Across the Disciplines最新文献

{"title":"Making WAC Accessible: Reimagining the WAC Faculty Workshop as an Online Asynchronous Course","authors":"Amy Mecklenburg-Faenger, Brandi Handley, Emily Donnelli-Sallee","doi":"10.37514/atd-j.2022.18.3-4.03","DOIUrl":"https://doi.org/10.37514/atd-j.2022.18.3-4.03","url":null,"abstract":"As universities increasingly expand online education offerings, WAC directors are compelled to rethink how to make WAC training more available and accessible to a wider range of teaching personnel. In this article, we describe our unique institutional context as a liberal arts university heavily reliant on online education, and the features that can make implementing WAC at “unusual” institutions such as ours difficult—in particular, the training/support of geographically dispersed faculty teaching WAC courses in a variety of instructional modalities. We share the design of our four-week online asynchronous WAC faculty training course and present outcomes data from five cohorts that completed the course. The WAC faculty workshop has long been a cornerstone of WAC programs across the United States. Thaiss and Porter’s 2010 article summarizing the results of the national WAC/WID mapping project reported that the faculty workshop was the most common feature in WAC programs across the U.S. Their study showed that 78% of institutions with a WAC initiative reported having a WAC workshop and 87% of longstanding programs (those with 10 years or more under their belt) reported the same, suggesting that the faculty WAC workshop is an integral and crucial feature of established WAC programs. Guides for developing WAC programs point to the workshop as a critical space for developing “WAC values, encourag[ing] reflexive pedagogy, and foster[ing] faculty dialogue” (Magnotto & Stout, 2000, p. 33). However, many of the guides for developing WAC workshops do not address training in digital modes (though they may address teaching digitally), or do not address how to develop programs and workshops in institutions that vary significantly from the traditional, face-to-face teaching-focused institutions that are best represented in WAC literature. According to the WAC/WID project, in 2010, WAC programs tended to be most common in large PhD and MA granting institutions and least common in community colleges (Thaiss and Porter, 2010). The 2020 update to the WAC/WID survey data generally confirms the 2010 findings, though community colleges gained some ground. Interestingly, online institutions still report very little WAC activity (Thaiss & Zugnoni, 2020). While the WAC/WID project did not make any finer distinction between types of institutions, Kurzer, Murphy, O’Meara, and Russo (2019) have compellingly argued that literature about WAC programs has largely bypassed “unusual” institutions, such as graduate-only universities, community colleges, technical schools, and others. This is not necessarily an intentional oversight on the part of WAC scholars, as WAC programs somewhat necessarily grew up in more traditional institutions (large state and/or or well-funded liberal arts colleges), which are more likely to have the faculty trained in rhetoric/composition and/or WAC, institutional structure, and funding needed to develop and sustain WAC programs. Furthermore, as Gar","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132379275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Skills for Citizenship? Writing Instruction and Civic Dispositions in Aotearoa New Zealand","authors":"H. Gerrard","doi":"10.37514/atd-j.2019.16.3.13","DOIUrl":"https://doi.org/10.37514/atd-j.2019.16.3.13","url":null,"abstract":"This article offers an overview of a first-year writing course in Aotearoa New Zealand, Tū Kupu: Writing and Inquiry, which forms part of a core Bachelor of Arts (BA) curriculum with “citizenship” as a key theme. I situate the course in the context of the tertiary sector in Aotearoa New Zealand, and the social and political contexts for teaching here, analysing how these contexts deeply inform the sense of “the civic” that we engage in writing instruction. In particular, I account for neoliberal trends in higher education and the complexities of citizenship, including the multiple and sometimes competing kinds of belonging, participation, and publics we invoke when we name citizenship as a teaching focus, and the role of writing in their enactment. My broadest claim is that this set of complexities is a useful one to illuminate the multifaceted work of writing instruction in this country. In addition, in three sections, this article works through some of the institutional and policy demands on writing instruction, the competing accounts of citizenship that we might engage, and how our assignments, text choices, and workshop pedagogy model civic engagement and frame writing in terms of inquiry and collectivity, amid shifting frames and hierarchies of belonging, and questions about the role of the university. Whāia nei te ia o te kupu i whakatauākīhia e Tā Āpirana Ngata Ko tō ringa ko te rākau a te Pākehā Hei ora mō tō tinana Pursue the essence of Sir Āpirana Ngata’s quote Put your hand to the pen As a means to well being This epigraph was given to our first-year writing course as part of a curriculum development process, and begins our course guide, welcoming students and establishing a bicultural foundation to the course – as does the course title, Tū Kupu: Writing and Inquiry. For students and teachers of writing, and for me writing now, it’s a challenge: to come to wellbeing, and to cross worlds, is to ask much of writing. It’s an evocation, not of a static form but an act – and the conviction or bravery needed to reach out to write.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132843521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Praxis, Not Practice: The Ethics of Consent and Privacy in 21st Century Archival Stewardship","authors":"Anna Culbertson, Amanda Lanthorne","doi":"10.37514/atd-j.2021.18.1-2.02","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.02","url":null,"abstract":"This article considers ethical issues of consent and privacy during each phase of archival stewardship. The authors examine flaws in traditional archival theory that contribute to oppression and silencing and highlight unique collections and practices at San Diego State University that begin to set the 21st century archive apart. We focus on responsive collection stewardship with two case studies—a collection of correspondence from individuals being held in a detention center and a zine collection. Drawing on a framework of radical empathy and ethics of care set forth by Michelle Caswell and Marika Cifor (2016), we will critically dissect, dismantle, and unsettle traditional approaches to consent and privacy. The first case study scrutinizes privacy and consent issues surrounding the documentation of vulnerable populations with an emphasis on ethics. The second case study examines the need for increased sensitivity and flexibility in collecting zines. The article shares ideas for how to acquire and manage these types of collections in socially and ethically responsible ways, using an archival ethics worksheet that prioritizes consent and privacy throughout the stewardship process. Archival stewardship refers to a range of actions representing the lifespan of an archival collection, including appraisal, acquisition, arrangement, description, access, digitization and deaccessioning of archival materials, as well as the development of policies and best practices for each. In addition, stewardship encompasses the relationships formed with record creators, subjects, users, communities and other archivists during this lifespan. The first four of these relationships were identified by Michelle Caswell and Marika Cifor (2016) as “key archival relationships” in their article, “From Human Rights to Feminist Ethics: Radical Empathy in the Archives,” and the fifth was subsequently and rightly proposed by the Radical Empathy in Archival Practice group zine distributed at the Society of American Archivists’ annual conference in 2017 (Wooten et al., 2017). Stewardship carries implications of responsibility, care, trust and accountability toward each of these five categories. This article seeks to situate issues of consent and privacy, including the right to be forgotten, within the radical empathy framework as it applies to stewardship, by examining two case studies from San Diego State University (SDSU) documenting vulnerable populations and individuals. The authors discuss how the case studies necessitated an ethics of care in decision making that had not factored into previous practices, and explore how archives contribute to the exploitation of vulnerable subjects on the Internet. An examination of consent and privacy issues allows librarians and archivists to work backwards and consider when and why it is appropriate to disrupt the traditional sequence of stewardship actions. And finally, an archival ethics worksheet, developed by the authors, prompts a pr","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114421503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unruly Practice: Critically Evaluating the Digital Archive of Literacy Narratives","authors":"Kathryn B. Comer, Michael Harker, Ben McCorkle","doi":"10.37514/atd-j.2021.18.1-2.16","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.16","url":null,"abstract":"This essay critically analyzes the Digital Archive of Literacy Narratives (DALN), an online public collection of over 8,000 personal accounts related to literacy and learning. Intentionally designed to be somewhat unruly, the DALN’s collaborative collection and participatory curation of self-representations can also be understood as an experiment in critical archival practice. Through that lens, this article explores the ongoing challenges of open access and ethical curation in the hybrid academic, public, community-engaged DALN: How do technological and administrative infrastructures shape the power dynamics of open digital archives? Reflecting on its evolution, the authors examine the DALN’s processes and back-end design through key issues of provenance, custody, representation, and usability. This case study demonstrates how project infrastructure is inextricable from values, with implications for the study and practice of other unruly critical archives. We believe it is a strength of the DALN that the stories within it are voluntarily contributed, unedited, and personally composed. Narratives submitted to the DALN are screened only to ascertain that they are indeed about literacy, in the broadest possible sense, and not spam submitted by hackers. ... Collectively, we hope, these stories form an unruly collection that escapes the control of our own limited vision. —Selfe & the DALN Consortium, 2013 Becoming unruly is hard. —Bloome, 2013","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116334340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Astronomer Out of Water: How Disciplinary Background Shapes Instructors� Approaches to Science Writing Instruction","authors":"M. Callow, Dykema Julie","doi":"10.37514/atd-j.2022.19.3-4.06","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.3-4.06","url":null,"abstract":": Within cross-curricular literacy (CCL) initiatives at colleges and universities, there still remain challenges in preparing and supporting instructors from different disciplinary backgrounds. This small, exploratory study investigates the ways that literacy experiences and disciplinary backgrounds shape the teaching practice of five science writing instructors, three with English/Writing Studies backgrounds, and two with science backgrounds. Findings show that, for instructors in our discipline-linked program, disciplinary background shapes their course goals, their need for cross-disciplinary mentoring, and their levels of confidence in teaching science writing. Reflections for CCL leaders conclude the article.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114779311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sprinting toward Genre Knowledge: Scaffolding Graduate Communication through 'sprints' in Finance and Engineering","authors":"Lindsay Ives, Jayendra S. Gokhale, Willaim C. Barott, Michael V. Perez","doi":"10.37514/atd-j.2019.16.2.08","DOIUrl":"https://doi.org/10.37514/atd-j.2019.16.2.08","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133512961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of Institutional Ethnography: A Theory of Practice for Writing Studies Researchers, by Michelle LaFrance. (2019). University Press of Colorado. 146 pages. [ISBN 978-1-60732-866-7]","authors":"Emma Lee Guthrie","doi":"10.37514/atd-j.2020.17.3.05","DOIUrl":"https://doi.org/10.37514/atd-j.2020.17.3.05","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127905708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editor's Introduction to Volume 16, Issue 4","authors":"Michael Pemberton","doi":"10.37514/atd-j.2019.16.4.17","DOIUrl":"https://doi.org/10.37514/atd-j.2019.16.4.17","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115113818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Changing the Subject: A Theory of Rhetorical Empathy","authors":"Wilson Gabriella","doi":"10.37514/atd-j.2022.19.3-4.07","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.3-4.07","url":null,"abstract":"Across the Disciplines is an open-access, peer-reviewed scholarly journal published on the WAC Clearinghouse and supported by Colorado State University and Georgia Southern University. Articles are published under a Creative Commons BY-NC-ND license (Attribution-NonCommercial-NoDerivs) ISSN 1554-8244. Copyright © 1997-2022 The WAC Clearinghouse and/or the site’s authors, developers, and contributors. Some material is used with permission. ATD Reviews","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"4 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120914363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abstract Algebra and the Conversation of Humankind","authors":"J. C. Tatu, T. Yuster, Elizabeth W. McMahon, Samantha Miller-Brown`","doi":"10.37514/atd-j.2022.19.3-4.05","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.3-4.05","url":null,"abstract":": Peer review is especially difficult to facilitate in advanced mathematical writing. Typically, only someone with an appropriate level of disciplinary knowledge can understand the workings of a mathematical proof, for example, let alone provide useful feedback to a novice proof-writer. This presents a challenge to writing programs and writing centers charged with supporting writing throughout the curriculum. In this article, we discuss our efforts to support student proof-writing in an advanced abstract algebra course, in which students are expected to write their own sophisticated proofs of challenging mathematical propositions. Building primarily on the work of Ken Bruffee, we assert that math proofs are a form of normal discourse. Bruffee (1984) contends that collaborative learning is an especially good way for students to practice normal discourse with an audience of knowledgeable peers. In such an arrangement, the student, teacher, and peer reviewer each make different contributions to the learning experience. The peer reviewer, in our case, is a trained undergraduate writing consultant. Our analysis of teaching and learning artifacts, formal and informal student evaluations of the course, and transcripts of a student focus group, leads us to conclude that the collaboration has two observable outcomes: first, we get a higher percentage of student-written proofs that demonstrate an understanding of threshold concepts in abstract algebra; and second, students learn to communicate better and become members of the mathematical discourse community. We contend that these two are recursive","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131612007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}