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Session 3A: Engagement by Design: Pedagogical Strategies for Active Learning
No full textThe presentation explores pedagogical strategies that foster active learning, student engagement, and deeper comprehension
Session 3C: Delivering Class Instructions through Accessible and User-Centered Hypertext Class Agendas; Maximum Effect: Freshman Composition Today and Tomorrow
No full textDelivering Class Instructions through Accessible and User-Centered Hypertext Class Agendas
D.H. Won
Although digital tools have transformed writing classes drastically, the core of teaching writing has not changed, which is encouraging students’ thinking skills for their self-discovery through the self-inquiry process for effective communication as a student-centered learning environment. Inspired by Peter Elbow’s Writing Without Teachers, the session introduces hypertext blog-style class agendas, which promote active learning through writing workshop class activities and the integration of GenAI, HTML, and gamified writing tools. This session will explore how a technology-driven writing and instruction method can support traditional philosophy.
Maximum Effect: Freshman Composition Today and Tomorrow
William Brannon
The rapid adoption of AI tools by students poses significant pedagogical challenges for general education courses like freshman composition. In my brief presentation I explore how freshmen composition courses offer not just the enhancing of skills viable today for enabling students to engage critically with texts but also can equip those students with understanding of how best to harness the power of AI platforms for whatever rhetorical situations the future brings
Session 4C: AI-Enabled Grading and Feedback: Supporting Not ReplacingTeachers
No full textTeachers play a crucial role in providing students with a well-rounded education but often face challenges in fulfilling all their responsibilities. This is especially true for English instructors teaching students to write. While writing is an essential skill, assessing written work poses significant challenges. Students need formative feedback on their writing. However, teachers often struggle with heavy workload of evaluating student essays. Many teachers somewhat jokingly liken spending all weekend grading essays to ‘an English teacher’s version of hell.”
Artificial intelligence is the latest in a long line of disruptive innovations poised to reshape teaching and learning. Used properly, AI will support—not replace—teachers. While acknowledging challenges, this presentation focuses on AI’s compelling benefits, particularly for English teachers seeking to provide more effective and timely feedback on student writing. AI-enabled assessment tools, like WriteGrader.com, can be a powerful complement that elevates teaching capacity, streamlines assessment, improves feedback and frees time for human-to-human mentoring. This presentation will explore practical implementation strategies for integrating AI in the classroom, with specific emphasis on utilizing AI to assess written assignments. We’ll demonstrate how these tools can help teachers overcome traditional time and workload constraints, ultimately improving pedagogical effectiveness and student outcomes
Session 2C: Getting Real: Re-Engaging with a Humanistic Approach to Writing Instruction in the Age of Artificial Intelligence; They Already Think They Can’t Write
No full textGetting Real: Re-Engaging with a Humanistic Approach to Writing Instruction in the Age of Artificial Intelligence
The ability of generative AI to create passable imitations of academic writing gives writing instructors an opportunity to re-imagine the purpose of college composition. However, we need not just a negative vision of the writing classroom based on preventing and punishing AI-enabled plagiarism, but a positive vision of what students stand to gain by doing the writing themselves. I argue that we can find that positive vision in the largely forgotten humanistic pedagogical framework developed by Carl Rogers in the 1960s – specifically, Rogers’ ideas about student-directed learning and the instructor’s role in creating a psychological environment that makes such learning possible. I provide an overview of the core tenets of humanistic pedagogy, including genuineness, empathy, and trust. I then focus specifically on the importance of trust between instructors and students in the age of AI, including the factors that have led to an erosion of that trust and the consequences for student learning. I suggest that when students are properly supported and engaged in a humanistic environment, there is less incentive for creating formulaic essays that meet surface-level requirements, such as those AI can easily create. To demonstrate what this environment would look like in practical terms, I present writing centers as models of humanistic educational spaces and offer specific suggestions on re-designing grading criteria to be more conducive to, and more reflective of, student growth.
They Already Think They Can\u27t Write - Here\u27s How We Change That Through Soft Skills and Early Identity Formation
This presentation explores using identity-based motivation theory to improve the self-efficacy of developmental writing students. This presentation highlights a first-week classroom activity that can be used to foster student confidence by redefining what it means to be a college-level writer. Attendees will gain insights into framing a course around soft skills that can enhance developmental writing students’ self-awareness, thus contributing to writing proficiency and academic success
Percy Jackson - 134
No full textCast of Collin College\u27s production of The Lightning Thief: The Percy Jackson Musical.https://digitalcommons.collin.edu/percyjackson_gallery/1133/thumbnail.jp
Percy Jackson - 205
No full textCast of Collin College\u27s production of The Lightning Thief: The Percy Jackson Musical.https://digitalcommons.collin.edu/percyjackson_gallery/1204/thumbnail.jp
Percy Jackson - 215
No full textCast of Collin College\u27s production of The Lightning Thief: The Percy Jackson Musical.https://digitalcommons.collin.edu/percyjackson_gallery/1214/thumbnail.jp
Of Fur and Feather
No full textArchival Pigment Print - 2025 22”x34”, 22”x15.5” and 11”x16” Instructor: Lisa Means, Portfolio Developmenthttps://digitalcommons.collin.edu/studentphoto2025/1007/thumbnail.jp
The Ferguson Effect
Full text linkResearch Essay
Research in progress for CRIJ 2328: Police Systems and Practices
Faculty Mentor: Stephanie Abramoske-Austin, PhD
This article began from a term paper assignment in CRIJ 2328, Police Systems and Practices—a required course for Criminal Justice students. The assignment asks students to research a current policing topic and write an essay that includes the history of the topic, its importance for modern-day policing, a review and analysis of the empirical evidence on the topic, and proposed solutions. Ayleen Suarez chose to research the “Ferguson effect.” The Ferguson effect began circulating online and in a variety of news programs after Michael Brown was shot by police in 2014 in Ferguson, Missouri (hence the title of the theory). The central assertion of the Ferguson effect is that negative media coverage of policing affects officer morale, which, in turn, makes them less likely to engage in their duties to avoid potential criticism, accusations, and civil suits. As such, the Ferguson effect theory hypothesizes a link between public scrutiny and distrust of police and a decline in proactive policing, resulting in an increase in violent crime between 2015-2016. The fundamental research question is whether there is evidence that the hypothesis is true. Ayleen begins her research by explaining the history of the Michael Brown shooting and the subsequent Department of Justice investigation into the shooting. Ayleen continues her research on how the theory developed and provides a summary and analysis of the empirical research on this topic—including other explanations for rising crime rates during the period in question. Based on her research, Ayleen finds that “attributing the substantial growth of crime rates solely to the Ferguson effect strips the importance of other intricate factors influencing crime trends like policing strategies, socioeconomic conditions, and community trust in law enforcement.” Ayleen effectively concludes her article with policy recommendations to increase trust between the police and the communities they serve
2 Sides
No full textCast Iron and Bronze 16” x 8” x 4” - 2025 Professor at Plano Campus and Online Teaches Art Appreciation, Design II, Sculpture I, and Design IIIhttps://digitalcommons.collin.edu/faculty2025/1000/thumbnail.jp