WHO TEACHES CALDERWOOD SEMINARS?
The course satisfied its purpose (and then some). Student writing improved, my writing improved, student
confidence in their writing increased, their reading abilities expanded, and their engagement with and acceptance
of critique improved. It was a highly successful class in terms of intellectual growth and skill development. I’m
actually amazed by how much we all learned.
– LORI GRUEN, PROFESSOR OF PHILOSOPHY, WESLEYAN UNIVERSITY
Since the program’s inception, over 130 faculty from a wide range of disciplines have taught Calderwood Seminars.
They have designed courses in American studies and art history, chemistry and classics, economics and
environmental studies, mathematics and music, and many more.
The majority of Calderwood faculty have never taught writing or a writing-intensive course before taking on a
seminar. But even without formal training in composition or rhetoric, and in some cases even when English is not
their first language, faculty find they have much to offer their students. In addition to their academic expertise, they
are skilled at conducting research and making arguments, and good public writing requires just that.
“I found teaching my seminar to be a rich and often thrilling
pedagogical experience—one that demanded a steep learning curve but
that offered a striking opportunity to witness the talents and
ambitions of my students unfold in a way I hadn’t seen before. That,
for me, is the single most valuable thing about this semester’s work:
the chance to witness and admire—and, I hope assist—these students
as, thanks to this collaborative course model, they came into their own
as thinkers, writers, and editors.”
– Richard Millington, professor of English, Smith College
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