Oxbow Writing Project
Teachers As Writers, Learners, and Leaders
Participation in the Oxbow Writing Projects begins with a 3-week summer institute on UNO’s campus. Teachers and administrators (K to Post Secondary) come together to share teaching practices, read and discuss current research, and deepen understandings of the role of literacy as a powerful force for learning. Participants come away with new ideas for teaching writing, a better understanding of who they are as a writer, and a new community of like-minded passionate teachers to support them as they move into the school year. Stipends are available for those who do not need 3 hours of graduate degree credit.
You should consider applying to Oxbow if…
- You’ve always wanted time set aside to write
- You have a teaching question/problem you want to explore
- You want to expand your skills in the classroom
- You want to become a leader on your campus and community
- You want to network with other teachers
- You want to reinvigorate your teaching practice
- You are in the process of getting your Masters
Highlights from Oxbow Summer Institute 2017
This summer, ten teachers came together for the institute. They each shared their best practices for teaching writing including lesson plans, assignments, and in-class exercises. They spent personal writing time journaling, writing poetry, novels, letters, and polemics.
Teaching demonstrations included topics such as how to incorporate nature and nature writing in the classroom, how to teach grammar so that it sticks, and how to value different identities in the classroom.
Each Friday of the institute, participants spent the morning writing at various locations around Omaha. They explored the connection between place and writing as well as their personal writing goals.
Participants also worked through chapters of Linda Christensen’s Teaching for Joy and Justice to deepen their understanding of the challenges of teaching and the power of literacy to change lives.
“Oxbow is great because it allows teachers the time and freedom to be learners again.”-- Michael McCauley, 2017 participant
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