WCP FACULTY POSTERS FOR CELEBRATING TEACHING DAY

1. WCP FACULTY POSTERS FOR CELEBRATING TEACHING DAY

2. GOAL: The idea of each individual poster is to (1) showcase your successful rhetorically driven, multimodal assignment (regardless of which WCP course—0199, 0298, 1101, 1102, 3403, 3431, 3432, 4701, or 4702), (2) highlight the instructor who created it (that is, you), and (3) educate the campus about your course and the approach of the Writing and Communication Program.

3. REQUIRED ELEMENTS: Everyone should include the following elements arranged on the poster in some logical manner to tell a story: • Use the basic template with the heading and woven background. • Include an individual title. • Use a pull quote bar somewhere on the poster, with your own quotation • Maintain the "Brittain Postdoctoral Fellows..." paragraph, including your name at the end. • Use the same fonts (type, style, size) that are on the template. • Use the same color palette as the template. • Include your brief bio (and a representative photo). • Include your brief teaching philosophy. • Include a brief description of your assignment or project. • Include examples or excerpts from your students' work (that you have permission to use) and credit them. • Use the Georgia Tech logo. • Use the Spring 2018 date.

4. HINTS • Work toward a dramatic visual impact by using more visuals and less text. • Use PPT’s turquoise alignment rulers to help align various elements, vertically and horizontally, on your poster. • Consider the ways readers/viewers will navigate through your poster. Where is the point of entrance? What path will readers/viewers follow? • Design an elegant, sophisticated poster that you can put on your professional website to show off your pedagogy.

5. COMMITTING: Before Tuesday, February 6 at 12 pm please complete the GoogleSheetsform indicating your intent to create a poster and participate Georgia Tech’s Celebrating Teaching Day event. CREATING: Create your poster following the conventions defined earlier in this PPT. If you need advice or help along the way, don’t hesitate to contact Joshua King or Rebecca Burnett. NAMING: Save your file as [lastname] [firstname] DRAFT2018.pptx. SUBMITTING: By noon on Thursday, February 22, please submit your completed poster for review to T-Square > WCP > WCP Resources > Templates and Samples > Posters: Celebrating Teaching Day 2018. REVIEWING: Rebecca Burnett and Christina Colvin will review (and perhaps tweak) each poster. PRINTING: We must have sufficient time to have your poster printed, so please adhere to our deadlines. The posters will be at the printer February 26th (allowing time for re-printing in case of printing errors. The Writing and Communication Program pays for the printing and having your poster mounted on foam core board.

6. MODELS: Following this slide are models (from 2012) that have all of the components that posters representing our Writing and Communication Program need to have. Use one of them and insert your own information. Or, if you prefer, take the basic template and the required components and create your own new version.

7. Writing and Communication QuickTakes Transforming Alice: Multimodal Adaptations Brittain Postdoctoral Fellows lead the way in Georgia Tech Writing and Communication Program by designing rhetorically based courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a classroom project designed by Brittain Fellow Dr. Brandy Ball Blake. Teaching Philosophy Students can learn about multimodality by discussing a work that, in its original, is dependent upon both text and images, a work that in numerous adaptations also focuses on oral, nonverbal, and electronic modes and has been transformed into numerous media. Alice is such a work. Brandy Ball Blake(PhD, University of Georgia) Research interests include Victorian literature, children’s literature, fantasy, and video games. • English 1102: Alice’s Adventures • Since the original creation of Alice’s Adventures Under Ground, Lewis Carroll’s works have been adapted and reproduced by numerous authors and through various media—including film, television, videogames, music videos, opera, graphic novels, etc. We analyze the impact that Lewis Carroll’s Alice books have had on Victorian and modern culture. In this course, we examine Carroll’s interest in images, wordplay, games, and logic and research issues connected to the text, such as changing perceptions and anxieties about childhood, aging, sexuality, and social convention. • Illustration Project • When transformed into different media, Alice’s Adventures in Wonderland can take on vastly different meanings. However, most people are familiar only with John Tenniel’s illustrations or • with Disney’s animated movie. • In order to understand how different visual interpretations could change the meaning of the work as a whole, students analyzed images created by other illustrators of Alice, images which would be less familiar to modern audiences but which emphasize alternative interpretations of Carroll’s story, modern artistic techniques, and/or other cultural differences. • This activity helped prepare them to examine Alice’s appearance in other media, such as the video game that corresponds to Tim Burton’s 2010 movie. • Multimodality in this Class • W Read and write essays that explain, that praise, that bash, that analyze. • O/N Participate in the growing field of internet music journalism. • V/E Create websites that present the work we do. Operate and update sites during the last five weeks of the course. • Posters by Natalie Shepherd and Adam Karabenli. • Image from 2010 Alice in Wonderland video game. “The illustrations to Lewis Carroll’s Alice’s Adventures in Wonderland . . . are inextricably wedded to the total performance of the work.” [Richard Kelly] Spring 2012

8. Writing and Communication QuickTakes Friedmanpedia: Student Takes on Hot, Flat, and Crowded Brittain Postdoctoral Fellows lead the way in Georgia Tech Writing and Communication Program by designing rhetorically based courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a classroom project designed by Brittain Fellow Dr. Melissa Meeks. • ENGL 1102: Hot, Flat, and Crowded: How Your Work Can Answer Friedman’s Call Students read Thomas L. Friedman’s Hot, Flat, and Crowded: Why We Need a Green Revolution—And How It Can Renew America (2008), which provides a framework for discussing environmental crises. By situating environmental issues within the larger economic and political sphere, we examine how science, business, government, and journalism intersect. Specifically, the aim of this course is to teach inquiry skills such that attentive readers become capable researchers as well as skilled communicators who have an informed stance on energy policy and climate change. Melissa Graham Meeks(PhD, UNC - Chapel Hill) My work explores the methods by which first-year composition programs teach and assess research-based multimodal arguments in several media. • Teaching Philosophy • I teach students to be: • concerned citizens • curious readers • careful researchers • capable multimodal writers • competent peer reviewers Friedmanpedia positions students as primary authors and editors committed to publishing a useful research tool for readers of Hot, Flat, and Crowded. During the process, students learn not only how to read with curiosity but also to write in order to satisfy and inspire curiosity; they learn not only about writing in a collaborative online environment but also about writing for the screen. Students were assigned to Editing Teams, which developed the writing guide for their entry type. Each week, teams revised all the new entries of that type. • Multimodality in this class • W Read Hot, Flat, & Crowded. Research and compose wiki entries and research projects on related topics. • O/N Deliver a persuasive argument relevant to climate change. • V/E Revise and contribute to the online collaborative encyclopedia that indexes Friedman’s book. Students wrote one entry of each type, submitting a total of 5 entries duringthe 7-week project. On their own initiative, students created indexes, maps, feedback tools, and a random page generator. Spring 2012

9. Writing and Communication QuickTakes Communicating for Real Clients Brittain Postdoctoral Fellows lead the way in designing courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a project designed by Brittain Fellow Dr. Daniel Vollaro. “By working with real clients, students develop projects for specific audiences and uses.” Technical Communication Practices This course is constructed around a final project that requires students to work with "real world" clients on an information design project. By working with real clients, students develop projects for specific audiences and uses. This project incorporates elements of audience assessment, information design, visual rhetoric and usability we have discussed throughout the semester. Teaching Philosophy Active learning and workshop form of centerpiece of Dan’s writing and technical communication courses. By learning how to assess the rhetorical situation in a workshop environment, often with real clients as the audience, students learn how to write and communicate for the modern work world. Daniel R. Vollaro(PhD, Georgia State University, 2008). With graduate degrees in English and Jewish-Christian Studies and long experience as a professional writer and teacher of writing and communication, Dan Vollaro is a versatile teacher. His research interests include American literary history, canon formation, and cosmopolitanism. Spring 2012

10. Writing and Communication QuickTakes Multimedia Texts and Multimedia Annotations Brittain Postdoctoral Fellows lead the way in Georgia Tech Writing and Communication Program by designing rhetorically based courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a classroom project designed by Brittain Fellow Dr. King Adkins. Multimedia Annotations Students then apply methods of annotation to music and film. On the left, Sadie Schureck details Elvis Costello’s “Watching the Detectives.” On the right, Kate Hyder examines a scene from The Office. King Adkins(Ph.D., University of Georgia) Research interests in twentieth- century American literature, post-modernism and popular culture, and digital pedagogy. Textual Annotation Students learned the basic of annotation. This is a page from Chris Rutledge’s Survivor annotation. Teaching Philosophy My courses focus on the skills of textual analysis. I want my students to know how to take a text apart and understand how the various pieces work. And they should be able to do this whether the text is As I Lay Dying or an episode of Seinfeld. English 1102: Annotation Project Students in this course use annotation as a close reading strategy to better understand the texts they encounter. They learn basic techniques for traditional textual annotation and then apply these same techniques to multimedia “texts.” Pre-Writing Students also use annotations to prepare for their papers. Here Hank McCord examines a scene from Futurama. Spring2012

11. Writing and Communication QuickTakes Digital Pedagogy—English 1101:“Virtual Borders and Converging Cultures: Representing the Brave New World” Brittain Postdoctoral Fellows lead the way in designing courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a project designed by Brittain Fellow Dr. Jo Anne Harris Jo Anne Harris (PhD, University of Puerto Rico 2008) Research interests center on Caribbean language and literature; developing digital archives of Early Caribbean artifacts in the Age of Discovery (1600-1800); postcolonial cultures; international technical communication Research Question —How do digital media technologies engage global politics, economies and cultures? “The harmonizing effect of being digital is already apparent as previously partitioned disciplines and enterprises find themselves collaborating, not competing . . .” Nicholas Negroponte – Being Digital Teaching Philosophy — Knowledge is not an abstract concept. Students learn best when solving a problem; my job is to provide them with information tools and show them how to use those tools responsibly. Internationally, a growing phenomenon of ‘converging cultures’ exists as a product of globalization and its dependence on global media technology for communication. While many people view globalized media technology as a “converging technology for converging people and interconnected economies,” for many others the lack of access to advanced technology has created virtual borders and a cultural divide. This raises critical questions about how to use the Internet and new media to communicate effectively in order to address culturally volatile issues, how to use economic tools in support of human development, and how to resolve conflicts through negotiation, mediation, and diplomacy. In particular, this course focuses on the roles of computing, new media communication channels, and their cultural impact in international affairs and business. • Research Points • To what extent do the people of “?” region use digital media as a mode of communication? • To what degree does digital media communicate the politics, economies, and cultural perceptions of “?” region? • What misrepresentations or miscommunications about “?” region have been created or perpetuated through digital media channels? “Knowledge is not an abstract concept. Students learn best when solving a problem….“ Spring 2012

12. Writing and Communication QuickTakes Film Pedagogy: Developing a Web-Based Film Magazine Brittain Postdoctoral Fellows lead the way in Georgia Tech Writing and Communication Program by designing rhetorically based courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a classroom project designed by Brittain Fellow Dr. Manuel PérezTejada. Manuel Pérez Tejada(PhD, The University of Kansas) Research and teaching interests are diverse, but they mostly focus on Mexican and Latin American cinema, contemporary world cinema, documentaries, and the cultural industries. Teaching Philosophy In my classes, I operate as a facilitator who provides students with theoretical tools and challenging scenarios whereby they analyze, question, and construct meanings from familiar, and not so familiar, texts. Students conceive, produce, and present multimodal projects that help them hone their communication skills. English 1102: Writing about Film Students analyze movies under the framework of past and present discussions in film studies. From the film industry to film genres to issue of race, ethnicity and identity, we discuss the changes and continuities within cinema as an institution and how cinema has contributed to our understanding of the world. Students elaborate arguments on old and new industry strategies, film styles, and representations of cultures and identities. Web Film Magazine Project Working in groups of five, students develop a special issue of a web-based film magazine. This web magazine focuses on one aspect of cinema covered in class. • “Through cinema students can understand and explain the complexity of culture and its production in a global era” —M. PérezTejada Spring 2012

13. Writing and Communication QuickTakes Brittain Postdoctoral Fellows lead the way in Georgia Tech Writing and Communication Program by designing rhetorically based courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a classroom project designed by Brittain Fellow Jennifer Parrott. Jennifer Parrott (Southern Illinois University Carbondale) researches Irish women writers and contemporary Irish fiction and drama. ENGL 1101: The Technologies of Travel In this class we explored the relationship between travel and technology. More specifically, we considered how technology has changed not only the way we travel, but also the way we think about and write about the destinations to which we travel. We read everything from postcards and travel brochures to travel narratives and blogs. • What Students Accomplished • The class started with a discussion of where we come from. The first assignment asked students to write narratives about the places they consider home. • The second assignment asked students to make visual arguments about their experiences at Georgia Tech in the form of postcards. • For their final project, students worked in groups to create websites that mapped the best of what Atlanta has to offer Tech students. In the final week of class, students gave 45-minute presentations of their websites, encouraging their classmates to get off campus and experience the city around them. The Technologies of Travel Teaching Philosophy I strive to teach students critical thinking skills that they will use outside of class and to connect our class discussions and projects with situations that they are likely to encounter both in their majors and after they graduate. • Where the Course Began • Everyone comes to Georgia Tech with a different background – some come here from other parts of Georgia, some from other parts of the US, and some from other parts of the world – but we all share the experience of travelling to Tech. The idea for the class began there, and the discussions and assignments allowed students to consider where they came from, how they got here, and where they plan to go next. Spring 2012

14. Writing and Communication QuickTakes Brittain Postdoctoral Fellows lead the way in Georgia Tech Writing and Communication Program by designing rhetorically based courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a classroom project designed by BrittainFellow Dr. Melanie E. S. Kohnen. English 1101 (Fall 2009): Media / Technology / Everyday Life Visual Essay Assignment Task: Construct a sequence of ten images as a photographic essay that visualizes a media/technology theme of the students' choice. Melanie E. S. Kohnen(PhD, Brown University) Television, film, and new media studies Teaching Philosophy The materials and theoretical frameworks I introduce to students in my classes ask them to reorient their understanding of the relationship between reality and representation; between various media formats; and among producers, texts, and audiences. Multimodal Competency and Multimedia Literacy “If one wants to see a visual example of information overload in person, just visit a campus library that is open 24 hours…, and you will see students studying excessively. As shown in my visual essay, information overload takes a toll on both the human mind and technology.” —Hayden Monfette Collegiate Overload by Hayden Monfette • Inspired by Chris Marker's film La Jetée, Hayden constructed a story about the consequences of information overload. Spring 2012

15. Two versions of the same slide…

16. Writing and Communication QuickTakes Problem-solving and campus engagement Brittain Postdoctoral Fellows lead the way in designing courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of science and technology in various communities and periods—past, present, and future. This poster spotlights a project designed by Brittain Fellow Dr. Kathryn Crowther. Revamping OSCAR This group redesigned the online registration system for Georgia Tech. Their proposal involved screen shots of the new layout along with a presentation that explained the new features. Kathryn E. Crowther(PhD, Emory University, 2008) focuses research and teaching on 19th and 20th century British literature, neo-Victorian novels, and the history of print-culture. Teaching Philosophy I encourage students to become critical readers of all types of texts. The key to this process is encouraging a self-motivated exploration in the direction of his or her disciplinary interests. Library Makeover The library was redesigned in this proposal to create more student-friendly study areas and computing stations. • Proposal Project: English 1101 Fall 2008 • Students worked in groups to draft a proposal in which they proposed a solution to a problem they identified at Georgia Tech or within their academic discipline. Their multimedia proposal could be a website, a short video, a more formalwritten document with accompanying 3-D models, etc. The tasks? • Problem. Identify the problem you are choosing to address. Explain how it affects you or your peers at Tech or within your discipline. Clarify what is at stake – what are the larger ramifications of the problem? What will happen if it is not remedied? What effects will the implementation of your proposal have on the impacted community • Audience. Think about who your target audience will be. What will be the best way toreach them? What medium or media will be the most effective vehicle for your message? • Research. Do research about your issue. What is already being done? Have there been other proposals on your topic? What sources will you use? How will you cite them? • Responsibilities and presentation. How will you divide the tasks among group members? How will you present the project to the class? How will you try to get your proposal implemented? Rerouting the Stinger Shuttle— Georgia Tech’s bus system was the focus of several projects. This group rerouted the entire bus system and presented their proposal along with a way to fund the additional buses needed: advertising on the bus shelters. “I encourage students to become critical readers of all types of texts....” Spring 2012

17. Writing and Communication “I encourage students to become critical readers of all types of texts.” Problem-solving and campus engagement • Proposal Project: English 1101 Fall 2008 • Students worked in groups to draft a proposal in which they proposed a solution to a problem they identified at Georgia Tech or within their academic discipline. Their multimedia proposal could be a website, a short video, a more formal written document with accompanying 3-D models, etc. The assignment required these tasks: • Problem. Identify the problem you are choosing to address. Explain how it affects you or your peers at Tech or within your discipline. Clarify what is at stake – what are the larger ramifications of the problem? What will happen if it is not remedied? What effects will the implementation of your proposal have on the impacted community • Audience. Think about who your target audience will be. What will be the best way toreach them? What medium or media will be the most effective vehicle for your message? • Research. Do research about your issue. What is already being done? Have there been other proposals on your topic? What sources will you use? How will you cite them? • Responsibilities and presentation. How will you divide the tasks among members of the group? How will you present the project to the class? Will you try to get your proposal implemented? If so, how? Brittain Postdoctoral Fellows lead the way in designing courses with a WOVEN (written–oral–visual–electronic–nonverbal) emphasis. Students use multimodality to explore cultural studies of scienceand technology in various communities and periods—past, present, and future. This poster spotlights a project designed by Brittain Fellow Dr. Kathryn Crowther. Teaching Philosophy I encourage students to become critical readers of all types of texts. The key to this process is encouraging a self-motivated exploration in the direction of his or her disciplinary interests. Revamping OSCARThis group redesigned the online registration system for Georgia Tech. Their proposal involved screen shots of the new layout along with a presentation that explained the new features. Library Makeover The library was redesigned in this proposal to create more student-friendly study areas and computing stations. Kathryn E. Crowther(PhD, Emory University, 2008) focuses her research and teaching on 19th and 20th century British literature, neo-Victorian novels, and the history of print-culture. Rerouting the Stinger ShuttleGeorgia Tech’s bus system was the focus of several projects. This group rerouted the entire bus system and presented their proposal along with a way to fund the additional buses needed: advertising on the bus shelters. Spring 2012