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| --- | --- | --- | --- |\n| MORNING SESSION |  |  |  |  |  |  |  |\n| Morning\u003Cbr>Breakout\u003Cbr>Room \\#1 | Multimodal\u003Cbr>Writing | 1 of 5 | Andrievskikh | Natalia | [na71@nyu.edu](na71@nyu.edu) | NYU | The presenter will share assignment design for the final progression in her Advanced Writing for STEM majors class. Students were asked to compose Speculative Design Proposals for an object that would serve as a critique of a social problem of their choice and a 3D prototype of their speculative object created on TinkerCad. Taking inspiration from Speculative Everything: Design, Fiction, and Social Dreaming by Anthony Dunne and Fiona Raby, the assignment asked students to design a provocative artifact that would illuminate and critique their chosen problem rather than present a“solution.” The proposed artifacts aimed to challenge the assumptions behind the mainstream design of public spaces, material objects, and digital environments. The final project consisted of a Literature Review, a Project Proposal, and a 3D prototype of the proposed design. |\n|  | Multimodal\u003Cbr>Writing | 2 of 5 | Arduini | Tina | [tinaarduini@ferris.edu](tinaarduini@ferris.edu) | Ferris State\u003Cbr>University | I will share my experiences with planning and hosting optional Zoom meetings for my fully online writing courses. These optional meetings are scheduled with the assistance of the Doodle scheduling tool. Each week, students are given the option to attend and complete the “in-class” activities as a substitution for the online discussion. Better than online office hours, which are poorly attended, these optional Zoom meetings have become a place for students to ask questions and work in small groups. While I always have a goal in mind for each session, students dictate what content to cover—ranging from traditional lectures to conferences about group projects. While only a handful of students attend each week, they continually comment on how much they appreciate the opportunity to meet synchronously. Even if they can’t participate, students express a sense of established community and how they felt better knowing that their peers were able ask questions about the course content. |\n|  | Multimodal\u003Cbr>Writing | 3 of 5 | Feibush | Laura | [lfeibush@gmail.com](lfeibush@gmail.com) | Juniata College | This presentation outlines an audio assignment sequence that engages and builds community among FYC students, connecting the liveliness of the spoken word to persuasive strategies on the page. First, students conduct interviews with which they enrich essays inspired by Gloria Anzaldúa’s “How to Tame a Wild Tongue.” This provides a form of invention that honors students’ lived experiences. Students then work together to compose mini podcast debates using argumentation techniques in Graff and Birkenstein’s They Say/I Say, recognizing how dynamics of conversation inform written argumentation. Lastly, students cite and evaluate sources while collaborating on brief radio segments. Students use free audio software and widely-available recording devices. We are here to find points of entry into writing by harnessing auditory dimensions of language. Here, students trust their ears to access written forms that may feel distant, while centering their voices to build community across modalities. |\n|  | Multimodal\u003Cbr>Writing | 4 of 5 | Jackson | Jeffrey | [j](jeffrey.jackson@cortland.edu)[effrey.jackson@cortland.edu](jeffrey.jackson@cortland.edu) | SUNY Cortland | My response to the question “Why Are We Here?” might be the opposite of what one might expect. While an obvious answer might be to instruct my students, I find that I can do that by learning from my students. For my presentation, I want to share student responses to an asynchronous discussion prompt from Apri","cbCaiqSnsLvBIXCx","https://ap.wps.com/l/cbCaiqSnsLvBIXCx","pdf",237457,8,"English","# Morning Session\n## Breakout Room #1 - Multimodal Writing\n## Breakout Room #2 - Metacognition and Transfer","[{\"question\":\"What information does the schedule provide for each breakout room?\",\"answer\":\"Each breakout room lists the room title, presenter order, presenter name, contact email, institution, and a description of what the presenter will share.\"},{\"question\":\"What is included in the Multimodal Writing breakout room content?\",\"answer\":\"It covers assignment design such as speculative design proposals with 3D prototypes, planning optional Zoom meetings for fully online writing courses, and using interviews and podcast debates to build community and support argumentation.\"},{\"question\":\"What is the focus of the Metacognition and Transfer breakout room?\",\"answer\":\"It emphasizes how metacognition supports knowledge transfer in writing classrooms and how it contributes to a portable, personal theory of writing that contextualizes and synthesizes writing knowledge.\"}]","2022_T2T_Schedule-MorningAfternoon | PDF",1790088939]