General Education programs present a unique pedagogical challenge: on the one hand, students enrolled in Gen Ed courses are highly diverse in terms of their academic background; on the other hand, instructors are drawn from departments with specific disciplinary norms. This divergence can create significant misalignment in individual courses or assignments, where instructors often deploy genres of writing—or the uses of writing—whose norms they have naturalized without explaining them to students. In this session we will explore a new resource that addresses this problem from three perspectives: instructors designing assignments, instructors teaching assignments, and students engaging with assignments.
Shared Session Notes
