Now showing items 1-7 of 7
Organizational Response to a University Writing Initiative: Writing in the Disciplines (WID) in an Interdisciplinary Department
The authors use an institutional theory framework to examine the impact of a newly adopted university-wide Writing in the Disciplines (WID) initiative in courses offered by three undergraduate programs housed in an ...
ePortfolio Assessment as Faculty Development: Gathering Reliable Data and Increasing Faculty Confidence
An ePortfolio Assessment Institute (AI) structured as a faculty development opportunity was undertaken to increase faculty confidence in teaching and assessing ePortfolios and to collect reliable data about student performance ...
Writing for Publication: Faculty Development Initiative Using Social Learning Theory
Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing’s culture of scholarship, a ...
Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25
Developed from presentations at the 2018 International Writing Across the Curriculum conference, this collection documents a key moment in the history of WAC, foregrounding connection and diversity as keys to the sustainability ...
Reflecting on the Past, Reconstructing the Future: Faculty Members’ Threshold Concepts for Teaching Writing in the Disciplines
A growing body of scholarship in writing studies has started exploring threshold concepts for writing, providing a synoptic view of the transformations students undergo as they learn about writing. However, the field has ...
Trouble and transformation in higher education: Identifying threshold concepts through faculty narratives about teaching writing
The theory of threshold concepts has given faculty a powerful way to name foundational, but difficult, disciplinary concepts. However, there is no methodological consensus about the best ways to identify them. In this ...