by Lane Smith As an undergraduate, I felt that many writing assignments were not fully developed as a teaching tool. I mean that often, after I wrote a paper and submitted it for a grade, I never received helpful and meaningful feedback or sometimes not at all. The kind of feedback I received was both vague…
by Rich Ross When I heard about the Writing Intensive Program at the University of Georgia, I pretty quickly became a believer. I support the WIP principles, and since my graduate work emphasizes collaboration in the sciences, I wanted to use this space to speak about the following WIP principle: Teaching writing in math, science,…
by Megan Neely I have long taken for granted my ability to talk about art. I enjoy describing how the seemingly innocuous features of a painting or sculpture can be imbued with ideas of enormous gravity. The skill of merging the historical contexts of a work and its actual imagery is a requisite part of…
by Jake Knox Working as a WIP TA has been a wonderful opportunity for me to really explore my beliefs about teaching. More than anything I think this experience has shown me the value of personal connections in the learning process. I’m working with two courses—ecology and fish/wildlife management—and doing both essay edits and conferences for…