Keynote Address (captioned)

Dr. Shannon Walters, Temple University

As teachers of writing in the 21st century, we recognize the importance of engagement in the classroom, including how students engage with learning as well as who is included in such engagement (National Survey of Student Engagement, 2017.pdf). Several pedagogical movements — notably Universal Design for Learning (CAST, 2010) and Active Learning (Bonwell & Eison, 1991.pdf) — have begun to redefine student engagement. The University of Connecticut’s own interest in student engagement, accessibility, and active learning stems from the development of its Writing Across Technology initiative. As exciting as these pedagogies are, there is still much to learn about how they function in the writing classroom, including the ways they are and are not compatible with each other and the range of potential practices of writing instruction they make possible.

This conference asks how access can be imagined as active and, conversely, how active learning can make space for access.

The 2019 Conference on the Teaching of Writing took place at the University of Connecticut’s Hartford campus on Friday, April 5, 2019.

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