Finding a voice through writing instruction faculty development

Session Time and Location

Date:
Wed, 6 Jun 2018
Time:
Time:
9:15am to 10:45am
Room: Room:
Dunwoody C
Session Track
Session Format

Speaker(s)

Proficiency in written communication is a common undergraduate degree level expectation, yet many Canadian institutions leave writing instruction up to individual instructors. This presentation describes efforts to address this gap with a pilot program in one department at a medium-sized Canadian university. The program included faculty development in writing instruction modelled on Cranton’s (1996) and Cranton and King’s (2003) suggestions for prioritizing transformative learning for educators. This study traces one instructor who experienced transformative change, not only finding his own voice for teaching writing, but also discovering that explicit writing instruction helps the most disadvantaged students find their voices.

 

  • Session References +

    Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass.

    Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning. Bloomington: Indiana University Press.

    Cranton, P. (1996). Professional development as transformative learning. New perspectives for teachers of adults. San Fransisco, CA: Jossey-Bass.

    Cranton, P., & King, K. P. (2003). Transformative learning as a professional development goal. New Directions for Adult and Continuing Education, 98, 31-38.

    MacDonald, W. B., Procter, M., & Williams, A. L. (2017). Integrating writing into the disciplines: Risks and rewards of an alternative independent writing program. In J. Everett & C. Hanganu-Bresch (Eds.), A minefield of dreams: Triumphs and travails of independent writing programs (pp. 117-138). Fort Collins, CO: The WAC Clearinghouse.

    Rolheiser, C., Seifert, T., McCloy, C., Gravestock, P., Stewart, G., Greenleaf, E., . . . & McKean, S. (2013). Developing teaching assistants as members of the university teaching team. Toronto, ON: Higher Education Quality Council of Ontario.

    Zemliansky, P., & Berry, L. (2017). A Writing-Across-the-Curriculum faculty development program: An experience report. IEEE Transactions on Professional Communication 60(3), 306-316.