The CAPC Director worked with me to design and then hone writing assignments for BIOC 300 over a period of years. The instruction and support system provided by the CAPC for the undergraduate TAs (and for me) was exceptional, and the TAs improved their own writing by being on the other side of the grading process. This partnership was a wonderful adventure!

Several years ago, I approached CAPC with a request to help me develop a new segment of MUSI 733, a doctoral seminar at the Shepherd School of Music. CAPC worked closely with me to develop a writing project that could be integrated into the course schedule. Activities included a presentation and workshop, individual consultations, and constructive criticism of oral presentations. The results have been outstanding and inspirational for our students. The expertise, guidance, and generous support offered by CAPC has been critical to the project's success.

CAPC has really helped me develop the presentation skills of graduate students in my POLI 536 course. The director gives an interactive presentation on oral and visual presentation skills on the first day of class, and then CAPC provides a peer consultant for the semester to help students with their individual presentations. By the time the students get to class, their oral and visual presentation skills are excellent. It's been a great resource for me and the students.

The PWC associate director has come to my classroom many times to conduct a workshop on how to do an effective presentation using power point. I am continually impressed by her thoughtful and generous preparation. Each time she arrives with new examples pitched to that year’s syllabus and that pointedly speak to the students’ assignments. In addition to offering students expert instruction on all aspects of oral and visual presentation, her practiced professional demeanor models for them the points she is explaining. The impact of her excellent lessons is born out in the polished presentations students go on to do. We are so fortunate to have the PWC (and CAPC) as a resource at Rice!

The staff at CAPC helped me to create a new, communication-intensive, senior seminar on contemporary German history, which involved formal presentations by the students. Each student worked with a graduate CAPC consultant who led them through the process of creating an effective presentation, complete with PowerPoint tips. The class was a great success, earning a 1 (highest possible evaluation) for both quality and effectiveness. To quote a student evaluation: "I learned so much from crafting my own lecture, both about the topic I presented on and about pedagogy itself—invaluable."

PWC Associate Director Elizabeth Festa has become an integral part of our undergraduate program in Anthropology. With customized workshops on visual argumentation strategies for student poster presentations and support for common projects like student literature reviews, Dr. Festa’s expertise means I can expand the learning opportunities for my students in any course. Dr. Festa has also helped us transform the research support courses required of all anthropology majors. Thanks to the PWC, our students not only learn about anthropology, but also about how to communicate their own original work in a way that will be both clear and meaningful to any audience. This support has been key to the increasing quality of our student’s senior research projects, including a number of recent RURS wins.

For me, the most satisfying aspect of teaching a FWIS course was the opportunity to work with new Rice students, many of whom I discovered came from homes where English was the second language. The small class size made for an excellent teaching environment. Working one-on-one with these students, I found it very gratifying to help them improve their basic communication skills and thereby to promote their success at Rice. I felt close to my FWIS students and maintained contact with several of them throughout their years at Rice. One did some excellent research in my laboratory!

Through FWIS, I’ve enjoyed teaching my favorite French films and novels, many of which raise controversial questions that lead to spirited discussions and papers in which students feel they have a stake. Because the classes are capped at 15 students, all of whom are in their first year, they quickly form into tight communities. I get to know each student’s strengths and weaknesses and work with each individually on writing and presenting. I keep up with many of my former students, and it is rewarding to hear that years later they are still making connections between texts and films from class and their life experiences.

For me, the most satisfying aspect of teaching a FWIS course was the opportunity to work with new Rice students, many of whom I discovered came from homes where English was the second language. The small class size made for an excellent teaching environment. Working one-on-one with these students, I found it very gratifying to help them improve their basic communication skills and thereby to promote their success at Rice. I felt close to my FWIS students and maintained contact with several of them throughout their years at Rice. One did some excellent research in my laboratory!

FWIS is one of my favorite courses to teach. It offers me the chance to interact with a small group of new students who are brimming with ideas and excitement about Rice. I always feel that going through the experience helps my teaching in other courses, too, especially because the PWC offers outstanding pedagogical ideas and resources to FWIS instructors.