Research
Abstracts
Pedagogical Practices of the Habits of Mind
This chapter discusses instructor embodiment of the habits of mind as pedagogical practices within a summer bridge program as a transition into college-level writing. The literacy curriculum of the program was developed using the habits of mind. This text brings forward stories of praxis from faculty members. These narratives are situated within the larger context of the teaching situation along with the positionality of part-time contingent labor in writing programs. This chapter recommends an expansion of habits to be inclusive of teachers and students of color through the concepts of metacognition, openness, and freedom.
A Professional Development Framework for Writing Program Administrators
Those that lead organizations are often asked to craft arguments for upper level administrators that will ensure funding for a multitude of requests. WPA work often includes training for professional development. Although these things abound, if we take a step back and think more intentionally about how we develop and cultivate graduate students and other faculty, what, if any, role does intersectionality and leadership theories play in WPA work? Within my study of 10 WPAs, the participants indicated when asked to describe their role as WPA, that their role(s) was layered, or not easily pinned down to one thing or another. What emerged as a result was a theme that I termed “Administrative Rhetorical Mindfulness”, based in part on the repeated interview phrase, “a desire to do more”. This approach to preparing part-time faculty has connections to tenets of servant leadership.