In addition to innovative training and development, FSE Graduate Instructors may also take advantage of opportunities like summer teaching positions, FSE projects, and scholarly travel funds.

Summer Teaching Positions

Part-time teachers applying for summer teaching positions will be appointed according to a numerical system based on a ten-point scale based on factors like whether the applicant has previous taught in the summer, if the applicant is a first-year teacher, if the applicant has made reasonable progress towards the degree, and if the applicant has passed comprehensive exams. Most English classes in the summer are taught online. GTAs are usually eligible to teach in the summer once during their degree. A second opportunity sometimes becomes available if a teacher is needed for an advanced class in the GTAs discipline.

FSE Projects

The FSE Projects provide teachers with funding to develop innovative teaching materials relevant to courses taught in the FSE curriculum that will be shared with other teachers in the program. These Projects can help the program stay current with scholarly knowledge about teaching writing, with best practices, and with changing trends and technologies of writing.

Proposals for Projects that would contribute substantially to the FSE program are solicited in the spring from current GTAs and Lecturers and those Projects selected and funded are typically completed during the summer, with the results shared on the FSE Blackboard site and in other relevant forums.

Some recent FSE Project Descriptions (2015-2018):

English 101:
Maria Dones created an English 101 course that explores public rhetoric through a focus on fan culture and fandoms. In keeping with this creative and original focus, Maria designed an engaging sequence of assignments, beginning with an analysis of public genres within fandoms and moving to creating a public genre on an issue related to a fandom, to writing a fanfiction and rhetorical reflection, to concluding with a “radical revision.”

Sarah Spicer created an English 101 course focused on the intersections of rhetoric, identity, and ideology, with assignments that ask students to produce responses across a range of genres and media. Her innovative sequence moves from a student-produced podcast on language and identity, to an analysis of multimodal texts, to writing an op ed, to a unique revision assignment that asks students to reflect on their previous 3 assignments and to present on their evolving writing identities.

Emma Kostopolus designed an original and creative unit for English 101 (unit 3: the multimodal project) that asks students to envision that they are part of a fictional disaster relief organization and to create a multimodal survival guide in the context of a zombie apocalypse. She includes a useful teacher’s guide that describes the scaffolding for the unit, moving from reflection on the rhetorical situation (a simulated zombie apocalypse), to exploring zombie rhetoric in pop culture, to planning the multimodal survival guide in response.

English 102:
Nino Cipri created a unique and engaging Unit for English 102 (Unit 3) that asks students to practice inquiry and research by focusing on speculative discourse and questions about the future. Students are asked to write a synthesis essay based on a “What if” question about the future, and they have the option to write a traditional academic essay or to utilize a creative option for writing a science fiction piece or narrative that integrates multiple perspectives.

English 101 and 102: 
Alisa Russell created a comprehensive and thoughtfully designed 101/102 course sequence, with assignments that range across teaching genres as social action (English 101) followed by asking students to explore the social actions of disciplinary inquiry and research genres (English 102).  In English 101, students move from genre analysis, to genre critique and innovation, to analyzing and producing public genres, to producing a multimodal genre. In English 102, students begin with a comparative analysis of research writing across disciplines/publics, present on research writing within their disciplines, develop a research question and proposal, and then write a research-based text. Included are a wealth of instructor resources for each unit.​

Scholarly Travel Funds

There are three opportunities for graduate students to receive travel funding for conferences or other scholarly work:

Graduate Scholarly Presentation Travel Fund – Office of Graduate Studies

The Graduate Scholarly Presentation Travel Fund is for KU Lawrence or Edwards Campus graduate students presenting their research or the disciplinary equivalent at a meeting of a learned or professional society. Reimbursements of up to $500 are made for domestic or international travel expenses. Find the application and more information

Travel Funds Committee – Department of English

The Travel Funds Committee offers travel funds to support a trip of significant distance to support graduate student research, scholarship, and writing, such as (in order of preference): (1) presenting a scholarly paper or reading from your own creative work at a regional, national, or international conference, (2) conducting research at a library or archive, (3) engaging in a project at a major workshop or institute. The amount of funds varies from year to year. To find information about recent competitions and travel opportunities.

Travel Awards – Students Association of Graduates in English

Each year, SAGE is able to offer limited travel funds to its members to help cover registration and travel to scholarly conferences. The amount of funds varies from year to year Exhaustion of resources and SAGE involvement are the primary criteria. Find the application and more information

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