In this episode, we sit down with two Howe Writing Center undergraduate writing center consultants Katie Dykhuizen & Charlotte Melville, to get their student perspectives on peer review processes and giving feedback to other students. They share their experiences engaging in peer review cross classroom and consultation settings and reflect on what makes feedback processes and interactions effective, how different formats shape this process, and what they’ve learned from working with peers on their writing. Which strategies have worked best for you when engaging in this kind of peer feedback?

Resources Related to or Mentioned in this Episode

• "Engaging Students in Effective Peer Response" - Howe Writing Across the Curriculum Teaching Resource
• Liz Lerman's Critical Response Process

Resources Plugged by Our Guests

• "Being Told and Not Told: Epistemology as a Literary Device and Theme in Never Let Me Go" by Charlotte Melville, published in The Rock Creek Review
• Katie Dykhuizen's STEM research Google Site

Check out additional resources at our website: https://miamioh.edu/HCWE or write to us at hwac@miamioh.edu if you have questions or ideas for topics you’d like to hear about in future podcasts.

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In this episode, we chat with Dr. Will Chesher (Howe facilitator) and Dr. Kelli Rushek about their work in a cross-disciplinary Faculty Learning Community exploring peer review—also known as peer response, peer feedback, or reader response. They share insights from their research into the practice of peer review and reflect on their experiences testing out two different edtech platforms designed to support it. Tune in for practical takeaways on how to make peer feedback more meaningful in the classroom (and for an outstanding Montel Jordan impression from Kelli)!

Resources Related to this Episode

• Eli Review - Peer review platform developed by writing studies scholars Jeff Grabill, Bill Hart-Davidson, and Mike McLeod
• "Engaging Students in Effective Peer Response" - Howe Writing Across the Curriculum Teaching Resource
• What is an FLC?: Miami University Center for Teaching Excellence "Faculty Learning Communities (FLC)"
• Article about this project: "Howe Center for Writing Excellence and Center for Teaching Excellence Earn Technology Grant Award to Pilot Peer Review Platforms in Spring 2023"

Check out additional resources at our website: https://miamioh.edu/HCWE or write to us at hwac@miamioh.edu if you have questions or ideas for topics you’d like to hear about in future podcasts.

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In this episode, we are joined by Dustin Edwards to unpack digital damage, his framework for understanding the extractive nature of large-scale digital infrastructures drawn from his forthcoming book, Enduring Digital Damage: Rhetorical Reckonings for Planetary Survival. His insights into the environmental and ethical costs of using AI tools and the implications of digital infrastructure on people and places prompts us to question and consider the impacts of choices for/when using (or not using) generative AI tools.

Resources Related to this Episode

• Pre-order Dustin's book ahead of its expected November 2025 release here: Enduring Digital Damage: Rhetorical Reckonings for Planetary Survival,
• Dustin Edward's previous work in this area: Edwards, Dustin. “Digital Rhetoric on a Damaged Planet: Storying Digital Damage as Inventive Response to the Anthropocene.” Rhetoric Review, vol. 39, no. 1, 2020, 59–72. Honorable Mention for the 2020 Theresa J. Enos Anniversary Award.

Check out additional resources at our website: https://miamioh.edu/HCWE or write to us at hwac@miamioh.edu if you have questions or ideas for topics you’d like to hear about in future podcasts.

Hosted on Acast. See acast.com/privacy for more information.