Testimonials from Faculty
"Linda Neiberg provided me with invaluable help to prepare for teaching WI courses. She helped me design syllabi that include writing workshops in my courses. She came to some of my classes to help me teach my students how to write a good history paper with a clear thesis and concrete evidence. She also helped me prepare systematic handouts for writing workshops to distribute to my students. After having several writing workshops that were closely integrated into my course curriculum, most of my students made a phenomenal progress with writing, having me think more about the importance of writing guidance in the courses. I also learned from Linda many useful pedagogical skills to teach writing in the history classes, and thanks to her crucial help I became confident of teaching my students how to write strong papers. I truly appreciate her help and the writing fellow supporting program that enormously contributed to my teaching skills. I'd like to recommend other faculty members that they grasp this great opportunity to work with a writing fellow if possible."
- Hyunhee Park, Ph.D., Assistant Professor of History
“Writing fellows have worked with individual professors in on our department in a number of ways: they developed intricate, scaffolded writing assignments; they planned classroom activities that focused on student writing; they designed peer workshops or rubrics for students to evaluate their own writing; and they researched materials that the professors used in class to support writing projects. One professor put it this way: ‘I had all these ideas for how to teach my course, but I never had time to build them. I would give the writing fellow an idea for an assignment or activity and the next day she came back to me with something I could use in class.’
Many of the professors in our department who worked with writing fellows to design more writing into their courses were happily surprised by improvements in their students' work. The goal for the writing fellow in each course was to design ways for students to engage with the ideas of the course through writing. By writing about the course content, the students learned more then they would from just reading and listening to lecture or a discussion. In fact, developing creative writing assignments led to more engagement and more informed classroom discussion. In addition, because the students have been writing all semester long, the final research projects are no longer ‘first tries’ or compilations of ideas heard in class. Students have been working with the ideas through writing, so their final projects reflect that work.
From a departmental standpoint, writing fellows have also helped us formulate learning objectives for our courses, participated in outcomes assessment practices by designing surveys and reviewing syllabi to determine how writing is used in our courses. One of our writing fellows led a workshop for all faculty teaching a particular course, where she shared all the materials she had helped develop that year. The whole department benefitted from her work in a few classrooms.”
- Tim McCormack, Ph.D., Assistant Professor of English
Deputy Chair and Director of Writing Programs
“I've worked with Writing Fellows in several ways: 1. as their supervisor, where I helped them coordinate their activities with John Jay faculty, 2. as a faculty member, where the WF came into my classroom and provided a specially-designed research/writing activity that supplemented the classwork that we were already doing, and 3. as a special programs coordinator, where the WF acted as my right-hand person to coordinate an extracurricular event for students. In all three of these cases, I felt the support of an intelligent, engaged colleague with whom I could brainstorm ideas, collaborate on research that I couldn't do solely on my own, and a compatriot who helped me attend to details that I might have overlooked had I been flying solo. If you've never had the opportunity to work with a Writing Fellow take advantage of the vibrancy and camaraderie that they can bring to the table to discuss issues of writing, pedagogy, and student learning.”
- Mark McBeth, Ph.D., Associate Professor of English
Deputy Chair of Writing Programs