{"id":571612,"date":"2023-10-25T12:21:10","date_gmt":"2023-10-25T16:21:10","guid":{"rendered":"https:\/\/www.rochester.edu\/newscenter\/?p=571612"},"modified":"2024-03-26T11:51:27","modified_gmt":"2024-03-26T15:51:27","slug":"whitney-gegg-harrison-2023-goergen-awards-winner-571612","status":"publish","type":"post","link":"https:\/\/www.rochester.edu\/newscenter\/whitney-gegg-harrison-2023-goergen-awards-winner-571612\/","title":{"rendered":"Whitney Gegg-Harrison: Playing with words, exploring cognition, celebrating languages"},"content":{"rendered":"

The writing professor and self-described \u2018nerd about pedagogy\u2019 teaches students from across the globe about the value of all languages.<\/h2>\n

Whitney Gegg-Harrison<\/a> \u201914 (PhD) likes to generate a playful atmosphere in her writing classes at the University of Rochester<\/a>.<\/p>\n

\u201cSilly games create engagement,\u201d she says. \u201cAnd students learn best when they\u2019re engaged.\u201d<\/p>\n

In one exercise for her undergraduates, she asks each student to contribute an impromptu sentence that builds on the previous one. \u201cIn the end, we have a story that is often delightfully weird but also pretty cohesive, because each sentence picks up where the other left off,\u201d says Gegg-Harrison, an associate professor with the Writing, Speaking, and Argument Program<\/a> (WSAP).<\/p>\n

A discussion follows on what features make paragraphs feel cohesive\u2014and then the second part of the exercise begins. \u201cWe play with the paragraph, rephrasing sentences so that even though the same story is told, the cohesiveness falls apart,\u201d she says.<\/p>\n

In another exercise for an upper-level course titled Cognition and Writing, Gegg-Harrison asks students to write haikus and then describe their process\u2014a \u201cthink-aloud protocol\u201d\u2014while using invisible ink pens. \u201cIt gets them to notice how much they rely on the text they\u2019ve already written when trying to complete a sentence or paragraph,\u201d she says. \u201cThe text on a page is kind of an \u2018external\u2019 working memory space, and that becomes obvious to them when we make it invisible.\u201d<\/p>\n

Gegg-Harrison\u2019s methods reflect a passion for examining not only how we write, but also why we write.<\/p>\n

\u201cI\u2019ve always been interested in the cognitive underpinnings of our ability to communicate via language, especially our understanding of others\u2019 knowledge states,\u201d she says. \u201cIt connects the work I did as a graduate student to the work I do now. Once students start playing with sentences, they\u2019ll often notice particular grammatical patterns. And they delight in finding out that these patterns have a name\u2014which is a key takeaway from the WRTG 105 exercise where students build a story with impromptu sentences.\u201d<\/p>\n

\"Portrait
Whitney Gegg-Harrison, an associate professor of writing, is among the recipients of the 2023 Goergen Award for Excellence in Undergraduate Teaching. (University of Rochester photo \/ J. Adam Fenster)<\/figcaption><\/figure>\n

Coming by teaching honestly<\/strong><\/h3>\n

It\u2019s no surprise Gegg-Harrison knew early on she wanted to be a teacher. Both her parents were educators, and her brother is a math education professor at the University of Wisconsin\u2013Eau Claire.<\/p>\n

\u201cIt\u2019s in the blood,\u201d she says. \u201cI started tutoring kids when I was in middle school. And in high school, I was the violin teacher for fourth graders at the Montessori school where my mother worked.\u201d<\/p>\n

She earned an undergraduate degree in linguistics at Ohio State University, but it was a minor in cognitive science that struck a chord. She came to Rochester for graduate school, where she earned a doctorate in brain and cognitive sciences. \u201cMy dissertation was about how we keep track of what our conversation partner knows, so that we can refer to things in a way they will understand,\u201d she says.<\/p>\n

Gegg-Harrison is a self-proclaimed \u201cnerd about pedagogy,\u201d one who is always seeking to better herself as a teacher. Each semester, she asks students to fill out surveys assessing which aspects of her teaching are working\u2014and which could be done differently.<\/p>\n

\u201cIn this way,\u201d she says, \u201cI\u2019m able to model for students an openness to receiving sometimes uncomfortable feedback. A large part of my role is to give students the constructive feedback they need to become better, more effective writers. But I also need to listen to the feedback my students give me, so that I can make class work better for them.\u201d<\/p>\n

She has an insatiable appetite for learning\u2014and for sharing what she\u2019s learned. \u201cOnce I\u2019m fascinated with something, I\u2019m driven to want to teach others about it,\u201d she says.<\/p>\n

Deborah Rossen-Knill, executive director of WSAP, says Gegg-Harrison is an exceptional teacher due to her passion and creativity. \u201cWithout a doubt, Whitney is one of our most energetic, innovative, and effective instructors. She is wonderfully inventive in her approach to teaching grammar, punctuation, and language diversity,\u201d she says.<\/p>\n

Cultivating curiosity about languages<\/strong><\/h3>\n

Gegg-Harrison teaches multiple sections of WRTG 105, the only course all undergraduates in Arts, Sciences & Engineering must take as part of the Rochester Curriculum<\/a>. Her sections are titled Language as a Window into the Mind.<\/p>\n

\u201cI love that I get to teach students from a wide variety of backgrounds and from all over the world,\u201d she says. \u201cWe discuss what language reveals about the mind, and have debates about whether the language you speak shapes the way you think. And we learn about how English works by comparing it to other languages. I want students to leave with a curiosity about language, while also knowing that all languages are equally good and valid.\u201d<\/p>\n

Undergraduates at Rochester get to choose their 105 class. Some are targeted to students who want a higher-level of writing support; others sections are better suited to students who prefer a slower pace. Gegg-Harrison\u2019s students come from a variety of majors. \u201cI really like that mix,\u201d she says. \u201cIt means we can really dig into things like genre differences in writing from different majors in a way that allows students to share the expertise they have from their particular experiences with writing so far.\u201d<\/p>\n

Some of her undergraduates speak multiple languages, while others only speak English.<\/p>\n

\u201cI really love creating opportunities for all of the students to learn from each others\u2019 linguistic backgrounds and expertise,\u201d she says.<\/p>\n

Because Gegg-Harrison loves learning as much as teaching, she constantly seeks out ways to improve her methods, including through national pedagogy workshops and conferences. \u201cI\u2019ve been teaching this course since 2010, but it\u2019s the same class in name only, right? It\u2019s always evolving,\u201d she says. \u201cNow we\u2019ve got artificial intelligence, ChatGPT, and all these other tools. So, I\u2019m always updating the class to accommodate what we know now.\u201d<\/p>\n

As a child, Gegg-Harrison was once brought to tears after realizing she could never experience the way another person views the world. But through language and teaching, she gets as close as she can. \u201cI can\u2019t experience the world through anyone else\u2019s mind or eyes, but I can have them tell me about their experience through language,\u201d she says. \u201cAnd I just think it\u2019s miraculous that we\u2019re able to do that.\u201d<\/p>\n

\"Classroom
\u201cI really love creating opportunities for all of the students to learn from each others\u2019 linguistic backgrounds and expertise,\u201d Gegg-Harrison says. (University of Rochester photo \/ J. Adam Fenster)<\/figcaption><\/figure>\n
\n

What Whitney Gegg-Harrison\u2019s students say<\/strong><\/h3>\n

\u201cThe structure of the class that Professor Gegg-Harrison created was wonderful and something that I have continuously come back to when approaching writing. Her methods in pedagogy were very influential and kept the class focused and organized to maximize learning for everyone. In the end, though, the most lasting impact she had on me was confidence. Coming into college, I was not confident in my writing. While I liked my ideas, I was never sure if I could share them in a way that people would understand. After taking her class, I have gained that necessary confidence and, if I like the topic, I look forward to writing essays and sharing my thoughts.\u201d
\n\u2014Carina Giordano \u201925<\/em><\/p>\n

\u201cIt\u2019s sometimes thought among students that an instructor can either be kind or strict, but never in the middle. With Whitney Gegg-Harrison, you feel cared for and respected as a student, but you also receive thorough constructive feedback and clear grading criteria that motivate you to constantly improve your work and propel your academic skills forward. The amount of attention she paid to my assignments was imperative for me to recognize where I was achieving my goals and where I had fallen short.\u201d
\n\u2014Munise Kosebalaban \u201926<\/em><\/p>\n

\u201cHer entire grading system is based on personal growth and improvement, and she offers plenty of opportunities for revision as well as always providing detailed and helpful feedback to encourage students to achieve their full potential on each assignment. She enthusiastically let students\u2019 own interests guide their experience in the course and designed many important assignments to be flexible to her students\u2019 preferences, both in modality and style of presentation, and in topic choice.\u201d
\n\u2014Needle de Carvalho Wang \u201924 (T5)<\/em><\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"

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