The School of Journalism, Writing and Media is hiring two part-time Undergraduate Academic Assistant (UAA) positions to assist with the implementation of a Teaching and Learning Enhancement Grant titled “Cultivating Inclusive Writing Instruction: Planting Seeds Across the Curriculum”. The UAAs will work with project team members in the development of accessible teaching and research materials related to the key characteristics of inclusive writing instruction.
The UAAs will report to the TLEF principal applicant Dr. Laila Ferreira, assistant professor of teaching in the UBC School of Journalism, Writing, and Media (JWAM).
Duration: Monday, May 13-August 17th
Hours: 42 (3 hours week avg.)
Rate: $28.19
Duties will include:
- Attending meetings and workshops.
- Using Canvas as a teaching and learning tool.
- Developing power point presentations.
- Searching for sources using the UBC library database.
- Writing summaries of scholarly articles and books.
- Assisting with creating learning activities, assessments, and workshop materials according to the principles of universal design for learning.
- Assisting with the design of quantitative and qualitative questions for surveys, focus groups and interviews.
- Working with the software Qualtrics.
- Organizing survey and interview data using Excel
- Other duties as required
Deadline for applications is April 30th, 2024 Applications can be submitted here:
The School of Journalism, Writing and Media is hiring two part-time Graduate Academic Assistant (GAA) positions for a Teaching and Learning Enhancement Grant titled “Cultivating Inclusive Writing Instruction: Planting Seeds Across the Curriculum”.
One GAA position will be focused on 1. Project coordination, and the other will be focused on 2. Website design and graphics.
The GAAs will report to the TLEF Dr. Laila Ferreira, assistant professor of teaching in the UBC School of Journalism, Writing, and Media (JWAM).
Duration: Monday, May 13-August 17th
Hours: 42 (3 hours week avg)
Rate: $33.80
Please indicate in your cover letter which of the 2 positions you have the most interest in and your relevant experience.
Duties for GAA 1. project coordination include:
- Logistics and administration of the project
- Scheduling meetings with TLEF team, UAAs, and CTLT specialists
- Coordinating communication amongst project team members
- Attending and taking notes at TLEF project meetings
- Organizing and scheduling interviews and focus groups
- Facilitating workshops and presentations.
- Assisting project team members and UAAs with creating learning activities, assessments, and workshop materials according to the principles of universal design for learning.
- Organizing and keeping track of learning activities, assessments, and workshop materials developed through the project.
- Working with Arts ISIT data specialists on interpreting data from surveys and interviews.
Duties for GAA 2. website design and graphics:
- Attending project team meetings.
- Working with CTLT and Arts ISIT on establishing and developing the project website according to universal design principles.
- Assisting with website design and graphics according to universal design principles.
- Populating the website with content developed through the project.
- Other duties as required.
Deadline for applications is April 30th, 2024 Applications can be submitted here
If you wish to pursue an in-depth study of a particular topic with an instructor who shares interest and has expertise in this topic, consider applying for WRDS 499.
General course description
Students wanting to take WRDS 499 are responsible for selecting a suitable topic area, finding a supervisor, and working with the supervisor to develop a suitable course project and course outline (e.g., course description, rationale, objectives, structure, readings, assessments, schedule).
Course projects will require that the student engage in advanced study of their selected topic area and produce an end-of-project deliverable that takes one of the two forms below:
- A research paper that engages with research and practice in the field of Writing Studies.
- A multimodal writing and communication project that engages with research and practice in the field of Writing Studies.
Students will also work with their supervisor and with WRDS program administrators to apply for and (if the application is approved) to enrol in the course. Students can apply up to 6 credits of WRDS 498 toward their Minor in Writing and Communication.
Please note: Students are responsible for initiating and completing this work in advance of the term in which they plan to take the course.
Application deadlines
Applications must be submitted by May 1 for Winter term 1, November 1 for Winter Term 2, and February 1, if the student intends to register in the course in Summer Term 1 or Term 2.
3 credits from any one of these courses:
-
- Arts One
- APSC 176
- ASTU 100
- ASTU 101
- CAP 100
- CAP 101
- CHEM 300
- COMM 196
- ENGL 100
- FRST 150
- LFS 150
- SCIE 113
- SCIE 300
- WRDS 150
- WRDS 350
Steps to apply
Students who qualify (see ‘Prerequisites’ above) and would like to complete a WRDS 499 Directed Studies course should complete the following steps.
- Students must work with a faculty member (i.e., tenured or tenure-track professor of any rank; or lecturer) who agrees to act as instructor-of-record and supervisor in the course. Supervisors must specialize in areas that align with the student’s selected topic area. Supervisors must be willing and able to work with the student throughout the course — from its inception to its completion.
- Students are responsible for identifying and approaching potential supervisors, and students are encouraged to do this well in advance of the term in which they plan to take the course.
- Students must choose a supervisor in consultation with — and with the full knowledge and support of — the faculty member(s) involved. In standard cases, students work with one supervisor (a WRDS faculty member) whose areas of interest qualify them to supervise the student’s project.
- In special cases (e.g., when a topic area is multidisciplinary or transdisciplinary), students may work with co-supervisors, one from each research area/discipline: one must be from the WRDS unit and the other may be a UBC-V faculty member from another program or unit whose research interests align with the student’s topic.
Working together, student and supervisor are responsible for designing a course project that requires that the student engage in advanced, in-depth study of their selected topic area and produce an end-of-project deliverable:
- A research paper that engages with research and practice in the field of Writing Studies, or
- A multimodal writing and communication project that engages with research and practice in the field of Writing Studies.
The project (and project deliverable) should be appropriate for the student’s topic area, within the purview of the supervisor’s areas of interest and expertise, feasible to complete with the resources available, and suitable for an ambitious 400-level undergraduate learning experience.
The following components of the project must be submitted for feedback and assessment by due dates / deadlines that are clearly indicated in the course outline:
- An early-term project plan (e.g., a project proposal and bibliography)
— due in the first half of the course.
- A mid-term progress report (e.g., preliminary findings, outline, draft, story board)
— due in the second half of the course.
- An end-of term final project (i.e., the completed research paper or multimodal project)
— due at the end of course.
- Working together, student and supervisor are responsible to developing a course outline that includes a course description, objectives (i.e., learning outcomes), rationale, structure (type and frequency of meetings and activities), readings, assignments and assessment, and a schedule or timeline.
- The course outline can be provisional and subject to revision, but it should be comprehensive enough to demonstrate the need for and value of the course, the rigour and feasibility of the course, and the logic and fairness of assignments and assessments (assignments should showcase and assessment should reflect the student’s achievement of course learning outcomes).
The student and Supervisor must submit the “WRDS Directed Studies Approval Form” (see link below) to the WRDS Program Office for review / approval by the WRDS Chair and JWAM Director by the following deadlines:
- May 1, if the student intends to register in the course in Winter Term 1.
- November 1, if the student intends to register in the course in Winter Term 2.
- February 1, if the student intends to register in the course in Summer Term 1 or Term 2.
If the course is approved, the student is responsible for working with the Supervisor and WRDS Program Office to formally register in the course no less than a month from the start date of the course.
WRDS 498 Special Topics in Writing Studies gives upper-level students the chance to explore innovative, emerging, or timely areas of research and practice in the field of Writing Studies.
General course description
While the topic of WRDS 498 will vary year-by-year, course topics will focus on issues, conversations, approaches, or skills that are on the forefront of work in the field, or that are being reimagined or revisited by experts in the field in light of current events.
WRDS 498 may also feature unique learning experiences that allow students to engage with the course topic in unconventional ways (e.g., community engaged learning; service learning; practicums) — reflecting and leveraging the course instructor’s special areas of pedagogical expertise and innovation.
All versions of WRDS 498 will involve engaging with writing and communication research and practice at an advanced level, including the analysis, critique, production, or transformation of a variety of situated writing and communication issues, practices, and texts, in a variety of modes and genres. Students can apply up to 6 credits of WRDS 498 toward their Minor in Writing and Communication.
3 credits from any one of these courses:
-
- Arts One
- APSC 176
- ASTU 100
- ASTU 101
- CAP 100
- CAP 101
- CHEM 300
- COMM 196
- ENGL 100
- FRST 150
- LFS 150
- SCIE 113
- SCIE 300
- WRDS 150
- WRDS 350
Course overview
This course is divided into 3 sections of 2-4 weeks each. The material is a mix of practical and theoretical issues that are important for students to know. Most of the readings for this course focus on events from 2010 onward. However, the course will also offer historical and multi-media perspectives on journalism’s response to social change when discussing various theories and case studies.
We will also look at and hear from journalists, activists, and organizations to help us get real life perspectives about class content and case studies. Estimated number of weekly hours students should dedicate to this class (preparation activities + class activities + working on assignments): 8-10 hours. You are expected to complete required readings or other material in advance of class meetings and come to class prepared to discuss the readings.
- Section 1 - Theoretical Perspectives & Journalism in Practice: This section of the course aims to help students learn the foundational theories, concepts and terminologies needed for the course. During week 4, we will dive into technological advancements in new media and journalism, specifically dating to the advent of Twitter and explore how the presence of new media technology in journalism influenced the craft and its role in society. (Weeks 1-4)
- Section 2 - Case studies and Examples: We will look at case studies involving social movements that have led to social change and employ a news media perspective to explore the role of journalism in covering social movements. We will examine topics such as technology and social change, news coverage of Indigenous led movements in Canada, and reporting on gender equality movements, global democracy movements and their coverage, etc. (Weeks 6-10)
- Section 3 - Practice & Projects: We will combine the theoretical understandings from the first section and the lessons from the second section to put into practice some of the class’s main theoretical and conceptual frameworks by focusing on final projects. (Weeks 11 & 12)
Upon completion of this course, students will be able to:
- Analyze social change through a news media perspective taking account of media systems, news framing, positionality of journalists and other important aspects related to news media and reporting on social change.
- Evaluate the role journalism plays in shaping, instigating, or undermining social movements while considering social, political, and cultural implications in different political and media systems.
- Analyze the role news media play in the context of social change using specific case studies and focused analysis
- Critically assess news coverage of social movements using theoretical concepts and practical lessons discussed in class.
Course description
Social media have become key components of the digital media environment by offering people opportunities to produce, share, and interpret content, as well as to interact with one another. Journalists are among those who have taken advantage of such opportunities, expanding journalism beyond traditional media outlets and designated news websites. This course focuses on what journalists and other users do on social media. We will learn concepts and issues related to social media and will gain practice with social media storytelling.
After learning what constitutes social media and how they have developed, we will identify and explain shifting norms and practices of journalism, user engagement with the news, and disinformation and misinformation in the digital media environment. The course will also offer insight into politics and social media, social movements and protests, and dark sides of social media, such as harassment. On the practical side, we will learn how to craft posts for different platforms and how to engage with users. We will also create videos for social platforms. The course allows you to pursue your interests and to develop knowledge and skills that will help you navigate the challenges and opportunities of the evolving digital landscape.
The course sessions will consist of lectures, class discussions, and group discussions/assignments. Class discussions will be based on the lectures, as well as on questions and examples you submit (see under Assignments). In addition, you and your peers will be divided into groups and be given group assignments in class.
For example, in a session on shifting norms and practices of journalism, groups may be asked to identify and assess different expression styles that news organizations use in their social media posts. Groups will share with the class highlights of what they have done. Resources will be available online or assigned by the instructor.
Upon successful completion of this course, you will be able to:
- Identify and understand key norms, procedures, and processes concerning the production, distribution, and usage of news-related messages on social media
- Identify and understand impacts and implications of social media on journalism and society
- Apply social media tools and practices in storytelling and engagement with users
- Analyze and critique activity of journalists or other actors (e.g., politicians or activists) on social media
- Recognize the importance of cultural or national context in understanding the use of digital platforms
Course overview
Journalists do more than report news or relay the world around them; they shape our perceptions of it and influence how we as readers and viewers think about current events and each other. Nowhere is this influence more prominent or potentially more powerful or damaging than in how journalists report from and write about communities with which they have little in common or ones that have been marginalized for social or political reasons.
This course introduces students to best practices in deep reporting on under-represented communities while also acting as a self-contained introduction to feature writing and long-form narrative. It combines the practicalities and ethics of socially responsible journalism with the craft of writing more nuanced and complex stories.
The classroom experience in this course is a dynamic one with active learning placed front and centre. You’ll learn as much from doing as you will from listening to me and participating in the class.Weekly readings will be analyzed in this course through a number of ways: groups discussions, online discussions and short individual reflection papers.
By the end of this course, you should be able to:
- Develop strategies for reporting from and writing about a range of communities and cultures
- Adopt best practices in reporting on under-represented communities into your writing
- Incorporate some tenets of trauma-informed reporting
- Develop, pitch, report, research, write and self-edit a midsize (1500 to 2000 words) feature story
- Take your reporting into deeper, more nuanced character-based, magazine-style storytelling
- Gain some grounding in the art of creative nonfiction and long-form reporting in general