G - Pre-major, major, or minor are required to take this course graded to be applied to major/minor requirements
Course Data
ENG 612 Comp GTF Sem II
1.00 cr.
Discussions designed to increase the effectiveness of first-year graduate teaching fellows as teachers of courses that fulfill the university's writing requirement.
Process a complete drop (100% refund, no W recorded)
October 2:
Drop this course (100% refund, no W recorded; after this date, W's are recorded)
October 2:
Process a complete drop (90% refund, no W recorded; after this date, W's are recorded)
October 3:
Process a complete withdrawal (90% refund, W recorded)
October 3:
Withdraw from this course (100% refund, W recorded)
October 4:
Add this course
October 6:
Last day to change to or from audit
October 10:
Process a complete withdrawal (75% refund, W recorded)
October 10:
Withdraw from this course (75% refund, W recorded)
October 17:
Process a complete withdrawal (50% refund, W recorded)
October 17:
Withdraw from this course (50% refund, W recorded)
October 24:
Process a complete withdrawal (25% refund, W recorded)
October 24:
Withdraw from this course (25% refund, W recorded)
November 14:
Withdraw from this course (0% refund, W recorded)
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.
