Facilitating Institutional Change Through Writing-Related Faculty Development

Facilitating Institutional Change Through Writing-Related Faculty Development

Bibliographic Details
Main Author: Martin, Caitlin A.
Language:English
Published: Miami University / OhioLINK 2021
Subjects:
Composition
Writing across the curriculum
WAC
professional development
faculty development
academic development
institutional change
deep change
cultural-historical activity theory
institutional ethnography
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=miami1617961494207509
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-miami16179614942075092021-08-03T07:17:00Z Facilitating Institutional Change Through Writing-Related Faculty Development Martin, Caitlin A. Composition Writing across the curriculum WAC professional development faculty development academic development institutional change deep change cultural-historical activity theory institutional ethnography In this project, I set out to understand the impact that writing-related faculty development programs can have on institutional cultures of writing, teaching, and learning. Scholarship in writing across the curriculum (WAC) has historically illustrated pedagogical and curricular changes that support student writers in higher education. Cultural change is necessary to do this work because institutional cultures are often influenced by persistent misconceptions of writing as a general, transferable skill that can be taught in one course and applied in another. In the 1960s and 1970s, the birth of WAC as both an institutional practice and as a disciplinary movement offered opportunities for individuals to share these ideas with higher education faculty from diverse fields. While many WAC leaders want to change institutional cultures of writing, little research illustrates how this transformation can occur or what role writing-related faculty development might play. Drawing on scholarship in writing studies, higher education change, and cultural-historical activity theory (CHAT), this dissertation begins to address this gap. I argue for using a local|disciplinary methodology to understand what writing-related faculty development programs do and what changes result as faculty adopt principles and conceptions from these programs. Through my multi-institutional study, I found that changing faculty conceptions of writing is a key goal of writing-related faculty development work, but this goal is not always made explicit in program practices. Research at three case institutions illustrates how institutional history and location can influence program goals, practices, and leadership. In Chapter 1, I overview the cultural-historical prevalence of misconceptions of writing. In Chapter 2, I outline the local|disciplinary methodology that informs this research. Chapter 3 provides results from a national study that illustrates writing-related faculty development programs aim to change faculty conceptions of writing. Chapter 4 introduces writing studies leaders at three case institutions who have developed programs to change conceptions of writing, teaching, and learning. In Chapter 5, I analyze the kinds of changes that result as faculty participate in these three programs. Ultimately, I argue that writing-related faculty development programs can lead to meaningful change for individual participants in their pedagogical practices, but that the programs themselves may need to be re-imagined if leaders want to enact change that influences broader institutional culture. Based on this research, I argue that writing-related faculty development leaders can re-imagine how they develop their programs if they want to work toward deep change. 2021-04-12 English text Miami University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=miami1617961494207509 http://rave.ohiolink.edu/etdc/view?acc_num=miami1617961494207509 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Composition
Writing across the curriculum
WAC
professional development
faculty development
academic development
institutional change
deep change
cultural-historical activity theory
institutional ethnography
spellingShingle Composition
Writing across the curriculum
WAC
professional development
faculty development
academic development
institutional change
deep change
cultural-historical activity theory
institutional ethnography
Martin, Caitlin A.
Facilitating Institutional Change Through Writing-Related Faculty Development
author Martin, Caitlin A.
author_facet Martin, Caitlin A.
author_sort Martin, Caitlin A.
title Facilitating Institutional Change Through Writing-Related Faculty Development
title_short Facilitating Institutional Change Through Writing-Related Faculty Development
title_full Facilitating Institutional Change Through Writing-Related Faculty Development
title_fullStr Facilitating Institutional Change Through Writing-Related Faculty Development
title_full_unstemmed Facilitating Institutional Change Through Writing-Related Faculty Development
title_sort facilitating institutional change through writing-related faculty development
publisher Miami University / OhioLINK
publishDate 2021
url http://rave.ohiolink.edu/etdc/view?acc_num=miami1617961494207509
work_keys_str_mv AT martincaitlina facilitatinginstitutionalchangethroughwritingrelatedfacultydevelopment
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