Bryan Hall 310 | TuTh 11:00a-12:15p | Fall 2022
Instructor: Professor Steph Ceraso
304-A Bryan Hall | slc7wd@virginia.edu
Zoom Office Hours: Wednesdays 10:00a-1:00p & in-person meetings by appointment; please email me in advance if you plan to come to office hours
Course Description: How do humans learn? When and where does learning occur? Why are we better at learning some things than others? Is it possible to learn how to learn? What does it mean to really learn something? This seminar is a collective inquiry into the experience of learning. We will be reading and writing about a range of topics related to learning, such as curiosity, motivation, failure, boredom, attention and distraction, uncertainty, and more. In addition, our own histories of and investments in learning will serve as key course texts. Rather than talking about learning in an abstract way, you will spend a lot of time examining your own formal and informal learning experiences. Play and experimentation are also core principles of this class. Alongside more traditional writing assignments, you will get to create a mini video documentary about learning something new and participate in various “learning experiments” throughout the semester.
Writing as Inquiry: This course is aimed at developing your ability to write in academic contexts. While there is no single approach to writing that can prepare you for the wide range of courses you will encounter in college, this course can help you begin to cultivate habits of mind and writing practices that are applicable to various disciplines and situations. Primarily, we will be learning how to initiate and sustain a critical inquiry in this course. An inquiry-based approach treats writing as a form of thinking and discovery. Engaging in an inquiry requires posing questions and investigating many possible answers; it involves identifying problems or interesting issues, responding to conversations, wrestling with uncertainty, positioning oneself in relation to others’ ideas, and imagining alternative arguments and ways of thinking about a subject, among other things. Throughout this writing-intensive semester, you will have plenty of opportunities to expand your writing capacities and deepen your understanding of our course topic.
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-practice writing as a creative form of critical inquiry
-address challenging questions about your own and others’ writing
-develop strategies for drafting and revising your writing
-make sense of a wide range of interdisciplinary ideas about learning
-reflect on your own development as a learner and apply knowledge about the practice of learning to your life in school and beyond
-produce a short video documentary about your learning process
-Benedict Carey, How We Learn: The Surprising Truth About When, Where, and Why It Happens (2015)
-Additional readings and media will be provided as links or PDFs
You will be evaluated according to a “labor-based” grading system, meaning you can choose your grade based on how much work you want to put into this course. You can read more about what that means here. Below you’ll find descriptions of the different kinds of learning activities you will be assessed on this semester.
Participation: The success of this class is dependent upon students’ willingness to participate fully and actively. In this course, participation means being prepared for class activities and discussions, as well as engaging in a range of writing and learning activities (beyond the main assignments of the course). You are expected to take part in conversations about the course materials, give feedback during workshops, assess and discuss your own and your peers’ writing as it progresses, and complete a substantial amount of informal writing in this course. For instance, you’ll be keeping a journal (in digital or notebook form) for in-class writing exercises and activities.
To meet expectations for participation in this class, you need to do the following:
Midterm Portfolio: For specific requirements and assessment criteria, see Midterm Portfolio.
Final Portfolio: For specific requirements and assessment criteria, see Final Portfolio.
Mini Documentary Project: For specific requirements and assessment criteria, see Mini Documentary.
Attendance: Much of the learning that occurs in a writing seminar happens in the classroom, so it’s essential that you be present in order to participate fully. All students are allowed two absences during the term for illness or personal leave. For each additional absence after 2 classes, your letter grade will be reduced by 1/3 (e.g. from B+ to B). There is no need to ever provide me with an official excuse (doctor’s note, etc.). I do ask that you please get in touch with me if you miss a class or anticipate missing a class so that I can do my best to help you catch up. If you have a serious illness or other emergency, please let me know so we can discuss accommodations.
Learning Accommodations: I am committed to making your learning experience as accessible as possible. If you anticipate any issues related to the format, materials, or requirements of this course, please let me know immediately so we can work together to consider alternatives. You may also wish to work with the Student Disability Access Center for official university learning accommodations. The University recognizes that ensuring equal access to educational, employment, and all other opportunities is a shared responsibility that demands our continuous identification and removal of physical, technological, and attitudinal barriers.
Writing Center: The Writing Center, located in 314 Bryan Hall, provides experienced tutors who will work with you individually by discussing drafts of your projects in detail. You can set up an appointment or check availability using the scheduler: https://virginia.mywconline.com/. Here is a helpful video on “How to Make an Appointment.“
Robertson Media Center: This is a great place to go to talk to staff who have training in video editing programs if you need additional assistance on the mini-documentary project. I highly recommend familiarizing yourself with the available resources at the RMC: https://www.library.virginia.edu/rmc/.
Inclusivity: We will work together to develop a learning community that is inclusive and respectful. Our diversity may be reflected by differences in race, culture, age, religion, sexual orientation, socioeconomic background, and myriad other social identities and life experiences. I encourage the expression of different ideas, opinions, and beliefs. However, disruptive or insulting remarks, sex- and gender-related or racial slurs, or other forms of bullying, intimidation, or hate speech will not be tolerated.
Each student in this class has the right to determine their own identity. You have the right to be called by whatever name you wish, and for that name to be pronounced correctly. You have the right to be referred to by your preferred pronoun. You have the right to adjust those things at any point. If there are aspects of the instruction of this course that result in barriers to your inclusion or a sense of alienation from the course content, please contact me privately so we can address any issues. Your sense of value and belonging in this course is important to me and to our collective learning experience.
Students of all immigration statuses are welcomed and valued in this classroom, including undocumented students, students from mixed-status families, and students with Temporary Protected Status. As an educator, I aim to create a learning environment that respects and affirms the diversity of students’ experiences and perspectives. If your status is impacting your success in this course, please let me know what I can do to accommodate you (in terms of assignments, attendance, etc.). I pledge to keep your status confidential unless required by judicial warrant.
Academic Integrity: If you quote or paraphrase the words of another in any writing assignment you submit for this course, you must cite your sources responsibly. Plagiarism may result in a failing grade for an assignment, a failing grade for the course, or even dismissal from the university. If you are unsure about what constitutes academic fraud, see the Honor Committee’s statement here: http://www.virginia.edu/honor/what-is-academic-fraud-2/.
Additional Resources:
For students who feel unsafe: https://uvaemergency.virginia.edu/new-student-safety-guide
University Police Department (non-emergency: 434-924-7166; emergency: 911), located at 2304 Ivy Road
Also, the LGBTQ Center and Multicultural Student Center are welcoming spaces.
Counseling and Psychological Services
Madison House’s student-led “HelpLine“: 434-295-TALK
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Experiments in Learning 