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“MnWE News” Early Fall Issue, September-October 2018

In this issue:


     2. NEW CFP: 2nd CHANCE TO PRESENT DURING CCCC (Deadline: Nov. 1)



     5. About MnWE:
Forwarding the News, Joining/Leaving, Grad Credit,

If you are a MnWE representative, please forward this email to colleagues in English,
Writing and related fields. Many new faculty and writing tutors may not be on the email list.

If you are a long-term member of this listserv, thank you
for your continued participation. If you are new, welcome! Our
listserv emails go to about 2500 English, Writing, and related Upper
Midwest faculty. To join, send a request to the editor at richard at jewell dot net.
Our website is www.MnWE.org. Our next conference is on “Connecting Reading and Writing” at North Hennepin Community College Fri.-Sat., April 5-6, 2018. You are welcome to attend our next Committee meeting at UM-TC in Nicholson 235 on Fri., Nov. 9, or Skype it at https://join.skype.com/yX9xIb6Icx8L. Richard Jewell, Editor


        Thank you for the work that you do. Even if you sometimes receive thanks from students, you still do not hear “thanks” often enough. Every time one of us reaches a student in a small way, that student is likely to directly affect, with what she or he has learned from you, at least several other people per year during the student’s lifetime: at least 200 other people over the years. How many students do you have each year, perhaps 200? If so, that means there will be 40,000 people per year whom you will affect, in at least  small ways, during your students’ lifetimes.

What if those 40,000 people per year are counted in each year of your estimated 30-year career? Your teaching, through your students, may then eventually reach over 1 million people in–at the least–small ways. That is big. And that’s just the small stuff.

        You matter. We matter. The work we do is of great importance, in ways both big and small. And all of the work we do together is a giant, rich, and complex web–mental, emotional, and physical/digital–that spreads through your communities, into your states, and far beyond. We should all remember how great, how important in the long run, the work we do becomes. 


        Would you like to present during CCCC in Pittsburgh in March? The deadline has long since passed for regular proposals. However, you have an opportunity to make a new/additional proposal for the new, jointly held TYCA National Conference. TYCA (Two-Year College Association of English) is holding its first-ever national conference on March 13 with and during CCCC. TYCA will accept proposals until November 1.

        Anyone (at two-year college or not) may make a proposal, but the focus should be helpful in some way to two-year college teaching of English/Writing and related disciplines. This is an especially good opportunity for newer part- and full-time faculty at all levels, for graduate students, and for two-year college faculty who have something helpful to say to a national gathering.
CFP: http://www2.ncte.org/groups/tyca/2019-tyca-conference-call-proposals/



       Generation Z is upon us. Born about 1995-2012, Gen Zers now are our undergraduate students and will be for another decade. A research study by Barnes and Noble College–and a summary of it in Forbes online–well describes these students. They have three primary college learning traits: (1) a majority wants hands-on learning, (2) most have been immersed in integrated technology all their lives and expect college educations to provide the same, and (3) of Gen Z middle- and high-schoolers almost 90% considers college necessary and has more career focus than earlier college generations.

        About 50% wants hands-on learning in and out of the classroom, and only 12% wants lectures. These students also seek to integrate in-class and extracurricular experiences for better learning. In addition, they want their courses not only to use technology but to integrate a variety of technologies with their classroom and extracurricular experiences. As part of this, a majority prefers studying together, and this group reports that its most used online tool for such study is Skype.

       Of Gen Z students ages16-18, nearly half is in, or has already taken, a college course, and 84% of 13-15 year olds plans to take a college course in high school. Gen Zers consider such courses harder, but two-thirds who take them either like them as well as, or better than, high school courses. In addition, many such students already have chosen careers or career paths, and a surprisingly solid minority of younger teens, especially, already have their own online businesses.

        Are we ready for Gen Z? How are we able to offer them what has become known in recent years as active-learning experiences? How can we connect their course experiences with the real world? What personal advice in our courses can we give them about the professions and about learning in general? How can we use technology to sustain and challenge them?
Forbes online summary: www.forbes.com/sites/sievakozinsky/2017/07/24/how-generation-z-is-shaping-the-change-in-education/#20e2f4366520

B&N College Research Report PDF: www.bncollege.com/wp-content/uploads/2018/09/Gen-Z-Report.pdf

        Friday-Saturday, April 5-6, 2019, we will come together at North Hennepin Community College in Brooklyn Park to have an interesting, intelligent, researched conversation about reading. Do you just toss students into the lake of reading and expect them to swim? Or do you throw them into a mid-teen pool of easy reading, below college level? Is what you are doing normal or acceptable? Do you require reading as an event, or do you teach reading as a process? How do you teach research writing: do you also teach research reading as a process?

        What do some of the state’s top Reading Discipline experts say? What would you like to learn from each other about reading? What can you share and give to each other? In short, how, where, and when does reading work or not work in your teaching of writing, researching, and literature?

        Join us to hear our experts on reading, to share your triumphs and tragedies in assigning reading, or simply to learn, discover, and talk with your colleagues. Our CFP (Call for Proposals) will be out soon for the 2019 theme, “Connecting Reading and Writing.” You also may propose anything else–on the theme or not–that is about teaching writing, literature, creative writing, developmental writing, and other related subjects. And are you thinking about going regional or national with a new idea? Some of us have presented our ideas at a MnWE Conference first, and then successfully made the same presentations at TYCA, CCCC, and MLA.

        We’ve been told time and again that the MnWE Conference offers as much professional and intellectual stimulus as do some regional and even national conferences. We are an open-ended, warm, and welcoming conference with multiple ideas and people at all levels of faculty interests. We hope you will join us!

5. About MnWE
(repeated in each newsletter):

Please forward this email to others, especially if you are a MnWE representative listed below. Your newer full-time and adjunct faculty members, graduate students, and writing center tutors may not receive it. 

If you are not on the listserv and would like to join it, simply send your request and email address to richard at jewell dot net.

WHO WE ARE: “MnWE” is “Minnesota Writing and English,” an organization with a coordinating committee, a listserv, and an annual spring conference by and for college, university, and high school English and writing faculty, graduate students, and related academic and literary scholars, writers, tutors, and others in the Upper Midwest.  Our purpose is to bring together these communities in Minnesota, Wisconsin, north and central Iowa, and the eastern Dakotas.  Our website is MnWE.org; our geographical center is Minneapolis-St. Paul. Over 2500 faculty, tutors, and graduate students are on the listserv.  Our listserv members come from public and private two-year colleges, state universities, private four-year and graduate-degree colleges, high schools, and the Universities of Minnesota, Wisconsin, and North Dakota.  Our activities are led by a large, active committee of representative members listed below. 

GRADUATE CREDIT: Anyone may earn one graduate credit from Southwest Minnesota State
University for attending one MnWE Conference day and writing a related research paper (up to three times). For questions about this course—“Eng 656: MnWE Practicum”—please contact lisa dot lucas at smsu dot edu or see www.smsu.edu/academics/programs/english/?id=11637 .

HOW TO REMOVE YOURSELF FROM THE LIST: If you want to be removed from this listserv, please do so yourself, following directions at the very bottom of this email.  If you try without success, then send an email to richard at jewell dot net indicating (1) this problem, (2) your specific email address copied from the directions at the bottom of a MnWE mailing, and (3) your request for removal.
FORMATTING, INVITATION, & CREDITS: These listserv emails usually are formatted in a simple way using html. If you cannot read them, please go to the link at the top to see them on the web.
        If you have any questions, we invite you to email any of us on the committee. You also are always invited to attend any of our five MnWE Committee meetings per year.  You also are invited to offer suggestions—or volunteer your leadership—for a special or double section at the annual conference. 
        This newsletter is written primarily by Richard Jewell without copyright so that anyone may quote, paraphrase, or forward any or all of it freely. We ask only that you give credit to the “MnWE Newsletter” and/or “
www.MnWE.org“; and when you use material that has been quoted or paraphrased in this newsletter from other sources, please be sure to give proper credit to the original source. 
REPRESENTATIVES: Representatives, please forward each of these emails: many of your writing and English colleagues may not be on this listserv. Potential volunteer representatives: We always appreciate hearing from you if your school has no rep. See the “Representatives” list below, and if no one at your school is on it, please volunteer! Email richard at jewell dot net.  We are especially looking for reps from Greater Minnesota, Canada, Iowa, North and South Dakota, and Wisconsin. 
Richard Jewell, General Coordinator
Larry Sklaney, Conference Coordinator
Danielle Hinrichs, Program Coordinator
Gordon and Beata Pueschner,
     Registration & Floor Events Coordinators
Alexander Champoux, UMN, 2018 Site Coordinator
Vanessa Ramos, NHCC, 2019 Site Coordinator

richard at jewell dot net - (612) 870-7024
larry dot sklaney at century dot edu - (651) 747-4006
danielle dot hinrichs at metrostate dot edu - (651) 999-5960
gordon dot pueschner at century dot edu - (651) 686-4468
beata dot pueschner at anokaramsey dot edu - (651) 686-4468
champ147 at umn dot edu
vramos at nhcc dot edu


Minnesota Writing & English
A Consortium of Colleges & Universities

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Transforming writing and English

into teaching and learning experiences using methodologies that serve students best.


Bringing scholarly ideas and practical pedagogy together
to create our futures.




Donald Ross of the University of

Minnesota and Taiyon Coleman of St. Catherine University run a breakout session about literature.




Geoffrey Sirc of the University of Minnesota runs a small breakout after his keynote presentation.




MnWE started in 2007. The cofounders

were Richard Jewell, here giving a welcome after lunch, and Donald Ross, first picture above.





During a 2016 breakout, Beata Puschner presentson improving classroom inclusion of ELL students.


Updated 5 Oct. 2018




Editions: 12-09, 10-14, 8-15, 9-16

Conference Questions--Larry Sklaney or Danielle Hinrichs. General--Richard Jewell

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All MnWE work is volunteer. MnWE thanks the University of Minnesota-Twin Cities for meeting and web space, and the Minnesota State system (formerly MnSCU) for financial and site services. Photos © MnWE