As part of its sponsorship of the Certificate, the Simpson Center makes available some limited conference travel funding for CPS fellows.
Conference funding is available on a first-come, first-served basis. The yearly funding cycle extends from July 1 through June 1.
To insure some distribution of funds across the program, we offer small grants of up to $500. Requests will be assessed by the Certificate directors. Priority will be given to engaged and collaborative work (with other fellows, faculty, or community partners), to presentation in interdisciplinary venues, and to fellows who are active in the certificate.
To request funding please send an email inquiry to the CPS Directors, Miriam Bartha and Bruce Burgett, detailing the nature of the presentation, the venue, your estimated costs for participating, and the connections to your CPS goals and interests.
All fellows receiving funding are asked to report back to other CPS fellows on their conference experience by sending an email to the firstname.lastname@example.org listserv about the conference, their activities, and what they learned or gained specifically in relation to their thinking about public scholarship. Fellows receiving funding are also encouraged to report back on their experiences at the CPS Quarterly meeting immediately following the conference.
Fellows' Conference Highlights
Lillian Campbell (English) presented research from her CPS Independent Study, HUM 600, at the 2013 Conference on College Composition and Communication (CCCC). Campbell’s presentation, "Insider Perspectives on the Role of Public Science Texts in Teaching Science Writing,” drew on her interviews with graduate students in the UW ENGAGE program, an initiative that trains scientists to communicate their work publicly and culminates in a science speaker series at town hall. Her research found that by characterizing publics as interested in but misinformed about science allowed ENGAGE students to take on an expert role, and that in translating their work for the public, they gained a complex audience awareness, including a critical view on context, jargon, and potential for dialogue.
Campbell noted this year's conference theme, "The Public Work of Composition," and one of the major field trends, the study of how and when students transfer writing skills from one context to the next, foreground questions of public scholarship. Panels addressed the publics students come from (e.g., first-generation college students, veterans, students with religious backgrounds, multi-lingual and/or international students); how writing curricula can best engage community knowledges; and how new media and multi-modal composition present new opportunities and challenges.
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