DTAR Fall orientation, 8-23-12

We had over 150 students and supervisors in attendance yesterday in the Farish Kiva.  Allison Laubach Wright will be providing us with a summary and discussion post soon, but I wanted to thank once again Dr. Tamara Fish, our new TA Coordinator, Bruce Martin, Allison Wright, and members of the UH Rhetoric, Composition, and Pedagogy Colloquium for making this such a successful event, as well as the Provost’s office for their support.



Please consider attending the UH Graduate Student Literature Conference, March 31st

Student Literature Conference Saturday 31 March 2012, 8:30 a.m. – 4:00 p.m.

[Note: a number of CTE members, including Bruce Martin, Allison Wright, and others, are involved with this event]

Between the recession, partisan rhetoric about class war, and the current Occupy movement, class has moved to the forefront of American political consciousness. Class is also something we can’t avoid in the academy–whether we’re talking about the relative place of men and women (Schell); WPAs, professors, and TAs (Bousquet, Scott); literature and composition (Miller); the university and the community (Mathieu); undergraduate students; or the literary canon and authors that we study. This is a kairotic moment to reexamine our assumptions about class and look more deeply at the class implications in our literature, our languages, our classrooms, and our communities.

Fifteen panels of student presentations, in English and Spanish, with Keynote Speaker Dr. Rosemary Hennessy from Rice University’s Center for Women, Gender, and Sexuality as the keynote speaker.

Free breakfast and lunch for those who pre-register before 25 March.

Information and registration can be found at https://sites.google.com/site/uhconf/


TAs and TA Supervisors: Please attend our Error correction and Class Discussion Workshop this Friday, 2/17, 1-2:30pm.

Have you ever found yourself frustrated by the kinds of errors that your students make, either in class or in their written work, and wondered where you could even begin to respond?  Or have you ever come down hard on a student after he blurted out a mistake, then watched that student shut down and hide from you for the rest of the semester?

Correcting errors can be an inhibiting experience for the instructor–many of us are wary of offending young learners and remember negative experiences when professors handled our errors poorly. Yet correcting errors outside of formal assessments has the potential to become a great learning experience for students if it is handled well, in context, and with the ultimate objective of improving student learning.

Teaching students so that they learn how to self-correct builds self-efficacy, which is different from self-esteem. Self-esteem can be a false-indicator of performance mastery and can be easily manipulated. It does a disservice to students to praise their work without attending to their recurring and persistent errors.  But there is another way: help students understand their own patterns of errors and how to correct them, and they will acquire real confidence in their subject and develop true performance mastery.

In this workshop, you will discuss and learn how to best correct student errors — in class discussion — to strengthen their own critical learning strategies.

The workshop will take place Fri. Feb. 17th 1-2:30 pm in 306 MDA Library. A light lunch will be offered. To register go to:


This workshop will fulfill one workshop requirement of the Certificate of University Training.

See you this Friday.


Aymara Boggiano

Bruce Martin