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Full-Text Articles in Education
Communities Of Practice In Higher Education: Transformative Dialogues Toward A Productive Academic Writing Practice, Janelle De Carrico Voegele, Dannelle D. Stevens
Communities Of Practice In Higher Education: Transformative Dialogues Toward A Productive Academic Writing Practice, Janelle De Carrico Voegele, Dannelle D. Stevens
Curriculum and Instruction Faculty Publications and Presentations
Because faculty have advanced degrees, it is often assumed that they have perfected the skills needed to be productive, successful academic writers. In reality, many faculty struggle with the demands of academic writing and the resulting loss of energy for teaching and other aspects of their roles. This article reflects on the impact of an academic writing program through a community-of-practice lens. We describe the program and its elements, its development into a thriving cross-discipline writing community, the role of central program elements such as accountability and dialogue, and the benefits stemming from a learning-community emphasis across program elements
Eportfolios, The Harvesting Gradebook, Accountability, And Community, Gary R. Brown, Nils Peterson, Meriem Chida, Theron Desrosier
Eportfolios, The Harvesting Gradebook, Accountability, And Community, Gary R. Brown, Nils Peterson, Meriem Chida, Theron Desrosier
Office of Academic Innovation Publications
Article discusses a project at Washington State University that engaged students in projects that combined a portfolio approach with emerging technologies, as well as involvement with professionals from outside the campus community. The article discusses the results, impact and implications of this experiment for learning and assessment in the university environment.
Using Electronic Portfolios As A Pedagogical Practice To Enhance Student Learning, Yves P. Labissiere, Candyce Reynolds
Using Electronic Portfolios As A Pedagogical Practice To Enhance Student Learning, Yves P. Labissiere, Candyce Reynolds
University Studies Faculty Publications and Presentations
Real learning transcends barriers of time and place. It can also provide a bag of tools one can take on the journey through life. Some students, unfortunately, leave college with empty toolkits, or ones they do not know how to open. Engaging students in the process of salient, transformative learning is a challenge, but one worth taking. Tagg (2004) speaks eloquently in a recent About Campus article about the need for faculty to use practices in the classroom that improve the quality of learning, and calls for faculty to help students claim their learning and engage in what Kegan (1995) …