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Author: Nathan W. Henton Publisher: ISBN: Category : Education, Humanistic Languages : en Pages : 209
Book Description
This project examines first-year writing program assessment practices at small liberal arts colleges and universities in an effort to understand how these practices resemble or diverge from prevailing scholarship on writing program assessment. There is extensive literature on best practices in writing program assessment, but nearly all of it by scholars and researchers working at public comprehensive universities who assume that type of institution as their model. At the same time, scholarship on writing program assessment at small liberal arts institutions is scant, amounting to fewer than ten publications in the last twenty years, even as these schools are structurally and philosophically different enough from public comprehensive universities that prevailing best program assessment practices often do not fit their contexts and needs. Small liberal arts universities are historically important to higher education in United States, remain numerically significant, and serve hundreds of thousands of students per year. To better understand how they engage with bet practices in writing program assessment, the author distributed a survey to more than 120 institutions, ultimately receiving responses from 42. Using these responses and in-depth interviews with the directors of first-year writing programs at three other small liberal arts universities, the author tested his hypothesis that these schools are either not engaging in writing program assessment or are not doing so in ways that are consistent with best practices. The combined results ultimately reveal that (1) the responding schools are shifting, including in their approaches to first-year writing and in their assessment of those programs; (2) many assessment projects show signs of interference from upper-level administrators; and (3) these institutions are engaging in writing program assessment, but often in ways that are out of line with prevailing scholarship. The study examines the possible reasons for these themes, makes suggestions for how the directors of first-year writing programs at small institutions can gain better control of and improve their program assessment efforts and for how program assessment scholars might consider the small liberal arts experience, and closes with suggestions for further research.
Author: Nathan W. Henton Publisher: ISBN: Category : Education, Humanistic Languages : en Pages : 209
Book Description
This project examines first-year writing program assessment practices at small liberal arts colleges and universities in an effort to understand how these practices resemble or diverge from prevailing scholarship on writing program assessment. There is extensive literature on best practices in writing program assessment, but nearly all of it by scholars and researchers working at public comprehensive universities who assume that type of institution as their model. At the same time, scholarship on writing program assessment at small liberal arts institutions is scant, amounting to fewer than ten publications in the last twenty years, even as these schools are structurally and philosophically different enough from public comprehensive universities that prevailing best program assessment practices often do not fit their contexts and needs. Small liberal arts universities are historically important to higher education in United States, remain numerically significant, and serve hundreds of thousands of students per year. To better understand how they engage with bet practices in writing program assessment, the author distributed a survey to more than 120 institutions, ultimately receiving responses from 42. Using these responses and in-depth interviews with the directors of first-year writing programs at three other small liberal arts universities, the author tested his hypothesis that these schools are either not engaging in writing program assessment or are not doing so in ways that are consistent with best practices. The combined results ultimately reveal that (1) the responding schools are shifting, including in their approaches to first-year writing and in their assessment of those programs; (2) many assessment projects show signs of interference from upper-level administrators; and (3) these institutions are engaging in writing program assessment, but often in ways that are out of line with prevailing scholarship. The study examines the possible reasons for these themes, makes suggestions for how the directors of first-year writing programs at small institutions can gain better control of and improve their program assessment efforts and for how program assessment scholars might consider the small liberal arts experience, and closes with suggestions for further research.
Author: Jill M. Gladstein Publisher: Parlor Press LLC ISBN: 1602353077 Category : Education Languages : en Pages : 175
Book Description
WRITING PROGRAM ADMINISTRATION AT SMALL LIBERAL ARTS COLLEGES presents an empirical study of the writing programs at one hundred small, private liberal arts colleges. Jill M. Gladstein and Dara Rossman Regaignon provide detailed information about a type of writing program not often highlighted in the scholarly record and offer a model for such national, multi-institutional research.
Author: Edward M. White Publisher: University Press of Colorado ISBN: 0874219868 Category : Language Arts & Disciplines Languages : en Pages : 224
Book Description
Winner of the 2015 CPTSC Award for Excellence in Program Assessment Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education. Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals. Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process.
Author: Lydia Wilkes Publisher: University Press of Colorado ISBN: 1646423062 Category : Language Arts & Disciplines Languages : en Pages : 262
Book Description
The field of writing program administration has long been a space rich in metaphor. From plate-twirling to fire-extinguishing, parents to dungeon masters, and much more, the work of a WPA extends to horizons unknown. Responding to the constraints of austerity, Toward More Sustainable Metaphors of Writing Program Administration offers new lenses for established WPAs and provides aspiring and early career WPAs with a sense of the range of responsibilities and opportunities in their academic and professional spaces. This volume presents twelve chapters that reclaim and revise established metaphors; offer new metaphors based on sustainable, relational, or emotional labor practices and phenomena; and reveal the improvisational, artisanal nature of WPA work. Chapters resonate across three sections. The first section focuses on organic relationships captured in phrases like “putting out fires” and "seeing forests for the trees” alongside unexpected comparisons to ground and light. The second describes institutional landscapes featuring generative juxtapositions such as the WPA as a labor activist or a mapper of emotional geography. And the third discusses performance crafts like improv comedy and artisanal making. Toward More Sustainable Metaphors of Writing Program Administration offers new and revised ways of thinking and acting for WPAs, who are constantly negotiating the paradoxical demands of their work and continually striving to act ethically in conflicted, and even fraught, situations. It will inspire practicing, aspiring, and former WPAs working in a time of transformation by highlighting more sustainable ways of enacting WPA identity. Contributors: Jacob Babb, John Belk, Katherine Daily O'Meara, Ryan J. Dippre, Douglas Hesse, Andrew Hollinger, Rona Kaufman, Cynthia D. Mwenja, Manny Piña, Scott Rogers, Robyn Tasaka, Alexis Teagarden, Christy I. Wenger, Lydia Wilkes
Author: Debra Frank Dew Publisher: Parlor Press LLC ISBN: 1602350183 Category : Language Arts & Disciplines Languages : en Pages : 317
Book Description
Contributors examine the politics of untenured writing program administrator appointments given the demands of writing program administration, and reconciles the tension between WPA position statements and current institutional practice.
Author: Grace Veach Publisher: Purdue University Press ISBN: 1612495478 Category : Language Arts & Disciplines Languages : en Pages : 331
Book Description
This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.
Author: Stephen Paul Witte Publisher: SIU Press ISBN: 9780809311248 Category : Education Languages : en Pages : 140
Book Description
Noting that present evaluation systems are so limited that they are neither reliable nor valid, this monograph critically reviews studies designed to evaluate composition programs at four major universities. The book offers theoretical and practical guidance through discussion of generalities from the four studies and pertinent questions and guidance to evaluators of composition programs. The first chapter looks at the state of the art of evaluating writing programs, discussing the need for such evaluation, and at two dominant approaches to writing program evaluation. The second chapter discusses a quantitative model of writing program evaluation in terms of four university studies, giving an overview of the dominant quantitative approach. Chapter 3 discusses a framework for evaluating college writing programs, including five components of writing program evaluation, and the final chapter discusses accommodating context and change in writing program evaluation. (HTH)
Author: Duane H. Roen Publisher: National Council of Teachers of English (Ncte) ISBN: Category : Education Languages : en Pages : 670
Book Description
This book presents 93 essays that offer guidance, reassurance, and commentary on the many activities leading up to and surrounding classroom instruction in first-year composition. Essays in the book are written by instructors who teach in community colleges, liberal arts colleges, state university systems, and research institutions. The 14 section titles and 2 representative essays from each section are: Section 1, Contexts for Teaching Writing, "The Departmental Perspective" (Roger Gilles) and "Composition, Community, and Curriculum: A Letter to New Composition Teachers" (Geoffrey Chase); Section 2, Seeing the Forest and the Trees of Curriculum, "Teaching in an Idealized Outcomes-Based First-Year Writing Program" (Irvin Peckham) and "Constructing Bridges between High School and College Writing" (Marguerite Helmers); Section 3, Constructing Syllabus Materials, "On Syllabi" (Victor Villanueva) and "Departmental Syllabus: Experience in Writing" (Gregory Clark); Section 4, Constructing Effective Writing Assignments, "Sequencing Writing Projects in Any Composition Class" (Penn State University Composition Program Handbook) and "Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation" (Bonnie Lenore Kyburz); Section 5, Guiding Students to Construct Reflective Portfolios, "A Writing Portfolio Assignment" (Phyllis Mentzell Ryder) and "Portfolio Requirements for Writing and Discourse" (C. Beth Burch); Section 6, Strategies for Course Management, "Fostering Classroom Civility" (Lynn Langer Meeks, Joyce Kinkead, Keith VanBezooyen, and Erin Edwards) and"Course Management Guidelines" (Rebecca Moore Howard); Section 7, Teaching Invention, "Teaching Invention" (Sharon Crowley) and "Invention Activity" (Theresa Enos); Section 8, Orchestrating Peer-Response Activities, "Approaches to Productive Peer Review" (Fiona Paton) and "Reflection on Peer-Review Practices" (Lisa Cahill); Section 9, Responding to In-Process Work to Promote Revision, "Less Is More in Response to Student Writing" (Clyde Moneyhun) and "One Dimension of Response to Student Writing: How Students Construct Their Critics" (Carol Rutz); Section 10, Responding to and Evaluating Polished Writing, "Developing Rubrics for Instruction and Evaluation" (Chris M. Anson and Deanna P. Dannels) and "What Makes Writing 'Good'?/What Makes a 'Good' Writer?" (Ruth Overman Fischer); Section 11, Teaching Writing with Technology, "Overcoming the Unknown" (Adelheid Thieme) and "Asynchronous Online Teaching" (Donald Wolff); Section 12, Constructing a Teaching Portfolio, "Teaching-Portfolio Potential and Concerns: A Brief Review" (Camille Newton) and "Thinking about Your Teaching Portfolio" (C. Beth Burch); Section 13, Teaching Matters of Grammar, Usage, and Style, "A Cautionary Introduction" (Keith Rhodes) and "And the Question Is This--'What Lessons Can We, as Writers, Take from This Reading for Our Own Writing?'" (Elizabeth Hodges); and Section 14, Teaching Research Skills, "First-Year Composition as an Introduction to Academic Discourse" (M. J. Braun and Sarah Prineas) and "Teaching Research Skills in the First-Year Composition Class" (Mark Gellis). (Most papers contain references.) (RS)
Author: Karen Dillon Publisher: McFarland ISBN: 1476619670 Category : Performing Arts Languages : en Pages : 248
Book Description
The Wire’s provocative subject matter, layered narrative and explicit critiques of American socio-economic institutions make it one of the most teachable television series in recent years. This collection of new essays offers practical examples for implementing The Wire in the college classroom as a cultural text to engage students in critical and creative inquiry. The essays provide a disciplinary framework for using the series in media studies, writing and narrative, ethics and rhetoric, and education and literacy. Each essay details the pedagogical goals of teaching the series or specific episodes, how it was employed in class and student responses to the material. Instructors considering this book for use in a course may request an examination copy here.
Author: Nathan W. Henton
Author: Nathan W. Henton
Author: Jill M. Gladstein
Author: Edward M. White
Author: Lydia Wilkes
Author: Debra Frank Dew
Author: Grace Veach
Author: Stephen Paul Witte
Author: Duane H. Roen
Author: FRANCES DALE MATHEWS
Author: Karen Dillon