CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Implementing program change: The importance of tying learning objectives to accreditation
Tác giả
Filetti J.; Wright M.
Năm xuất bản
2013
Source title
International Journal of Educational Organization and Leadership
Số trích dẫn
0
DOI
10.18848/2329-1656/CGP/v19i02/48457
Liên kết
Tóm tắt
From 2009 to the present, Writing Program Administrator (WPA) Mary Wright and English Department Chair Jean Filetti have contributed their respective expertise to overhaul Christopher Newport University's functioning but stale freshman writing course. This collaboration was necessary when scrutinizing and making meaningful changes to a course, serving 80% of the freshman population attending a 5000-student liberal arts university in the mid-Atlantic region, that housed a number of core objectives and a complicated state-mandated assessment procedure. The authors examine the importance of working with the Office of Institutional Assessment in terms of assessment (internal and external) in composition programs and the type of assessment data compiled and analyzed in order to carefully assess the First-Year Writing Seminar and successfully move the pedagogical focus from argumentation to genre writing without sacrificing the university's accreditation. © Common Ground, Jean Filetti, Mary Wright, All Rights Reserved.
Từ khóa
Administrative collaboration; University accreditation; Writing program change
Tài liệu tham khảo
Bergman L.S., Zepernick L., Disciplinarity and transfer: Students' perceptions of learning to write, Writing Program Administrator's Journal, 31, 1-2, pp. 124-149, (2007); Carroll L.E., Rehearsing New Roles: How College Students Develop As Writers, (2002); Hairston M.C., The winds of change: Thomas Kuhn and the revolution in the teaching of writing, The Norton Book of Composition Studies, pp. 439-450, (2009); Murray D., Teach Writing As Process, Not Product. In Rhetoric and Composition, pp. 79-82, (1979); Nelms G., Dively R.L., Perceived roadblocks to transferring knowledge from first-year composition to writing-intensive courses: A pilot study, Writing Program Administrator's Journal, 31, 1-2, pp. 214-240, (2007); Russell D., Activity theory and its implications for writing instruction, Reconceiving Writing, Rethinking Writing Instruction, pp. 51-78, (1995); Wardle E., Understanding 'transfer' from FYC: Preliminary results of a longitudinal study, Writing Program Administrator's Journal, 31, 1-2, pp. 65-85, (2007)
Nơi xuất bản
Common Ground Research Networks
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus