“It’s HIP to be Square!”: The Four Cornerstones of First-Year Writing Retention for a Post-Covid World

With growing numbers of nontraditional students, students of color, and frst-generation students enrolling in colleges and universities, it is imperative to equip FYW instructors with tools to promote student success and retention. To increase retention in a post-COVID era, this panel proposes four “cornerstones” for twoyear and four-year college faculty to adopt in writing classrooms: the use of high-impact practices (HIPS) of course themes, recursive rhetorical practices, inclusive assignment design, and translanguaging. In this session, the presenters will lead participants through activities that highlight how the cornerstones contribute to a sense of student belonging, which afects students’ decisions to continue to enroll at a given institution

Feed More Back: Multimodal Feedback Toward Relationship-Rich Writing Courses

As university writing instructors, we believe multimodal feedback strategies foster meaningful classroom relationships in collaborative writing projects. Our pedagogy presentation integrates a multimodal feedback plan into two assignment sequences: 1.) an Instruction Set, Usability Test, and Results Memo, and 2.) the Freshmen “Theory of Writing” research paper process.https://encompass.eku.edu/pedagogicon_presentations/1014/thumbnail.jp