Course Review Committee

Course Review Committee

Over the past few years, the CRC has provided a venue for fruitful, thought-provoking conversations and collaborations among faculty who teach in the composition program.  In addition, the CRC is the program’s way of ensuring that faculty governance provides direction to the program as a whole. The CRC has made substantial revisions to the process of collaborative portfolio assessment, the Capstone assessment rubric, the Eng 12 SLOs (student learning outcomes), and, most recently, the overarching purpose for Eng 24 — all of which have grown out of practical and collegial collaborations among CRC faculty.  This fall, if you are scheduled to teach a course in the composition program, we’d like to invite you to participate in this year’s CRC. Please reply to this email and let Annie know whether you’d like to join your colleagues this year.

The CRC is, we hope, a powerful and effective means of providing us–the entire department, and the entire KBCC community–with annual feedback on how well our composition courses are educating our students.  This year (fall-spring), we hope to convene a committee of 25 current English 12 and 24 instructors. Participation in the CRC is entirely voluntary. This paid committee convenes on an annual cycle, over the fall and spring semesters, for a total of a full credit of remuneration (a credit for FT faculty and 25 hours of pay for PT faculty). The committee will review student writing samples, will collaborate on various aspects of their own courses, will read and discuss current scholarship that is relevant to our courses, and will ultimately be charged with the task of producing recommendations for the program based on this work.

 

The work of the CRC for the Fall 2017-Spring 2018 year will include:

  • Approximately 5 face-to-face meetings per semester (fall/spring).  These meetings will be a mix of small (cohort) and large group formats.  At least two large group meetings will include discussions of outside readings drawn from scholarship on teaching and learning reading and writing in FYE.
  • Designing a mini-action-research Gen Ed assessment project for your own section of Eng 12 or 24.
  • Participating in your choice of fall collaboration with your CRC colleagues.  The three options offered this year are: cross-marking a set of papers (lots of variations on this are possible); designing a shared curriculum, activity, or assignment; and classroom intervisitation. I’ll offer more details on these options to those who would like to join the CRC.
  • Convening during finals week with other CRC members to reflect on insights from the fall semester and set an agenda for their work in the spring.
  • During the Spring term, the CRC does not require class-level collaboration nor Gen Ed assessment, which leaves us time to focus on other projects. Based on work in the 2016-17 CRC, this work will focus on:
    • Developing materials for texts and projects for the Eng 24 “social engagement” movement
    • Learning about student reading.  How do we push students (and teachers) to longer and more complex texts?
    • Having many sections of Eng 12 and 24 teach a common assignment and compare results. Developing a common Gen Ed project for better program assessment.
    • Learning about scholarship on racism in teaching/assessing writing
    • Discussing the role of literature in our Composition sequence
    • Judging the Eng 24 best research essay contest
    • Creating a CRC “white paper” on the idea of a C minimum grade in Eng 12 and 24.
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