When
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Teaching Deep Source Engagement in the Age of Gen AI with Shelley Rodrigo, Michelle Halla, Lara Miller-Rivera, and Leslie Sult
This interactive workshop showcases evidence-based strategies for fostering deep engagement with secondary sources in undergraduate writing, particularly in first-year writing courses. Participants will explore how scaffolded assignments, reflective activities, and structured rubrics can support students in moving beyond surface-level source use toward thoughtful analysis, synthesis, and integration, including in contexts where generative AI tools are part of the writing process. This interactive workshop showcases evidence-based strategies for fostering deep engagement with secondary sources in undergraduate writing, particularly in first-year writing courses.
Participants will explore how scaffolded assignments, reflective activities, and structured rubrics can support students in moving beyond surface-level source use toward thoughtful analysis, synthesis, and integration, while also examining ways to intentionally incorporate generative AI tools as part of the research process to support inquiry, source discovery, and sensemaking rather than shortcutting critical engagement.
Participants will leave with practical, adaptable tools for scaffolding research-based writing and reflective strategies that strengthen students’ critical thinking and engagement. The workshop combines a brief showcase of successful teaching practices, collaborative planning time to support adaptation across disciplines, and guided reflection to encourage immediate application in diverse instructional contexts.
This workshop is part of the Teaching Exchange Workshop Series. Building on the energy and ideas of the Teaching Exchange Symposium, this online workshop series brings TES sessions to a broader audience through accessible, virtual formats. Each session extends the conversation, offering deeper exploration, practical strategies, and continued connection around teaching and learning.