WIS sponsors an annual, multi-day writing instruction workshops event near the beginning of each academic year for faculty who teach with writing. This opportunity offers faculty a chance to gain ideas and new practices on teaching and assessing writing, as well as a chance to work on their own course materials in the company of their colleagues from across campus.

This three-day retreat is usually held at Western's Shannon Point Marine Center nestles in the woods and near the water in Anacortes. All expenses for travel, lodging, food, and materials are covered.

An additional stipend is available to retreat participants who choose to complete a mini-study and brief write-up identifying specific ideas/practices they gained from the retreat followed by a brief write-up within the current academic year.

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2022

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Crossing the River Together: Complicating Learning Outcomes in Writing Classes, Sophia Brauner

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Including the Obvious: Why Are We Doing This?, Elizabeth Colen

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Practicing Healthy Relationships in Academic Spaces through Informed Revision, Melina Juarez

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Combining Backward Design with Narrative Tools can Structure Complex Subjects into Engaging Courses, Francisco J. Laso

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To what extent does the implementation of student-centered assignments increase student engagement, agency, and success in MUS 342 and MUS 343?, Haley Nutt

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Talking about Writing: Supporting In-Discipline Instructors by Using a Reflective Process to Implement Student-Centered Writing Assignments in Accounting, Lucas Walker

2018

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Peer Editing as Learning Tool, Warren Cornwall

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Course Revision Using Backward by Design, Rita Daniels

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Consensus to Co-Create Curricula and Build Community, Nini Hayes

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Scaffolding Writing Assignments in Introductory Art History, Monique Kerman

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Improving MBA Students' Ability to do Financial Analysis, Claire Lending

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Using Reflective and Meta Writing Practices in English 101, Michelle Runyan

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Incorporating Exploratory Writing Assignments for an Intermediate Nutrition Class, Claudia Wang

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Incorporating Academic Writing into the Advanced Chinese Class, Li Wang

2015

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When Developing a Course Goal Becomes Developing Shared Norms, Brian J. Bowe

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Exploring a Threshold Concept in Kinesiology 306 Course, Harsh Buddhadev

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It’s All about That Base: Persuading Learners of Spanish as a Second Language That Verb Acquisition Is the Essence of Communication, Sean Dwyer

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The Value of Refining a Threshold Concept, Michael Fraas

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Actionable Learning for a Living Earth: Backwards by Design 2015-16 Project Report, James Loucky

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Circling Back to Guiding Questions, Marc N. Muniz

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Backwards by Design Retreat and Teaching Mini-Assessment, Hilary Schwandt

2014

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Improving Student Understanding of Writing Assignment Guidelines and Expectations: Mini-Assessment, Cat Armstrong Soule

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Postcolonial Critique: A Threshold Concept in Organizational Communication Studies, James Fortney

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Writing Instruction Report Regarding Activities Stemming from Summer 2014 Backwards by Design Retreat, Catherine Riordan

2013

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Reinforcement by Error Analysis of Multiple: Threshold Concepts in Advanced Spanish Composition, Sean Dwyer

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Backwards by Design 2013/2014 Assessment Project, Jasmine Goodnow

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Backwards By Design, Summer 2013 Retreat Assessment, Matt Holtmeier

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Assessment Project Write-Up: Phil 112, Ethical Question Activity, Michelle Saint

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Sequencing a Literature Review Paper, Peter Smith

2012

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A Process for Engagement with Threshold Concepts in Spanish Composition, Sean Dwyer

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Backwards by Design Assessment Project, Linda Keeler

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Backwards by Design Implementation Report, Kristina Luce

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Using Service-Learning to Teach Threshold Concepts, Helen Morgan Parmett

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Backwards by Design Project Assessment Write-Up, Michelle Saint