. At SLC, in addition to offering individual writing consultations, he delivers general and course-integrated writing workshops across disciplines on topics ranging from argumentation to ethical use of research material in writing assignments.

“Body is never simply matter, for it is never divorced from perception and interpretation…and it is subject to examination and speculation” – Carla Peterson (2001, as cited in James Alexander, 2001, p. 108)

Mohsen Hosseinpour Moghaddam

Scene 1 (teaching in-person)
I started working as an undergraduate writing advisor at the Student Learning Commons (SLC) in the middle of the third year of my PhD program. I have been teaching workshops and having one-on-one consultations with students since then. Coming to Canada as an international student from the Middle East (Iran)[1] and being a non-native speaker/writer (NNS/W) of English made the challenges of being a writing advisor more intense. A question that has always lingered on my mind is if I am a legitimate writing advisor. I am not saying that others directly question my legitimacy and credibility as a writing advisor; this is just a feeling that I have always had with me as a NNS/W of English teaching at a Canadian university. Continue reading “Tutor’s experience: A session reflection on identity occlusion in virtual and in-person spaces” →

Two years on: COVID Snapshot of writing centres in Canada – Emily Carr University of Art + Design Writing Centre

~ CWCA/ACCR

Vol 3, No 3 (Spring 2022)

This is the third of three posts from our CWCR/RCCR’s 2022 COVID snapshot of writing centres in Canada. Here are links to the first and second posts.

Here are the snapshots from 2020 and 2021.

Emily Carr University of Art + Design Writing Centre
Jacqueline Turner, Writing Specialist
Sara Osenton, Learning Specialist
Emily Carr University of Art + Design
Vancouver, BC

The deep fatigue of the pandemic has definitely set in, but this year we’ve focused on our tutors and building their capacity to thrive in changing conditions. We started the year with tutor-led meetings, providing a structure and then letting them learn and practice how to lead. To kick off 2022, we started meetings with a variety of activities such as Jamboard drawing on virtual money envelopes for lunar new year, or sharing our own creative practices from painting, book making, design, and graphic novel creation to sewing and knitting. We talked about how all these practices made us think differently about the moment of writing and how empathy and enthusiasm were key traits for tutor success. This week, we’ll start off our meeting figuring out how our collective skills might help us survive a zombie apocalypse. Too real~

 

 

While the ongoing limitations brought on by COVID restrictions meant the cancellation of our yearly, open-house Valentine’s event for the second time now, we found ways to connect with students by pivoting “Love, the Writing Centre” to a Valentine’s swag-bag giveaway. A hundred students signed in to WCOnline to reserve their kit and pick up time. The kits included writing-themed items designed by our tutors, who took these ideas from conception through the design process: notepads of Venn diagrams and writing checklists designed by one of our talented (and Instagram famous) tutors; a real postage stamp designed by tutors in the Letter Writing Collective, tucked into a tiny envelope; Writing Centre pencils and bookmarks; and, of course, candy. A few select kits even included a “golden ticket” redeemable for additional prizes to amp up the excitement.

We’ve also had tutors lead out and collaborate on workshops in proposal writing featuring “obnoxious unicorns” (who ask “Why?” and “How?” many times); to moving beyond cliché in artist statement workshops; to MLA sessions; and thesis queries. We’ve had tutors visiting virtual classes and sharing their enthusiasm for writing in Zoom rooms across the curriculum. Tutors have hosted online Study Hall Sessions for students to hang out and work on assignments and hosted a letter-writing collective where they set up a pen-pal system and wrote letters to trees in Australia. Wordsmiths, our long running tutor-led creative writing club, continues to have strong uptake. In this sense, the culture of writing is still strong in our university community.

 

In essence, we’ve begun to see that the work tutors do beyond one-on-one appointments to build community and a love of writing is even more important in COVID times. Seeking and maintaining connections in the shifting landscape of Writing Centre practice seems like the most significant thing we can do these days. We’re lucky to have such a dynamic and thoughtful group of tutors to carry it all out.

Pandemic Graduate Student Writing and Transition Support: Reflections and Predictions (Part 3)

~ Canadian Writing Centres Association

Vol. 2, No.8 (Spring 2021)
Liv Marken, Contributing Editor, CWCR/RCCR

Link to Part II

PART III: Looking Ahead

In last week’s instalment, Jill McMillan, a Learning Specialist at the University of Saskatchewan, and Nadine Fladd, a Writing and Multimodal Communication Specialist at the University of Waterloo, shared their thoughts about accessibility, transition, and international student support. In part three, our final instalment, Jill and Nadine look ahead to what they envision keeping and what will be changed in the slow transition back to campus. Continue reading “Pandemic Graduate Student Writing and Transition Support: Reflections and Predictions (Part 3)” →

Pandemic Graduate Student Writing and Transition Support: Reflections and Predictions (Part 2)

~ Canadian Writing Centres Association

Vol. 2, No. 6 (Spring 2021)
Liv Marken, Contributing Editor, CWCR/RCCR

Link to Part I

PART II: Accessibility and Transition

Last week, we heard from Jill McMillan, a Learning Specialist at University of Saskatchewan, and Nadine Fladd, a Writing and Multimodal Communication Specialist at the University of Waterloo. They talked about their pandemic year. Here, in part two, they share their thoughts on graduate student transition, and accessibility, particularly in regard to international students. Continue reading “Pandemic Graduate Student Writing and Transition Support: Reflections and Predictions (Part 2)” →

One year on: COVID Snapshot of writing centres in Canada

~ Canadian Writing Centres Association

Vol 2, No. 3 (Spring 2021)
Brian Hotson, Co-Editor, CWCR/RCCR

At the beginning of the lockdown across Canada and the move to online support, we asked our colleagues to provide a snapshot of their centres. These posts from March 2020 (here, here, here, and here) are historical markers and records of an unprecedented time in higher education in Canada. One year on, we’ve asked again for a March snapshot–how have tour centres changed, what have you learned, and where are we going. Here are the responses.

Continue reading “One year on: COVID Snapshot of writing centres in Canada” →

Free-falling into the Digital Divide: Reading on smartphones in writing centres

~ Canadian Writing Centres Association

Vol. 2., No. 6 (Winter 2021)
Brian Hotson, Co-Editor, CWCR/RCCR

How does fundamental change happen? Sometimes slowly, and then all at once.

Students started saying that they didn’t need to hand in a printed copy of their papers; the instructor asked them to submit them electronically only. They weren’t getting hardcopies of their assignments from their instructors either; they were showing us their assignment instructions on their phones. I remember the all-staff training session where I said that we would allow students to use their devices to show us their assignments. There were protests and conversation, but we agreed that it was the right thing to do for our students. It was a fundamental change, and we all felt it. I developed guidance for the tutors and students. The students were happy with the change, and the tutors who protested adapted were happy the students were happy

Of course, now this is quaint nostalgia. None of us has seen student work on 8.5 x 11 sheets of paper since March 2020, and many of us won’t see one again until maybe September, if ever. Continue reading “Free-falling into the Digital Divide: Reading on smartphones in writing centres” →

Slouching toward virtual spaces: Reflections on writing support during COVID-19

~ Canadian Writing Centres Association

By Patty A. Kelly
Vol. 1, No. 1 (Spring 2020)

Patty A. Kelly’s research focuses on scientific, medical, and psychiatric discourse from rhetorical and discourse analytic perspectives. Her recent article, “The Development of American Psychiatry’s Professional Style: DSM-III’s ‘Common Language’,” is published in Rhetoric of Health & Medicine.

As Program Manager of the Centre for Writing and Scholarly Communication at the University of British Columbia, Vancouver, she designs evidence-based programming for undergraduate and graduate students, postdoctoral fellows, and faculty members.

“Turning and turning in the widening gyre”

Why do I keep thinking of that opening line from the W. B. Yeats[1] poem “The Second Coming”? Each time I click on a link to join a meeting or start a workshop, my English literature past returns to haunt the rhetorician in me with fragments from the poem. Each day, my fatigue with physical distancing builds, and the at-home workplace finds me slouching toward virtual spaces.

“Things fall apart; the centre cannot hold” Continue reading “Slouching toward virtual spaces: Reflections on writing support during COVID-19” →