“I have to question the validity of everything now,” read a student’s comment in the course evaluations for my recently concluded first-year writing seminar. Though the comment may have been offered as a complaint, the fact that it was provided in response to the questions “Did the course help you learn? Why or why not?” suggests a more positive valance. And as far as reported learning outcomes go, it’s one for which many professors would strive. Indeed, Trump’s win and the barrage of “fake news” and “alternative facts” that surround it have resulted in numerous calls for increased instruction of…
Author: Meg Marquardt
Elizabeth Lenaghan
Though she started a bench scientist, Meg realized enjoyed writing about science even more. She is a PhD student in composition and rhetoric at UW-Madison.