M - Major, minor, pre-major, or concentration restrictions. If restricted by date, click on CRN to see effective dates; courses with no date are restricted through the registration deadline. Contact the academic department for additional information.
ENG 612 Comp GTF Sem II
Discussions designed to increase the effectiveness of first-year graduate teaching fellows as teachers of courses that fulfill the university's writing requirement.
Graded for Majors;
Optional for all other students
Process a complete drop (100% refund, no W recorded)
Drop this course (100% refund, no W recorded; after this date, W's are recorded)
Process a complete drop (90% refund, no W recorded; after this date, W's are recorded)
Process a complete withdrawal (90% refund, W recorded)
Withdraw from this course (100% refund, W recorded)
Add this course
Last day to change to or from audit
Process a complete withdrawal (75% refund, W recorded)
Withdraw from this course (75% refund, W recorded)
Process a complete withdrawal (50% refund, W recorded)
Withdraw from this course (50% refund, W recorded)
Process a complete withdrawal (25% refund, W recorded)
Withdraw from this course (25% refund, W recorded)
Withdraw from this course (0% refund, W recorded)
Change grading option or variable credits for this course (tuition penalties apply when reducing credits)
You can't drop your last class using the "Add/Drop" menu in DuckWeb. Go to the “Completely Withdraw from Term/University” link to begin the complete withdrawal process. If you need assistance with a complete drop or a complete withdrawal, please contact the Office of Academic Advising, 101 Oregon Hall, 541-346-3211 (8 a.m. to 5 p.m., Monday through Friday). If you are attempting to completely withdraw after business hours, and have difficulty, please contact the Office of Academic Advising the next business day.
Expanded Course Description
This course is designed to support GEs teaching in the University of Oregon’s Composition Program for the first time. We will discuss ways to foster an effective and inclusive learning environment for your students as well as refine understanding of the Composition Program pedagogy and learning outcomes and familiarize ourselves with the resources available to teachers and students of writing on campus. Teaching is a craft and a labor, and so our course is also an inquiry. What do effective and inclusive learning environments look like? What is the individual teaching persona you want to present in your classroom communities? How do we best navigate university, department, and program expectations with our unique goals and with student expectations for their education? There are no single answers to any of these questions, and so as a community of teachers we will discuss best practices and philosophies.