Overview of Recent Service Contributions

Macalester College Postdoctoral Writing Fellow

  • Along with the Writing Director, convene a semester ­long, 10 member Faculty Learning Community on Writing Pedagogy in order to build faculty capacity to teach writing to students in the writing­ designated general education courses at Macalester
  • Embedded Writing Curriculum Support in Physics course. Duties include attending all class meetings, developing writing resources such as assignment descriptions, process handouts, and assessment rubrics; facilitating lessons and activities to support the learning goals of the courses           
  • Embedded Writing Curriculum Support in History. Duties include attending departmental meetings, developing writing resources during a departmental wide curriculum revision process in preparation for a redesigned major and departmental review
  • Facilitate training sessions for student workers who serve as course embedded peer tutors (known as Preceptors at Macalester)
  • Facilitate "supplemental writers workshop" sessions on an as-needed basis, guiding students through developmental writing 
  • Ongoing individual consultation for faculty who would like to create new assignments or integrate successful, evidence­ based strategies for incorporating writing and communication curriculum in their courses; especially in the Sciences

Augsburg College Writing Across the Curriculum Resource Developer

  • Developed original WAC website with 7 corresponding webpages (viewable here)
  • Reviewed assessment data to address faculty/student needs
  • Created original resources (handouts, “low stakes” sample assignments) 
  • Annotated and compiled existing resources
  • Ensured documents are streamlined, available in multiple formats
  • Vetted and annotated video resources that are easy to implement in instruction
Click image above to be redirected to the WAC website.

Click image above to be redirected to the WAC website.

UMN First Year Writing Course Departmental Assessment Project Committee

  • Reviewed ~175 writing assignment prompts and their related essays over the course of a full summer project alongside 4 colleagues (total over 600 essays)
  • Assessed what types of writing assignments produce the strongest writing
  • Assessed what types of writing assignments produce writing that meets departmental objectives
  • Assessed, generally, writing competencies in FYW
  • Sample Insights: Assignments that dialogue what’s been happening in class, and form writing assignments as extensions of that work, produce better essays. Assignments that were too vague (less than a page) or too complex (5 pages) produced inconsistent, uncritical student writing. Assignments that utilized holistic evaluation approaches seemed to produce more creative, critical writing, rather than those who used analytic rubrics.

UMN Writing Center Training Workshop Co-organizer

  • Prepared materials to train 150+ university faculty
  • Prior to organizing the workshop served as a panel member for 2 years
  • Collaboratively developed full agenda in relation to objectives
  • Developed folder resources with rationales, assignment samples, student essay samples for norming activities, ESL samples
  • Sample process: All participants begin in large lecture and then break into smaller “lab” sessions, Schiappa directed such a lab session. Participants discuss writing goals, fair expectations, how to manage large grading loads, how to streamline and prioritize feedback, levels of feedback, practice developing rubrics and grade norming with them, practice using holistic and analytic rubrics, general Q&A for support.

UMN Invited First Year Writing Program Advisory Committee Member (4 years)

  • Collaboratively completed thorough, critical review of writing course learning objectives
  • Collaboratively developed pedagogical training sessions, workshops, and symposiums
  • Facilitated teaching observations between adjuncts and graduate instructors; advised how to guide teaching observations

UMN Appointed First Year Writing Course Teaching Group Mentor

  • Mentored 4­5 designated new writing instructors on course development, text selection, assignment design, grading, and assessment strategies
  • Convened meetings throughout a full AY with instructors, provide mentoring and support regarding all writing and teaching related issues
  • Advised how to manage being a full time doctoral student with teaching