2023 Writing Intensive Teaching Excellence Awards

The Campus Writing Program is proud to recognize the recipients of the Win Horner Award for Innovative Writing Intensive Teaching and the Writing Intensive Teaching Excellence Awards.  These award recipients have made outstanding contributions to writing for learning in their face-to-face and online classrooms this year.

Win Horner Award for Innovative Writing Intensive Teaching

Dr. Caroline Brock, Sociology, is the recipient of the Win Horner award.

Dr. Brock’s Sociology/Peace Studies 2150W course addresses the criteria of “innovative” in the ways she engages students with writing in varied forms as part of their learning.  Dr. Brock’s dedication to teaching and learning is clear in her commitment to collaborate with units across campus – including CWP.  She approaches her teaching with always learning and mentoring her undergraduate and graduate students who work alongside her in the course.  In the letter of nomination, Dr. Joan Hermsen focused on Caroline’s Amish Communities course as it includes interdisciplinary content and reaches students from a variety of majors.  As Dr. Hermsen wrote: “Caroline emphasizes higher order thinking and writing rather than specific sociological content.”  Students are involved in multiple revisions.  One student noted: “At first I thought this revision was unnecessary, but just requiring me to revise my paper over helped me realize the benefits of revision and overall improved my writing tremendously.  For every paper I write now, I rigorously revise to produce the best possible paper, and that is a direct result of taking Dr. Brock’s class.”

Writing Intensive Teaching Excellence Awards

Sydney Graham, doctoral student, Communication, is the recipient of the Writing Intensive Teaching Excellence Award

Sydney is a GTA in Dr. Timothy Luisi’s Communication 3575 course: Business and Professional Communication. In her role, Sydney led weekly lab sections, helped review the syllabus and assignments, and responded to student writing with detailed and prompt feedback. Dr. Luisi described her as a “fantastic colleague” and as an educator who is “student-centered and empathy driven” in her teaching. She thoughtfully planned and modeled effective writing instruction as well as supported students’ learning of the course content.  As Dr. Luisi described: “Rather than assuming all her students would learn best the same way, Sydney continually worked to ensure that all her students left the class as more accomplished writers, regardless of the skill level with which they entered the course.”  Our congratulations to Sydney Graham.