The document provides information for faculty on the services offered by Dillard University's Writing Center, which includes free individual writing consultations for students on any academic writing assignment to help improve their writing skills. The Writing Center is staffed by a director, instructional assistant, and peer writing consultants who are trained to work with students from all disciplines on various stages of the writing process. Faculty can refer students to the Writing Center using a referral form and track student appointments.
Candace Griffith is a certified professional pet stylist seeking a position as a groomer. She has over 5 years of experience grooming dogs at various salons and animal hospitals. Her resume highlights her skills in grooming, bathing, drying, nail trimming and customer service. She is proficient in all breed standards and has experience with diverse temperaments. Candace is committed to providing top-quality pet care and aims to continually improve her skills.
The document provides information on professional development workshops for faculty and staff at Dillard University for the Fall 2010 semester. The workshops will cover topics such as using Microsoft Office, Blackboard, Jenzabar budget tracking software, general education curriculum, the Quality Enhancement Plan (QEP), and assessment. Workshops will be held on various dates in August and cover beginner to advanced topics for both instructional and administrative purposes. Presenters include university coordinators, directors, deans and the controller.
The document advertises a competition to win tickets to the BRIT Awards 2014 by using an Angry Birds gift card and entering your name into a draw. It notes that the competition is run by Brandution Ltd, the official UK distributor of Rovio Entertainment Ltd (the creators of Angry Birds), and that the gift card is issued by MasterCard.
This document is the proxy statement for Dillard's, Inc.'s annual meeting of stockholders to be held on May 17, 2008. It provides notice of the meeting and its agenda which includes electing directors, ratifying the appointment of the independent auditors, and any other business properly brought before the meeting. It discloses information on voting rights and requirements for approval of items. It also lists the principal holders of the company's stock and provides information on stock ownership by management.
Dillard's had a challenging year in 2007 with sales not meeting expectations following strong performance in 2006. The company completed a $200 million share repurchase program and approved another $200 million program. Despite economic headwinds, Dillard's remained committed to shareholders and closed underperforming stores. Looking ahead, Dillard's plans to strengthen its appeal to aspirational shoppers and find new brands to redefine itself as a national brand with a new attitude. The company will also work to better match inventory with demand and improve its financial position.
The document is Dillard's, Inc.'s 2006 annual report. It discusses Dillard's strong financial results in 2006, including record earnings per share. It attributes this success to changes made to improve its merchandise mix and appeal to customers seeking upscale, contemporary fashion. These changes included launching a new branding campaign called "Dillard's - The Style of Your Life" and focusing on presenting fashionable merchandise from recognized national brands. Going forward, Dillard's plans to open nine new stores in 2007 and continue strengthening customer relationships through an emphasis on fashion, quality, and value.
This annual report summarizes Dillard's Inc.'s performance in fiscal year 2005. It discusses the company's continued focus on delivering fashion and value to customers through exclusive brand merchandise in its 330 stores across 29 states. While two major competitors merged in 2005, altering the retail landscape, Dillard's believes this presents opportunities to distinguish itself from other retailers. The report outlines Dillard's strategies to attract new customers and maintain relationships with existing customers through continuously updated fashion selections tailored to local customer preferences. It also notes challenges from hurricanes interrupting operations in the Gulf Coast region in 2005.
- Dillard's reported improved financial results in 2004, including a substantial increase in net income to $117.7 million, but sales declined 1%.
- The company greatly strengthened its financial position in 2004 by reducing debt from $2.62 billion to $1.64 billion through a transaction with GE Consumer Finance and strong operating cash flow.
- Dillard's opened eight new stores in 2004, including five replacement stores, and closed four underperforming stores, increasing its percentage of store ownership to 80%.
Candace Griffith is a certified professional pet stylist seeking a position as a groomer. She has over 5 years of experience grooming dogs at various salons and animal hospitals. Her resume highlights her skills in grooming, bathing, drying, nail trimming and customer service. She is proficient in all breed standards and has experience with diverse temperaments. Candace is committed to providing top-quality pet care and aims to continually improve her skills.
The document provides information on professional development workshops for faculty and staff at Dillard University for the Fall 2010 semester. The workshops will cover topics such as using Microsoft Office, Blackboard, Jenzabar budget tracking software, general education curriculum, the Quality Enhancement Plan (QEP), and assessment. Workshops will be held on various dates in August and cover beginner to advanced topics for both instructional and administrative purposes. Presenters include university coordinators, directors, deans and the controller.
The document advertises a competition to win tickets to the BRIT Awards 2014 by using an Angry Birds gift card and entering your name into a draw. It notes that the competition is run by Brandution Ltd, the official UK distributor of Rovio Entertainment Ltd (the creators of Angry Birds), and that the gift card is issued by MasterCard.
This document is the proxy statement for Dillard's, Inc.'s annual meeting of stockholders to be held on May 17, 2008. It provides notice of the meeting and its agenda which includes electing directors, ratifying the appointment of the independent auditors, and any other business properly brought before the meeting. It discloses information on voting rights and requirements for approval of items. It also lists the principal holders of the company's stock and provides information on stock ownership by management.
Dillard's had a challenging year in 2007 with sales not meeting expectations following strong performance in 2006. The company completed a $200 million share repurchase program and approved another $200 million program. Despite economic headwinds, Dillard's remained committed to shareholders and closed underperforming stores. Looking ahead, Dillard's plans to strengthen its appeal to aspirational shoppers and find new brands to redefine itself as a national brand with a new attitude. The company will also work to better match inventory with demand and improve its financial position.
The document is Dillard's, Inc.'s 2006 annual report. It discusses Dillard's strong financial results in 2006, including record earnings per share. It attributes this success to changes made to improve its merchandise mix and appeal to customers seeking upscale, contemporary fashion. These changes included launching a new branding campaign called "Dillard's - The Style of Your Life" and focusing on presenting fashionable merchandise from recognized national brands. Going forward, Dillard's plans to open nine new stores in 2007 and continue strengthening customer relationships through an emphasis on fashion, quality, and value.
This annual report summarizes Dillard's Inc.'s performance in fiscal year 2005. It discusses the company's continued focus on delivering fashion and value to customers through exclusive brand merchandise in its 330 stores across 29 states. While two major competitors merged in 2005, altering the retail landscape, Dillard's believes this presents opportunities to distinguish itself from other retailers. The report outlines Dillard's strategies to attract new customers and maintain relationships with existing customers through continuously updated fashion selections tailored to local customer preferences. It also notes challenges from hurricanes interrupting operations in the Gulf Coast region in 2005.
- Dillard's reported improved financial results in 2004, including a substantial increase in net income to $117.7 million, but sales declined 1%.
- The company greatly strengthened its financial position in 2004 by reducing debt from $2.62 billion to $1.64 billion through a transaction with GE Consumer Finance and strong operating cash flow.
- Dillard's opened eight new stores in 2004, including five replacement stores, and closed four underperforming stores, increasing its percentage of store ownership to 80%.
The Dillard University Writing Center provides free academic support to help students with writing assignments from all disciplines. Writing Center consultants and peer tutors can assist students with crafting arguments, organizing essays, drafting and revising, using proper citation styles, and avoiding plagiarism. However, the Writing Center does not proofread or write papers for students, nor do consultants judge the quality of submitted work. The goal is to empower students to become stronger, more confident writers through 30-minute tutoring sessions focused on overcoming writing challenges.
This document outlines David DiSarro's proposal to expand the Endicott College Writing Center into a "Center for Writing." The summary includes:
1) DiSarro proposes increasing the Center's social media presence, creating space for undergraduate and graduate research, and expanding professionalization opportunities for tutors.
2) He discusses creating a "Writers Community" through "Conversation Partners" and a "Writing Fellows Program" to provide feedback on drafts for students in writing-intensive courses.
3) The proposal aims to empower all student writers and mirror the college's mission of supporting students in their academic pursuits.
This document outlines David DiSarro's proposal to expand the Endicott College Writing Center into a "Center for Writing." The summary includes:
1) DiSarro proposes increasing the Center's social media presence, creating space for undergraduate and graduate research, and expanding professionalization opportunities for tutors.
2) He discusses establishing a "Writers Community" through "Conversation Partners" and a "Writing Fellows Program" to provide feedback on drafts for students in writing-intensive courses.
3) DiSarro believes these changes would help the Center better achieve its mission of helping all students improve as writers across disciplines by providing an interested audience and engaging students actively with their own writing.
The Higher College of Technology recently opened Oman's first writing center. The writing center provides individual tutoring to help students with writing challenges in all subjects. Tutoring improves students' writing skills, self-esteem, and often their marks. Writing centers are common internationally and in the Gulf region to support students learning English as an additional language. The HCT writing center aims to benefit students, teachers, and tutors through personalized attention to develop students' independent editing and revising skills.
The document provides an overview of the Graduate Online Writing Studio (GROWS) at Keiser University. It discusses the purpose and learning objectives of GROWS, which is to help students improve their writing skills. It describes the services GROWS provides, such as writing consultations to give feedback on papers, and how to request a consultation by filling out an online form and submitting assignments. Students can only receive feedback on one paper per week from GROWS, which aims to support students but not edit their work for them.
Business Communication Skills Development Programmeverimportpig
The document summarizes the services provided by the Student Learning Centre (SLC) at the University of Auckland. The SLC offers academic support to both undergraduate and postgraduate students across various subjects. It provides assistance through workshops, individual consultations, and online resources on topics like writing, time management, oral presentations, and computer skills. The SLC also runs specific workshops and programs for business students and those with learning disabilities. Staff are encouraged to refer students to the SLC and collaborate on custom workshops.
The JTCC Writing Center provides writing assistance to students. Tutors help students at various stages of the writing process from brainstorming to final revisions. In-person sessions are available Monday-Thursday at the Chester and Midlothian campuses, while online submissions are accepted via email. Tutors focus on higher-level concerns before addressing smaller issues to help students become better writers overall.
English 102 online syllabus spring 2021ScottDorsch
This document is the syllabus for an online English 102 course taught by Professor Scott Dorsch in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, and resources. The key points are:
1) The course aims to improve students' skills in persuasive and expository writing through assignments that guide the development of major essays.
2) Students must dedicate 8-10 hours per week to be successful, keeping up with deadlines by scheduling regular weekly work.
3) The required textbook is available through the campus bookstore, and all work will be submitted through the online course site.
4) Academic honesty is strictly enforced, and students are responsible for ensuring their
This course summary outlines an introductory English composition course at Kennesaw State University. The course focuses on developing research, expository, and argumentative writing skills. Students will complete a variety of writing assignments including a literacy narrative, interview project, comparison essay, persuasive essay, and formal letters. Emphasis is placed on the practical applications of writing for academics, workplaces, and beyond. The course utilizes peer workshops and emphasizes communication skills. Requirements include class participation, discussion boards, and multiple drafts and revisions of assignments. Grades are based on assignment completion and quality. The course aims to prepare students for academic writing at the university level.
This 3 sentence summary provides the essential information from the English 101 syllabus document:
The document is the syllabus for English 101 being taught in the spring 2020 semester by instructor Johanna Tollefson. It outlines the course goals, learning outcomes, required textbook, policies on attendance, late work, plagiarism, and campus resources available to students. The course focuses on developing skills in critical reading, writing, revising, and incorporating sources to meet college-level writing expectations.
The Writing Center at IUPUI provides free writing assistance to students, faculty, and staff. Tutors aid with all types of writing in any discipline at both the undergraduate and graduate levels. Sessions are typically 30 minutes for undergraduates and 60 minutes for graduates. Appointments are recommended but walk-ins are also accepted. The Writing Center aims to help all writers and maintain a positive learning environment. It is located in Cavanaugh Hall and the University Library and offers various resources on its website.
English 102 online syllabus spring 2021 dorschScottDorsch
1. This document is the syllabus for an online English 102 course taught in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, assignments and grading scale.
2. The course aims to improve students' skills in persuasive and expository writing. Students will complete four modules focused on close reading, writing and rhetoric, and complete scaffolding assignments building to major essays in each module.
3. The grading scale is based on points accumulated from module assignments. Points are converted to letter grades at the end of the semester. Students must complete all major assignments to pass the course.
This document outlines the agenda for a professional development workshop on English language teaching delivered by the University of New Brunswick English Language Programme. The workshop will cover 7 segments exploring key aspects of language teaching like language proficiency, pronunciation, grammar, writing, and self-assessment. It will discuss principles like creating automaticity and opportunities for students to experiment with the language. The workshop aims to help teachers understand how students progress in their language skills and find resources to support their teaching.
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. It introduces the instructor, Tara Ptasnik, and describes assignments, grading, resources for students, and expectations for success in the course. Students will analyze communication situations, apply listening and conflict resolution skills, and give presentations on topics like the job search and communicating in different cultures. The course aims to prepare students to communicate effectively in professional contexts.
This document provides an overview and syllabus for an English 2 course. It outlines that students will conduct advanced research and write papers across different academic disciplines using primary and secondary sources in MLA, APA, or Chicago style. Students will write 25-35 pages total and do at least one oral presentation. Grades will be based on a research proposal, interview report, annotated bibliography, research essay, presentation, and participation. The document provides guidance on being a successful student and accessing support resources like instructors, classmates, the writing center, computer help desk, and disability services.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
This document provides information about scholarships, including common criteria for scholarships from colleges, organizations, and private donors. It then offers tips for applying for scholarships, such as giving writers two weeks notice, dressing professionally for interviews, and using campus resources like the Writing Center and Career Center for assistance with applications.
A Stand-Alone Instructional Resource (STAIR) for students to learn more about the process to apply to graduate school, intended for undergraduate students.
This document provides an overview and syllabus for an English 2 course. It outlines that the course will focus on advanced research skills, writing papers across academic disciplines using MLA and APA/Chicago citation styles. Students will complete a research project that includes a proposal, interviews, annotated bibliography, final essay, and presentation. The document discusses the instructor's responsibilities and availability for support, as well as resources for students like the writing center, computer help desk, and libraries. Grades will be based on assignments, papers, and participation throughout the semester.
This document provides the syllabus for the ENG 100: Introduction to College Reading and Writing course. The summary includes:
The course is designed to support students in their ENG 1301 class by strengthening writing drafts, understanding their writing process, and working on reading skills. Students will workshop drafts from ENG 1301 in small groups, complete reading responses, maintain a journal, and write a final 7+ page memoir on their writing process and improvement over the semester. The course requires regular attendance, participation in class activities and conferences, and completion of assigned readings and writings. It accounts for 30% of the grade in ENG 1301.
The document announces the Donald H. Wulff Diversity Travel Fellowships Program which provides up to $1,200 grants to support travel to the annual POD conference for individuals from underrepresented groups. Eligible applicants include those from racial/ethnic minority groups, underrepresented institutions, or who can contribute to POD's mission of social justice and equity. The deadline to apply for the 2013 conference is May 24th and applications should address the applicant's eligibility and how they and POD would benefit from their attendance. Recipients will be expected to share what they learn at a conference session and participate in assessments of the program.
The Faculty Senate looks forward to seeing attendees at the general assembly meeting where a vote will be taken on the graduating seniors roster. Other standard business will also be addressed as outlined. The document also provides information about an upcoming Scholarship of Teaching and Learning event taking place May 14-17, 2013.
More Related Content
Similar to Dillard University Writing Center Faculty Guide 2011-12
The Dillard University Writing Center provides free academic support to help students with writing assignments from all disciplines. Writing Center consultants and peer tutors can assist students with crafting arguments, organizing essays, drafting and revising, using proper citation styles, and avoiding plagiarism. However, the Writing Center does not proofread or write papers for students, nor do consultants judge the quality of submitted work. The goal is to empower students to become stronger, more confident writers through 30-minute tutoring sessions focused on overcoming writing challenges.
This document outlines David DiSarro's proposal to expand the Endicott College Writing Center into a "Center for Writing." The summary includes:
1) DiSarro proposes increasing the Center's social media presence, creating space for undergraduate and graduate research, and expanding professionalization opportunities for tutors.
2) He discusses creating a "Writers Community" through "Conversation Partners" and a "Writing Fellows Program" to provide feedback on drafts for students in writing-intensive courses.
3) The proposal aims to empower all student writers and mirror the college's mission of supporting students in their academic pursuits.
This document outlines David DiSarro's proposal to expand the Endicott College Writing Center into a "Center for Writing." The summary includes:
1) DiSarro proposes increasing the Center's social media presence, creating space for undergraduate and graduate research, and expanding professionalization opportunities for tutors.
2) He discusses establishing a "Writers Community" through "Conversation Partners" and a "Writing Fellows Program" to provide feedback on drafts for students in writing-intensive courses.
3) DiSarro believes these changes would help the Center better achieve its mission of helping all students improve as writers across disciplines by providing an interested audience and engaging students actively with their own writing.
The Higher College of Technology recently opened Oman's first writing center. The writing center provides individual tutoring to help students with writing challenges in all subjects. Tutoring improves students' writing skills, self-esteem, and often their marks. Writing centers are common internationally and in the Gulf region to support students learning English as an additional language. The HCT writing center aims to benefit students, teachers, and tutors through personalized attention to develop students' independent editing and revising skills.
The document provides an overview of the Graduate Online Writing Studio (GROWS) at Keiser University. It discusses the purpose and learning objectives of GROWS, which is to help students improve their writing skills. It describes the services GROWS provides, such as writing consultations to give feedback on papers, and how to request a consultation by filling out an online form and submitting assignments. Students can only receive feedback on one paper per week from GROWS, which aims to support students but not edit their work for them.
Business Communication Skills Development Programmeverimportpig
The document summarizes the services provided by the Student Learning Centre (SLC) at the University of Auckland. The SLC offers academic support to both undergraduate and postgraduate students across various subjects. It provides assistance through workshops, individual consultations, and online resources on topics like writing, time management, oral presentations, and computer skills. The SLC also runs specific workshops and programs for business students and those with learning disabilities. Staff are encouraged to refer students to the SLC and collaborate on custom workshops.
The JTCC Writing Center provides writing assistance to students. Tutors help students at various stages of the writing process from brainstorming to final revisions. In-person sessions are available Monday-Thursday at the Chester and Midlothian campuses, while online submissions are accepted via email. Tutors focus on higher-level concerns before addressing smaller issues to help students become better writers overall.
English 102 online syllabus spring 2021ScottDorsch
This document is the syllabus for an online English 102 course taught by Professor Scott Dorsch in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, and resources. The key points are:
1) The course aims to improve students' skills in persuasive and expository writing through assignments that guide the development of major essays.
2) Students must dedicate 8-10 hours per week to be successful, keeping up with deadlines by scheduling regular weekly work.
3) The required textbook is available through the campus bookstore, and all work will be submitted through the online course site.
4) Academic honesty is strictly enforced, and students are responsible for ensuring their
This course summary outlines an introductory English composition course at Kennesaw State University. The course focuses on developing research, expository, and argumentative writing skills. Students will complete a variety of writing assignments including a literacy narrative, interview project, comparison essay, persuasive essay, and formal letters. Emphasis is placed on the practical applications of writing for academics, workplaces, and beyond. The course utilizes peer workshops and emphasizes communication skills. Requirements include class participation, discussion boards, and multiple drafts and revisions of assignments. Grades are based on assignment completion and quality. The course aims to prepare students for academic writing at the university level.
This 3 sentence summary provides the essential information from the English 101 syllabus document:
The document is the syllabus for English 101 being taught in the spring 2020 semester by instructor Johanna Tollefson. It outlines the course goals, learning outcomes, required textbook, policies on attendance, late work, plagiarism, and campus resources available to students. The course focuses on developing skills in critical reading, writing, revising, and incorporating sources to meet college-level writing expectations.
The Writing Center at IUPUI provides free writing assistance to students, faculty, and staff. Tutors aid with all types of writing in any discipline at both the undergraduate and graduate levels. Sessions are typically 30 minutes for undergraduates and 60 minutes for graduates. Appointments are recommended but walk-ins are also accepted. The Writing Center aims to help all writers and maintain a positive learning environment. It is located in Cavanaugh Hall and the University Library and offers various resources on its website.
English 102 online syllabus spring 2021 dorschScottDorsch
1. This document is the syllabus for an online English 102 course taught in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, assignments and grading scale.
2. The course aims to improve students' skills in persuasive and expository writing. Students will complete four modules focused on close reading, writing and rhetoric, and complete scaffolding assignments building to major essays in each module.
3. The grading scale is based on points accumulated from module assignments. Points are converted to letter grades at the end of the semester. Students must complete all major assignments to pass the course.
This document outlines the agenda for a professional development workshop on English language teaching delivered by the University of New Brunswick English Language Programme. The workshop will cover 7 segments exploring key aspects of language teaching like language proficiency, pronunciation, grammar, writing, and self-assessment. It will discuss principles like creating automaticity and opportunities for students to experiment with the language. The workshop aims to help teachers understand how students progress in their language skills and find resources to support their teaching.
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. It introduces the instructor, Tara Ptasnik, and describes assignments, grading, resources for students, and expectations for success in the course. Students will analyze communication situations, apply listening and conflict resolution skills, and give presentations on topics like the job search and communicating in different cultures. The course aims to prepare students to communicate effectively in professional contexts.
This document provides an overview and syllabus for an English 2 course. It outlines that students will conduct advanced research and write papers across different academic disciplines using primary and secondary sources in MLA, APA, or Chicago style. Students will write 25-35 pages total and do at least one oral presentation. Grades will be based on a research proposal, interview report, annotated bibliography, research essay, presentation, and participation. The document provides guidance on being a successful student and accessing support resources like instructors, classmates, the writing center, computer help desk, and disability services.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
This document provides information about scholarships, including common criteria for scholarships from colleges, organizations, and private donors. It then offers tips for applying for scholarships, such as giving writers two weeks notice, dressing professionally for interviews, and using campus resources like the Writing Center and Career Center for assistance with applications.
A Stand-Alone Instructional Resource (STAIR) for students to learn more about the process to apply to graduate school, intended for undergraduate students.
This document provides an overview and syllabus for an English 2 course. It outlines that the course will focus on advanced research skills, writing papers across academic disciplines using MLA and APA/Chicago citation styles. Students will complete a research project that includes a proposal, interviews, annotated bibliography, final essay, and presentation. The document discusses the instructor's responsibilities and availability for support, as well as resources for students like the writing center, computer help desk, and libraries. Grades will be based on assignments, papers, and participation throughout the semester.
This document provides the syllabus for the ENG 100: Introduction to College Reading and Writing course. The summary includes:
The course is designed to support students in their ENG 1301 class by strengthening writing drafts, understanding their writing process, and working on reading skills. Students will workshop drafts from ENG 1301 in small groups, complete reading responses, maintain a journal, and write a final 7+ page memoir on their writing process and improvement over the semester. The course requires regular attendance, participation in class activities and conferences, and completion of assigned readings and writings. It accounts for 30% of the grade in ENG 1301.
Similar to Dillard University Writing Center Faculty Guide 2011-12 (20)
The document announces the Donald H. Wulff Diversity Travel Fellowships Program which provides up to $1,200 grants to support travel to the annual POD conference for individuals from underrepresented groups. Eligible applicants include those from racial/ethnic minority groups, underrepresented institutions, or who can contribute to POD's mission of social justice and equity. The deadline to apply for the 2013 conference is May 24th and applications should address the applicant's eligibility and how they and POD would benefit from their attendance. Recipients will be expected to share what they learn at a conference session and participate in assessments of the program.
The Faculty Senate looks forward to seeing attendees at the general assembly meeting where a vote will be taken on the graduating seniors roster. Other standard business will also be addressed as outlined. The document also provides information about an upcoming Scholarship of Teaching and Learning event taking place May 14-17, 2013.
This document is an application for a Scholarship of Teaching and Learning (SoTL) Research Retreat sponsored by the Andrew Mellon Foundation. Applicants are asked to provide information about their institution, proposed SoTL research project, goals for their SoTL program, and challenges they face. The application requires details on the project abstract, significance, methodology, broader impacts, sustainability, and dissemination plans. Applicants must also provide contact information for their research team and obtain endorsement from a senior administrator to be considered for the retreat.
This document is a request form for changing an educational program at a university. It collects information about the proposed change such as the program name, department, type of change requested (e.g. new program, modification, deletion), rationale, impact, and requires signatures from various approving bodies like department chairs, deans, and curriculum committees.
The document provides guidelines for submitting proposals to create, change, or delete courses or educational programs to the Curriculum Committee at Dillard University. It outlines the required steps, including using the appropriate form, providing a title, course details, rationale, and supporting documents like syllabi. Meeting dates for the spring semester are also listed. Proposals are due by certain dates to be considered for the following year's academic catalog.
Callers will receive training on February 19, 2013 from 5:00-8:00pm for an upcoming Call-A-Thon on the same date in the on-campus call center located in Rosenwald Hall near room 230 at Delaware University. Refreshments will be provided at the convenient on-campus location and more details can be obtained by calling Ms. Tiffany Jones, the Phonathon Coordinator, at (504) 816-4696.
This document summarizes a lecture series on multiculturalism at Dillard University. [1] It introduces the session leaders - Dr. Steve Buddington, Dr. Eartha Lee Johnson, and Ms. Diane Magee. [2] The discussion will focus on faculty learning communities reviewing, reconnecting and reflecting on multicultural issues. [3] The document outlines Dillard University's mission and strategic pillars which include producing globally aware graduates and demonstrating commitment to diversity.
This document contains course listings for 14 cohorts in the Spring 2013 QEP program. It lists the courses, times, instructors, and locations for cohorts focused on social sciences, STEM, public health, pre-nursing, business, and nursing. The cohorts include 5-17 credit hours of courses that fulfill general education and major requirements, including classes in English, math, science, and first year seminar.
The two-day SOAR orientation event provided incoming students information and resources to help them succeed at the university. On the first day, students attended informational sessions on student services, had health screenings, met with advisors, and socialized at a block party. The second day focused on academic advising, language placement tests, and social activities like bowling to help students connect with current students. The detailed schedule aimed to smoothly guide new students through the registration and onboarding process.
This document provides a resource and referral guide for Dillard University faculty and staff. It contains contact information for various campus offices that can help students with academic, health, counseling, and other issues. The guide is intended to help faculty and staff identify students who may be struggling and refer them to appropriate support services on campus. Some key services and contacts mentioned include the Center for the First Year Experience, financial aid, counseling, tutoring resources, and more.
The document outlines Dillard University's final examination schedule for the fall 2012 semester from December 10-14. It provides the exam dates and times for Monday-Wednesday-Friday classes and Tuesday-Thursday classes based on normal class meeting times. It also lists common exam dates for mathematics, biology, and first year experience courses. Exams for 12:00pm classes and evening classes from 6-9pm will be given during the scheduled exam period. Saturday class exams will be on December 8th. All final grades are due by 12:00pm on December 15th.
The document announces a workshop to help students prepare graduate school personal statements by providing assistance drafting statements from personal data and helping applicants understand how to highlight their unique qualities. The workshop, hosted by the Louisiana Association of Black Psychologists, will be held on November 17th from 9:30AM to 12PM at Dillard University and students are encouraged to bring laptops and application materials.
A speaker from the University of New Orleans Department of Economics and Finance will present on "Obama Care versus Romney Care" as part of the Quality Enhancement Plan series at the Georges Auditorium on October 19th, 2012 from 2-3 pm. The presentation will discuss the potential social, economic, and political impacts of the Presidential Election on issues of healthcare and gun control. The event will be facilitated by an assistant professor from Dillard University.
(1) The American Association of Blacks in Higher Education (AABHE) is offering doctoral student conference grants to attend their 2013 National Conference from February 28-March 2 in Atlanta, Georgia.
(2) The top grant award provides $1,200, conference registration, and one-year AABHE membership. Second through fourth place winners receive $600, registration, and membership.
(3) To apply, students must submit an application form, resume, recommendation letter, and 2-page research statement describing their completed or ongoing research and its implications for African American communities by December 3, 2012.
The American Association of Blacks in Higher Education (AABHE) will hold its 2013 National Conference on Blacks in Higher Education from February 28-March 2, 2013 in Atlanta, Georgia. The conference theme is "Pathways to Success within Higher Education." AABHE is seeking proposals that address one of five strands: pathways to leadership, publishing/research, health/STEM, diversity/ethnic studies, or cultural arts. Proposals are due by October 12, 2012 and should include presenter information, presentation type (general session or roundtable), selected strand(s), program title, 85-word abstract, and 500-word description.
This research and writing boot camp is a three-part program designed to help new and experienced faculty strengthen their research and writing skills. The first segment will provide practical writing strategies. The second will give insights from journal editors on getting published. The third will cover critical elements for developing a tenure dossier, such as maintaining a research agenda. The overall goal is to underscore the key elements needed for success in the tenure and promotion process. Participants are encouraged to bring work-in-progress to get feedback.
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Dillard University Writing Center Faculty Guide 2011-12
1. 2011—2012
Faculty Guide to Dillard University’s
Writing Center
Dillard University Writing Center, Albert W. Dent Hall, Room 162, 504-816-4180
This guide, a resource for Dillard University faculty, provides general information about the Writing Center and its services.
If you need additional information, please contact the Writing Center Director, Danielle R. Tyler, at 816-4180 or stop by
Dent Hall in Room 162. We look forward to working with you and your students!
Dillard University Writing Center and Its Purpose
Dillard University’s Writing Center is part of the College of Arts and Sciences, but it services the
entire University. Its primary goal is to provide the academic support necessary to increase the
academic performance, retention, and graduation rates of all students. The Writing Center
provides free one-on-one writing consultations for all students for any academic writing purpose.
The writing consultations are designed to help student writers focus, develop, clarify, refine, and
organize their writing.
What Students Do in the Writing Center
Students attend 30-minute writing consultations with peer consultants. The 30-minute writing consultation can
take place at any stage of the writing process, from brainstorming to final editing. It involves a consultant asking
the writer open-ended questions about his/her writing assignment, reading a portion or the entire paper,
responding to the paper by picking one or two concerns to discuss, and collaborating with the writer on how the
writing may be improved. Consultations are non-judgmental and non-evaluative. Consultants help writers identify
areas to improve and develop specific plans to help the writer with his/her writing project.
Who Is in the Writing Center
The Writing Center staff consists of Director Danielle R. Tyler, MA, Instructional Assistant Angelle
Scott, MA, and trained writing consultants who are available to meet with students and answer
questions. The consultants come from various disciplines and have been selected because they
have strong academic writing skills and enjoy working with their peers. They are trained to
respond to writing assignments from across the curriculum.
The consultants are supervised by Danielle R. Tyler who specializes in professional and technical
writing. The instructors and consultants in the Writing Center will help students improve their
writing skills so that they become more confident writers in all classes and for all purposes.
“The Writing Center is committed to providing the best support for Dillard University students. Thus,
we will work to provide all students a learning environment that is accessible and non-evaluative.”
2. 2011—2012 Page 2
How the Writing Center Helps Students
Students from all courses will benefit from the Writing Center’s services. We offer weekly appointments, regular
one-time appointments, walk-in appointments when available, and writing-related workshops. The instructors and
peer consultants can help your students with:
grammar, word usage, sentence structure, punctuation, and spelling
prewriting and brainstorming techniques
drafting and revising paragraphs
identifying and integrating sources to support arguments or positions
writing personal statements, cover letters, resumes, lab reports, research papers, and essays for all classes
Please note: The Writing Center services supplement the writing instruction that takes place within courses—our
services cannot replace the writing instruction in any course. Moreover, the Writing Center consultants will not edit
or proofread papers. Instead, consultants will point out common errors in usage so that the student begins to
recognize patterns in their mistakes, which they can then begin to correct on their own.
How to Refer Your Students to the Writing Center
You may refer your students to the Writing Center by completing the Student Referral Form for each student. Once
you complete the form, return it with the student or send it to the director via e-mail.
How You Will Know Your Students Used the Writing Center
If you assign Writing Center services to students, we recommend that you ask them to submit the original Record of
Session Forms along with their writing projects.
Other Resources Available for Students
Students have access to:
Writing Handbooks (print and electronic)
Writing handouts
Study Areas
3. 2011—2012 Page 3
Workshops and In-Class Visits
The Writing Center offers writing-related workshops every semester. These workshops focus on grammar and parts
of the writing process that most students seek assistance. Moreover, these workshops are to support your courses,
not to replace writing instruction in your courses. Look for the workshop schedules at the beginning of the
semester.
The Writing Center also conducts in-class visits where we discuss our services and how we can help your students.
To request an in-class visit, complete the In-Class Visit Request Form and submit it to a Writing Center staff
member. After we have your information, a Writing Center staff member will follow up with you about your request.
Peer Consultations and Workshops During Final Exams
Peer consultations and writing-related workshops are not available during final exams. Since the Writing Center
staff is reduced to two during the final exam period, please keep in mind that your students may not receive
assistance at this time.
Send Us Copies of Your Course Assignments
Even if you are not working directly with the Writing Center, students from your class may want to seek our
assistance. You can help them by sending copies of your syllabi and assignments. We will review them and keep
them on file to help us clarify your expectations for student writing.
Recommend the Writing Center to Students
To Recommend the Writing Center:
Make a statement about it on your syllabus; include the Writing Center’s phone number and location
Mention it in comments on student papers
Announce availability of the Writing Center to the entire class
Invite the Writing Center Director, Instructional Assistant, or a Writing Center Peer Consultant to talk to your
class about our services
Stop By! We Are Here For Your Students
Dillard University Writing Center
Albert W. Dent Hall
Room 162
Phone: 504-816-4180
E-mail: dtyler@dillard.edu
Funded by Title III
4. DILLARD UNIVERSITY WRITING CENTER
IN-CLASS VISIT REQUEST FORM
To give us a better idea of how we can help you, please give us the following information. After we have
your information, a Writing Center staff member will follow up with you about your request.
Contact Information
Name: _____________________________________________________________________________
Telephone: _____________________________ Cell Phone: ______________________________
Email: _____________________________________________________
Course Information
Department: ______________________________
Course: __________________________________
Class Location: ____________________________ Class Time: __________________
In-Class Visit Date
Ideal Date for In-Class Visit: __________________________
Alternate Date: __________________________________
5. Dillard University Writing Center
Albert W. Dent Hall
Room 162
Dillard University Writing Center
Student Referral Form
The Writing Center is here to assist students in becoming better writers. We offer writing consultations and
workshops to support your students’ efforts to learn to write more effectively. We meet with them individually
and in small groups to work on specific concerns while they complete regular course assignments.
Procedure for Referring Students to the Writing Center:
1. The instructor completes the Student Referral Form for each student he/she is referring to the Writing
Center.
2. The student takes the form to the Writing Center.
3. The student works with a consultant.
4. After the student has worked with a consultant, the student returns the Student Referral Report Form
to the instructor as proof of attendance.
Optional: Student provides a copy of the Writing Center Record of Session Form to the instructor.
If you have questions about this form, please e-mail Danielle R. Tyler at dtyler@dillard.edu.
TERMS:
Student Referral Form: The instructor completes when he/she wants to refer a student to the Writing Center.
Student Referral Report Form: The writer’s proof of attendance.
Record of Session Form: An account of the peer consultant’s session with a writer.
1
6. Dillard University Writing Center
Albert W. Dent Hall
Room 162
Dillard University Writing Center
Student Referral Form
Faculty: Complete the information below and attach the writing assignment
Student Information
Date of Referral _______________
Student’s Name: _____________________________ Student’s Email: _____________________
Course Information
Referring Instructor’s Name: _____________________________ Phone: _______________
Course: ________________________________________________________________
Assignment: __________________________________________________________________
Type of Appointment
___ one-time ___ short-term (2 - 4 sessions) ___ weekly
Reasons for Referral
Place a check mark next to the area(s) of concern for this student:
Prewriting and Composing
___ Understanding Assignments ___ Brainstorming and Generating Ideas
___ Developing a Thesis, Claim, Proposition ___ Planning and Outlining
___ Developing Introductions and Conclusions ___ Writing Topic Sentences
___ Providing Support and Details ___ Maintaining Focus or Organization
___ Writing Clearly and Logically ___ Maintaining Unity and Coherence
___ Using Transitions ___ Other ________________________
Grammar, Mechanics, and Usage
___ Subject-Verb Agreement ___ Pronoun (Agreement & Reference)
___ Comma Splices ___ Sentence Fragments
___ Run-on and Fused Sentences ___ Faulty Parallelism
___ Possessives/Plural Nouns (‘s/s) ___ Verb Forms
___ Spelling ___ Modification (Dangling & Misplaced)
___ Shifts ___ Other _________________________
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7. Dillard University Writing Center
Albert W. Dent Hall
Room 162
Dillard University Writing Center
Student Referral Form
Reasons for Referral
Editing and Proofreading Research and Documentation
___ Strategies for Editing and Proofreading ___ Evaluating and Using Sources
___ Quoting, Paraphrasing, and Summarizing
___ Citation and Documentation
___ Note-taking
___ Avoiding Plagiarism
Other Writing-Related Concerns
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Writing Center Workshops
Please specify the workshops the student needs to attend:
______________________________________
______________________________________
______________________________________
Please provide any additional concerns or information you wish to share with your student’s consultant:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Instructor’s Signature ___________________________________________________
****************************************************************************************************************
Dillard University Writing Center Student Referral Report
___________________________________ attended a tutoring session on __________________. If you have any questions,
please contact the writing center at (504)816-4180 or (504)816-4659.
Consultant’s signature: _____________________________________ Date: ___________________
Note: The Writing Center is not responsible for lost or unreturned forms. Instructors may contact the Center via e-mail or phone
for confirmation of the student’s visit.
3