Finding a voice through writing instruction faculty development
Session Time and Location
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.