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Changing Conceptions, Changing Practices
Changing Conceptions, Changing Practices demonstrates that it is possible for groups of faculty members to change teaching and learning in radical ways across their programs, despite the current emphasis on efficiency and accountability. Relating the experiences of faculty from disciplines as diverse as art history, economics, psychology, and philosophy, this book offers a theory- and research-based heuristic for helping faculty transform their courses and programs, as well as practical examples of the heuristic in action. The authors draw on the threshold concepts framework, research in writing studies, and theories of learning, leadership, and change to deftly explore why faculty are often...
Mentorship/Methodology
Mentorship/Methodology brings together emerging and established scholars to consider the relationship between mentoring practices and research methodologies in writing studies and related fields. Each essay in this edited collection produces a new intellectual space from which to theorize the dynamics of combining mentoring and research in institutions and communities of higher education. The contributors consider how methodology informs mentorship, how mentorship activates methodology, and how to locate the future of the field in these moments of intersection. Mentorship, through the research and relationships it nourishes, creates the future of writing studies—or, conversely, reproduces ...
Burnin' Daylight
Rooted in contemporary understandings of social action, informed by up-to-date research on writing program administration, and attentive to the needs of value-driven decision-making, Burnin’ Daylight enables writing program administrators (WPAs) to shape writing programs that help people create the lives they envision. This book guides WPAs through the rough terrain of running a writing program during a period of sustained social and economic upheaval—and through the process of making their programs more principle-driven and sustainable along the way. WPAs face a range of challenges on a regular basis: organizing class schedules, leading professional learning events, conducting program a...
Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum
"Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25 celebrates a unique moment in the evolution of Writing Across the Curriculum (WAC), highlighting how both connection and diversity--among ideas, strategies, traditions, and values--have contributed to the resilience of the movement over time. Developed from presentations at the 2018 International WAC (IWAC) Conference in Auburn, Alabama, chapters represent a wide range of theoretical and methodological approaches under the umbrella of WAC--from translingualism to anti-racism and emotional labor to learning analytics. Contributors offer concrete take-aways for faculty developers, writing consultants, program administrators, and classroom teachers across disciplines"--
Futures of Performance
Futures of Performance inspires both current and future artists/academics to reflect on their roles and responsibilities in igniting future-forward thinking and practices for the performing arts in higher education. The book presents a breadth of new perspectives from the disciplines of music, dance, theatre, and mediated performance and from a range of institutional contexts. Chapters from teachers across various contexts of higher education are organized according to the three main areas of responsibilities of performing arts education: to academia, to society, and to the field as a whole. With the intention of illuminating the intricacy of how performing arts are situated and function in ...
Feminist Mentoring in Academia
Feminist Mentoring in Academia offers a varied collection of autoethnographic and research-based accounts of support, struggle, and resilience from the ivory tower. Contributors write about the moments in-between, where feminist mentoring initiates, renews, thrives, and sometimes struggles. The work presented in this book highlights how feminist mentoring happens between professor and student; junior faculty and tenured; and occurs repeatedly. Featuring contributions from scholars at varying points in their academic careers, the chapters of this book propose best feminist mentorship practices, disclose personal narratives, and critique traditional forms of mentoring with visions for feminist mentorship futures. Scholars of communication, feminist studies, higher education, and sociology will find this book of particular interest.
Multimodal Composing and Writing Transfer
Multimodal Composing and Writing Transfer explores transfer across various contexts of multimodal composing, extending the early conversations connecting multimodality to writing. Contributors address how writing transfer theories intersect with multimodal composing and present methods for facilitating transfer across modes and media, offering insight into how writers can learn to compose when they encounter familiar modes in new contexts. Over the past two decades the concepts of multimodal composing and writing transfer have grown and reshaped the nature of writing studies, but rarely have the ways in which these areas overlap been studied. This collection shows how this shift in writing s...
Sensemaking for Writing Programs and Writing Centers
In this collection writing program and writing center administrators from a range of academic institutions come together to explore their work through the lens of sensemaking. Sensemaking is an organizational theory concept that enables institutions, supervisors, teachers, tutors, and others to better understand the work they do by using narrative, metaphor, and other theoretical lenses. The book is divided into two sections: Sensemaking with Tutors and Teachers, and Sensemaking and Institutional Structures. Chapter authors employ several theoretical approaches to sensemaking, ranging from individual experience to institutional history to document design, providing readers with ideas for how to administer and teach within their programs more effectively; how to advocate for their programs within larger university contexts; and how to positively influence the lives and careers of those they work with. Sensemaking for Writing Programs and Writing Centers theorizes daily experiences from working lives and suggests problem-solving strategies. Writing program administrators, writing department chairs, and writing center directors, tutors, and staff will find value in its pages.
Writing Centers and Learning Commons
Writing Centers and Learning Commons presents program administrators, directors, staff, and tutors with theoretical rationales, experiential journeys, and go-to practical designs and strategies for the many questions involved when writing centers find themselves operating in shared environments. The chapters comprehensively examine the ways writing centers make the most of sharing common ground. Directors, coordinators, administrators, and stakeholders draw on past and present attention to writing center studies to help shape the future of the learning commons and narrate their substantial collective experience with collaborative efforts to stay centered while empowering colleagues and stude...
Teaching Writing, Rhetoric, and Reason at the Globalizing University
This timely intervention into composition studies presents a case for the need to teach all students a shared system of communication and logic based on the modern globalizing ideals of universality, neutrality, and empiricism. Based on a series of close readings of contemporary writing by Stanley Fish, Asao Inoue, Doug Downs and Elizabeth Wardle, Richard Rorty, Slavoj Zizek, and Steven Pinker, this book critiques recent arguments that traditional approaches to teaching writing, grammar, and argumentation foster marginalization, oppression, and the restriction of student agency. Instead, it argues that the best way to educate and empower a diverse global student body is to promote a mode of ...
