symposium logo  Pre-Symposium Workshops

Register for one of the pre-symposium workshops, which will be offered concurrently, from 1:30 to 4:30 PM. There is no fee to register for either of these workshops. Lunch will be provided at 12:15 PM, followed by President’s Castro’s opening keynote at 1:00 PM.

Both workshops have been designed to support courses that have been redesigned to meet students where they are in the context of our new placement policies: Session 1 is designed with instructors teaching entry-level mathematics/quantitative reasoning courses in mind, and Session 2 with instructors teaching entry-level writing courses in mind. However, both workshops are based in evidence-based learning frameworks and have application across all disciplines.

Session 1: An Introduction to Inquiry-Based Learning

Stan Yoshinobu, Professor of Mathematics at California Polytechnic State University, San Luis Obispo, and Director, Academy of Inquiry Based Learning

Inquiry based learning (IBL) is a form of active learning that challenges students to work individually or in small groups to solve and make sense of carefully sequenced problems. This workshop will provide an introduction to IBL methods. While examples will be sourced from math courses, the active, student-centered instructional methods can be applied to a wide range of course. Specifically this workshop will provide opportunities for participants to:

  • learn about IBL classes via video case study
  • discuss ways to engage students
  • investigate sample course structures and
  • explore Think-Pair-Share as a general strategy.

All faculty interested in engaging students are welcome to attend and participate!


Session 2: Supporting Academic Writing through Deeper Reading and Metacognitive Conversation

  • Kim Costino, Dean of Undergraduate Studies, CSU Dominguez Hills
  • Cindy Baer, Assistant Professor and Stretch Program Coordinator, San José State University
  • Kelan Koning, Lecturer, Department of English, CSU Northridge

Working with the texts of our discipline is an “insider’s” game. Our students often feel painfully outside of our disciplinary traditions, conventions, and practices, but we can invite them in! When we build on students' underestimated strengths as readers and problem solvers and create instructional opportunities for "apprenticing" them into discipline-specific academic literacies, we can create engaged, equitable learning environments that also support robust disciplinary learning. We’ll begin to explore HOW in this session.  Specifically, participants will be invited to:

  • become aware of their own and others’ reading processes and to see reading as a problem-solving activity intimately connected with writing, 
  • learn about Reading Apprenticeship as an instructional framework, and
  • participate in activities that can be used in the classroom to help us analyze students' reading, talking, and writing about their reading in ways that promote equity by surfacing and fostering students' strengths.

This workshop is open to faculty who teach writing at any level, from introductory, first-year composition courses through upper-division courses in the major.