Roundtable Series

  • Overview
  • Session 1
  • Session 2
  • Session 3
  • Session 4
  • Session 5

Roundtable Series, Part 1

The new Roundtable Series is an initiative meant to allow students to expand their knowledge on salient topics in research and teaching.

Each session will consist of a student-led presentation on a selected topic and a workshop or roundtable question and answer portion to follow. Each presentation/workshop will have been prepared with the help of a faculty member.

This process will allow students to practice public-speaking in both the format of a presentation and of a workshop/roundtable, it will foster collaboration between students and faculty, and will provide the students with opportunities to expand their knowledge on important topics.

The series is a brown bag lunch series so everyone is welcome to bring their own lunch. This means that the setting for this series is informal and thus presents students with a great opportunity to socialize and build relationships with peers and colleagues.


Designing Peer-Feedback Rubrics for L2 Writing Classes


Thamer Kalfut

with Dr. Gene Halleck

Feedback, including peer response, is a main component of writing courses. However, many writing teachers have utilized peer feedback in an inadequate way. For example, many teachers in the classrooms only instruct students to exchange papers and correct all or main linguistic errors. This limited instruction might indicate that writing teachers lack knowledge of theories and principles of peer feedback. Therefore, this workshop aims to develop writing teachers’ pedagogical content knowledge of the design of peer feedback rubric for writing classes via analyzing several peer response sheets. By the end of this session, writing teachers will be able to: 1) Identify pros and cons of peer feedback; 2) Identify forms of peer feedback; 3) Develop students’ metacognitive awareness of their writing; 4) Know principles for designing a peer feedback rubric; 5) Create a first draft of peer feedback rubric; 6) Train their students using peer feedback rubric via developing students’ reading and responding skills.


Python Programming Basics for Analyzing Texts


Robert Redmon

with Dr. Stephanie Link

Python is an easy-to-learn programming language that can be applied to simplify and customize the analysis of texts—e.g. to make word frequency lists, to find and count collocates or specific constructions, to compare word/construction frequencies between texts, and much, much more. Attendees will be introduced to Python programming basics, will (with guidance) write a script to find the word frequencies of a text, and will be introduced to resources that further expand Python’s usability/utility.

Please bring a laptop. For best results, given our time constraints, download Python 3.5.0 (Scroll down a bit to find 3.5.0) and PyCharm Community (both are free) before coming.


Writing Center Strategies


Olga Muranova & Svetlana Koltovskaia

with Dr. Anna Sicari

This session will focus on Writing Center Strategies. First, a discussion of some of the issues that Writing Center staff has identified over the years, where these issues lay, and how they are perceived from various parties (the student, the instructor, the tutor). Then a hands-on experience with a variety of scenarios aimed at furthering the understanding of some of the issues discussed. Lastly, a conversation about possible solutions to issues, the improvements the Writing Center intends to make, and discussion about the future of the center and of its tutors.


Data Analysis, Part 1: T-tests


Micol Martinelli, Bryce McCleary & Nathan Horton

with Dr. Dennis Preston

This roundtable session will help all those interested in better understanding t-tests. First, an explanation of the mechanisms underlying t-tests will be given, along with a discussion on which data is best suited for such test. Then, participants will be able to practice on real data: 1) how to set up data and make sure the program reads it accurately; 2) which parameters to select for the test to perform what we intend for it to perform; 3) how to understand the results; 4) some programs used to perform t-tests and how they work.

Please bring a laptop as this is required to participate.




Dr. Kristine Hildebrandt

Linguistics, Southern Illinois University Edwardsville

Co-founder of SIUE's IRIS Center (Interdisciplinary Research and Informatics Scolarship)