Appendix C:
Informed Consent Form
"First Year in the Two-Year: A Study of Two-Year College Writing Teacher Transitions"
This consent form is designed to inform you about the study you are being asked to participate in.
Key Information about This Study
Our project, "First Year in the Two-Year: A Study of Two-Year College Writing Teacher Transitions" focuses on instructors’ experiences transitioning from graduate school to two-year college writing programs both on and off the tenure track. We are looking for participating instructors who a) completed graduate coursework for an MA, MFA, or Phd within the past three years, b) have no prior experience teaching at a two-year college, and c) will be teaching at a two-year college for the Fall 2019 to Spring 2019 academic year.
Our project intends to investigate following research questions:
● In what ways does graduate training in English at the MA and Ph.D. level prepare instructors to teach writing in open-access, two-year college contexts?
● What challenges do new instructors identify in moving from their teaching experiences during graduate school to open-access, two-year college English programs?
● To what extent are graduate programs (and graduate teaching experiences within those programs) preparing graduate students to work with diverse learners?
● In what ways are new instructors at two-year colleges receiving mentoring, support, and instructional resources? What is the relationship between writing program and developmental education program administration structures (or lack of them) and new instructors’ experiences in transitioning from graduate school to teaching at two-year colleges?
Why am I being asked to take part in this study? What will I be asked to do?
This study will ask participants to document their experiences throughout their first year of teaching writing courses at a two-year college (for example, first-year and sophomore composition, developmental writing courses, integrated reading and writing, corequisite support or writing studio courses, etc.). Participants will a) complete a questionnaire at the start of the project about your background and information about your position and the program you are teaching in; b) complete an updated questionnaire at the start of the second year; c) respond to structured reflective journal prompts at the beginning, middle, and end of term about your experiences in the classroom, department, and profession during the term; and b) participate in a structured interview with the principal investigators at the end of each term of participation. Interviews can be completed using Skype or a similar distance communication technology.
Where is the study going to take place, and how long will it take?
We expect that the time commitment will be approximately 10 hours per semester for 4 semesters from September 2019 to June 2021.
What are the risks and discomforts?
There is no physical risk to participating in this project. Participants could potentially encounter challenges in their teaching and professional contexts that feel uncomfortable to discuss. Participants who choose to be identified by name and institution could potentially experience negative social or professional consequences depending on the content of their responses.
What are the expected benefits of this research?
Individual Benefits: The participation process may offer you a structured opportunity to engage in reflective work that supports your professional growth and helps you navigate the transition to a new teaching setting. After the completion of the project, you may choose to participate in optional professional opportunities (for example, a national conference presentation or publication) based on the project.
Societal Benefits: The findings of the project may improve a) how two-year college writing programs mentor and support new instructors, b) how graduate programs improve how they train instructors to teach English at open-access, two-year institutions, and c) how writing programs at two-year colleges help instructors support students in an open-admissions teaching context.
Who will have access to my information?
Because of the qualitative nature of this study, participants will be guaranteed confidentiality but not anonymity (in that the co principal investigators will be aware of your identity). However, your name, personal identifying background information, current institution, and previous institution will remain confidential unless you provide explicit written permission to include it in any publications or conference presentations. You will be able to review any presentation materials or publications that result from the project prior to dissemination.
The information collected in the course of the research project will be available only to the principal investigators. Data collected will be housed in an online storage space accessible only through permissions settings or passwords.
Will I receive any compensation for participating in the study?
You will receive a stipend at the end of the academic year to compensate for your time and expertise.
The study should take 10 hours per semester. Your participation in this research is voluntary. You have the right to withdraw at any point during the study, for any reason, and without any prejudice. If you would like to contact the Principal Investigators in the study to discuss this research, please e-mail Joanne Baird Giordano at joanne.giordano@slcc.edu and Holly Hassel at holly.hassel@ndsu.edu.
By clicking the button below, you acknowledge that your participation in the study is voluntary, you are 18 years of age, and that you are aware that you may choose to terminate your participation in the study at any time and for any reason. Please note that this survey will be best displayed on a laptop or desktop computer. Some features may be less compatible for use on a mobile device.
What are my rights as a research participant?
You have rights as a research participant. All research with human participants is reviewed by a committee called the Institutional Review Board (IRB) which works to protect your rights and welfare. If you have questions about your rights, an unresolved question, a concern or complaint about this research you may contact the IRB office at 701.231.8995, toll-free at 855-800-6717 or via email (ndsu.irb@ndsu.edu).
Documentation of Informed Consent
You are freely making a decision whether to be in this research study. Signing this form means that
1. you have read and understood this consent form
2. you have had your questions answered, and
3. you have decided to be in the study.
You will be able to print a copy of this consent form to keep.
This project has been approved by the North Dakota State University Institutional Review Board, Protocol #HS19255, “First Year in the Two-Year: A Study of Two-Year College Writing Teacher Transitions”
Date of Exempt Determination: 6/24/2019 Expiration Date: 6/23/2022
Questions may be directed to Kristy Shirley, BS, CIP
Research Compliance Administrator—IRB
701.231.8995
kristy.shirley@ndsu.edu
NDSU.IRB@ndsu.edu
Or
Benjamin Balas, PhD
IRB Chair
701.231.6105
benjamin.balas@ndsu.edu
Information about us: Joanne Baird Giordano and Holly Hassel taught for 15 years at a two-year campus in Wisconsin, University of Wisconsin-Marathon County. In 2018, Joanne joined the Salt Lake Community College department of English and Holly joined the North Dakota State University Department of English. Holly has served as editor of Teaching English in the Two Year College since 2016 and Joanne served as program chair for the first national TYCA conference this year and will continue in that role for the 2020 conference in Milwaukee, WI.