Articles and Book Chapters by Liv Marken
Canadian Writing Centre Review/ Revue Canadienne Des Centres de Rédaction, 2024
Marken, L. (2024). The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed Exams: A Cr... more Marken, L. (2024). The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed Exams: A Critical Examination and Guidance for Writing Centre Support (Part 2 of 2). Canadian Writing Centre Review/ Revue Canadienne Des Centres de Rédaction, 5(1).
Canadian Writing Centre Review/ revue Canadienne des centres de rédaction, 2023
This paper analyzes the resurgence of traditional assessments in post-secondary education due to ... more This paper analyzes the resurgence of traditional assessments in post-secondary education due to cheating concerns during the pandemic, now further intensified by GenAI, specifically the regressive return to the handwritten, in-person, timed, invigilated examination. The return to these exams is not only a return to ineffective assessment methods, but, more importantly, it is ableist.
Canadian Writing Centre Review/ revue Canadienne des centres de rédaction, 2023
This piece, from the perspective of a Writing Centre coordinator, discusses a university response... more This piece, from the perspective of a Writing Centre coordinator, discusses a university response to ChatGPT in early 2023.
Canadian Writing Centre Review/ revue Canadienne des centres de rédaction, 2021
This three-part series looks at how the pandemic affected both graduate student writers and gradu... more This three-part series looks at how the pandemic affected both graduate student writers and graduate student writing support.We speak to Jill McMillan, a Learning Specialist at the University of Saskatchewan, and Nadine Fladd, a Writing and Multimodal Communication Specialist at the University of Waterloo.
Canadian Journal for the Study of Discourse and Writing: SELECTED PAPERS FROM CWCA 2018, 2019
In this special section of the Canadian Journal for the Study of Discourse and Writing/ Rédactolo... more In this special section of the Canadian Journal for the Study of Discourse and Writing/ Rédactologie(CJSDW/R), we are pleased to share three articles that were originally presented at the 2018 Canadian Writing Centres Association / L’Association canadienne des centres de rédaction (CWCA/ACCR) conference in Saskatoon, Saskatchewan. This introduction situates those articles within the context of the work of other writing centre scholars and practitioners at the conference. The 2018 CWCA conference call invited attendees to share and explore ways that we, as writing centre practitioners, can engage in anti-oppressive educational practices.1Participants in the conference took up the invi-tation to explore the 2018 theme, “Politics and the Writing Centre: Inquiry, Knowledge, Dialogue, and Action,” in many ways. In general, though, four main themes were evident throughout the conference: Indigeneity and decolonization, the politics of space, identity, and labour.In this introduction, we offer a glimpse into 1) how the conference organizers arrived at the con-ference theme through conversation, consensus, and research;2) how the keynote speakers asked tough questions and invited conference participants into conversations about anti-oppressive educa-tional practices;and 3) how conference participants invited each other into these conversations by sharing their own thinking, strategies, and experiences.
Scholarship in the Sandbox: Academic Libraries as Laboratories, Forums, and Archives for Student Work, 2019
Chapter 20 of Scholarship in the Sandbox: Academic Libraries as Laboratories, Forums, and Archive... more Chapter 20 of Scholarship in the Sandbox: Academic Libraries as Laboratories, Forums, and Archives for Student Work, Association of College and Research Libraries. Editors Amy Jackson, Cindy Pierard, and Suzanne Schadl.
University Success, 2nd Edition, 2017
Chapter 8 in "University Success," 2nd Edition. N. Mahoney, M. D'Eon, and Brooke Klaassen.
Collected Essays on Learning and Teaching, 2012
This paper describes the results of a pilot project designed to improve students’ academic writin... more This paper describes the results of a pilot project designed to improve students’ academic writing in a large (200-student) first-year Agriculture class at the University of Saskatchewan. In collaboration with the course’s professor, the Writing Centre coordinator and a summer student-designed curriculum for four two-hour Writing Group sessions carved out of weekly scheduled lab times, and trained peer mentors to lead students through the writing process. Writing Groups fostered a sense of community in the otherwise-isolated process of writing a challenging term paper, and provided opportunities for rich and frequent feedback. Ultimately, Writing Groups were shown to demystify the process of academic writing, making it more manageable and accessible to students.
Textbook by Liv Marken
Strategies for Academic Success accompanies the first-year University of Saskatchewan College of ... more Strategies for Academic Success accompanies the first-year University of Saskatchewan College of Arts and Science online course by the same name. However, the information it contains will apply to post-secondary institutions all over. The textbook has a reader-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university. Strategies for Academic Success is adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2017 by the University of Saskatchewan.
This adaptation has seen significant rewriting and reformatting of the original 2010 and 2016 texts, replacement of images and figures, and deletions and rearrangements of chapters and sections. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license, with the exception of the cover photo, which is made available under the terms of a Creative Commons Attribution 2.0 Generic license from photographer Francisco Osorio.
Awards by Liv Marken
National award at the Canadian Association for University Continuing Education (CAUCE) annual con... more National award at the Canadian Association for University Continuing Education (CAUCE) annual conference, winner for programming, “Credit Programming under 48 hours,” Strategies for Academic Success (INTS 100), Distance Education Unit, University of Saskatchewan. 2016.
Best poster presentation at the Canadian Learning Commons Conference, with Heather Touet, “Resear... more Best poster presentation at the Canadian Learning Commons Conference, with Heather Touet, “Research and Development of an Online Tutor Training Program,” 2009.
Invited Speaker by Liv Marken
Seventh Campus Alberta Writing Studies Colloquium. Augustana College. 2012.
Conference Presentations by Liv Marken
Presentation with Amanda Goldrick-Jones. Canadian Association of Teachers of Technical Writing co... more Presentation with Amanda Goldrick-Jones. Canadian Association of Teachers of Technical Writing conference at the Congress of the Humanities and Social Sciences, UBC.
Twenty-first-century libraries are evolving their focus and expanding their reach, and academic l... more Twenty-first-century libraries are evolving their focus and expanding their reach, and academic libraries are no exception. In 2015, Student Learning Services, previously the University Learning Centre, joined the University of Saskatchewan’s University Library, thereby expanding the Library’s mandate and offerings to include a broader range of academic support and skill development and experiential learning opportunities for students. In this discussion, we will discuss our integration process and how we have begun to reimagine a more integrated and holistic approach for student academic skill development.
We investigated whether course-based and extra-curricular rogramming in undergraduate research at... more We investigated whether course-based and extra-curricular rogramming in undergraduate research at a mid-sized Canadian university provided gains for students in the five employment-relevant skills: collaboration,
communication, problem-solving, analytical capabilities, and resiliency (Morneau Shepell, 2018). The Business
Council of Canada (2018) indicates that practicums, internships and co-ops suitably prepare students for the
workforce. However, our multi-year surveys revealed that academic undergraduate research experiences (URE)
instill a commensurate range of skills. In fact, we have found that UREs provide gains in the four of the five
skills employers seek when hiring new graduates. Results so far using course-based and extra-curricular data
show that faculty and staff mentored activities are lead to increased capabilities for learners in group work,
complex communication tasks, and effortful learning via authentic problem-solving and analysis in and beyond
the classroom, studio, and lab. While the current research has not yet assessed resilience in students, the
supplemental data from mentored summer 2018 research assistantships may help to determine whether UREs
also gain in this skill area. The current results show that academically provisioned UREs facilitate the graduate
attributes that employers value in four of the five areas identified by Morneau Shepell (2018) and do so in ways
similar to practicums and other work-integrated learning.
A recent survey of 52 North American undergraduate research journals found that only 13% work wit... more A recent survey of 52 North American undergraduate research journals found that only 13% work with a writing centre or a writing program, while 41% work with librarians (Ballantyne, Huard and Marken, 2017). The production of an undergraduate research journal can be a rich, intensive learning experience for student authors and editors alike. This presentation will outline lessons learned since the 2013 formation of the University of Saskatchewan Undergraduate Research Journal, where library and writing centre staff mentor teams of 25 or more undergraduate students each year in the production of their journal. The facilitator will translate and examine the results of a 2017 survey of 52 North American undergraduate research journals, emphasizing how key results relate specifically to writing centre and writing program involvement in undergraduate publishing.
Conference on College Composition and Communication Convention (National Council of Teachers of E... more Conference on College Composition and Communication Convention (National Council of Teachers of English). Portland, Oregon, 2017.
Canadian Association for the Study of Discourse and Writing, Congress of the Humanities and Socia... more Canadian Association for the Study of Discourse and Writing, Congress of the Humanities and Social Sciences Conference, University of Calgary, 2016.
Society for Teaching and Learning in Higher Education conference, Queen’s University, 2014.
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Articles and Book Chapters by Liv Marken
Textbook by Liv Marken
This adaptation has seen significant rewriting and reformatting of the original 2010 and 2016 texts, replacement of images and figures, and deletions and rearrangements of chapters and sections. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license, with the exception of the cover photo, which is made available under the terms of a Creative Commons Attribution 2.0 Generic license from photographer Francisco Osorio.
Awards by Liv Marken
Invited Speaker by Liv Marken
Conference Presentations by Liv Marken
communication, problem-solving, analytical capabilities, and resiliency (Morneau Shepell, 2018). The Business
Council of Canada (2018) indicates that practicums, internships and co-ops suitably prepare students for the
workforce. However, our multi-year surveys revealed that academic undergraduate research experiences (URE)
instill a commensurate range of skills. In fact, we have found that UREs provide gains in the four of the five
skills employers seek when hiring new graduates. Results so far using course-based and extra-curricular data
show that faculty and staff mentored activities are lead to increased capabilities for learners in group work,
complex communication tasks, and effortful learning via authentic problem-solving and analysis in and beyond
the classroom, studio, and lab. While the current research has not yet assessed resilience in students, the
supplemental data from mentored summer 2018 research assistantships may help to determine whether UREs
also gain in this skill area. The current results show that academically provisioned UREs facilitate the graduate
attributes that employers value in four of the five areas identified by Morneau Shepell (2018) and do so in ways
similar to practicums and other work-integrated learning.
This adaptation has seen significant rewriting and reformatting of the original 2010 and 2016 texts, replacement of images and figures, and deletions and rearrangements of chapters and sections. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license, with the exception of the cover photo, which is made available under the terms of a Creative Commons Attribution 2.0 Generic license from photographer Francisco Osorio.
communication, problem-solving, analytical capabilities, and resiliency (Morneau Shepell, 2018). The Business
Council of Canada (2018) indicates that practicums, internships and co-ops suitably prepare students for the
workforce. However, our multi-year surveys revealed that academic undergraduate research experiences (URE)
instill a commensurate range of skills. In fact, we have found that UREs provide gains in the four of the five
skills employers seek when hiring new graduates. Results so far using course-based and extra-curricular data
show that faculty and staff mentored activities are lead to increased capabilities for learners in group work,
complex communication tasks, and effortful learning via authentic problem-solving and analysis in and beyond
the classroom, studio, and lab. While the current research has not yet assessed resilience in students, the
supplemental data from mentored summer 2018 research assistantships may help to determine whether UREs
also gain in this skill area. The current results show that academically provisioned UREs facilitate the graduate
attributes that employers value in four of the five areas identified by Morneau Shepell (2018) and do so in ways
similar to practicums and other work-integrated learning.
Includes: an introduction to the journal, training, roles, responsibilities, the publication process, using Open Journal Systems, what to do with your experience, setting up group editing sessions, editors' worksheets, and an event promo toolkit.