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Clashes In The Contact Zone: Student, Faculty, And Administrative Resistance To Intersectional Pedagogies In The Writing Classroom, Gina Marie Lawrence
Clashes In The Contact Zone: Student, Faculty, And Administrative Resistance To Intersectional Pedagogies In The Writing Classroom, Gina Marie Lawrence
Open Access Theses & Dissertations
This Dissertation is a study of rhetoric and composition instructors around the country who use intersectional pedagogy as a way to introduce students to issues of class, race, sexuality, and gender in order to work toward a more just society. Instructors using this approach often encounter resistance from students and administrators, and this project will help instructors respond to this resistance in thoughtful, rather than reactionary, ways.
Community College Writing Program Administrators: Implementing Change Through Advocacy, Lizbett Tinoco
Community College Writing Program Administrators: Implementing Change Through Advocacy, Lizbett Tinoco
Open Access Theses & Dissertations
This Dissertation, Community College WPAs: Implementing Change Through Advocacy, examines the work and role of Writing Program Administrators (WPAs) at community colleges. Defining the role and the work of WPAs is very complex, and even more so at community colleges since these institutions are very diverse places in regards to programmatic structure and student population. The scholarship of writing program administration has typically excluded community colleges; as a result, my research focuses on including these narratives. Unlike a lot of WPA narratives that often describe WPAs as "composition wives" (Schuster, 1991; Hesse, 1999) who do much of the dirty work …
Technological Literacy Across Disciplines: Examining Graduate Instructors' Experiences, Sidouane Patcha Lum
Technological Literacy Across Disciplines: Examining Graduate Instructors' Experiences, Sidouane Patcha Lum
Open Access Theses & Dissertations
This dissertation critically examines graduate instructors technological literacy across disciplines in a four-year university, in order to explore avenues through which their challenges teaching with classroom technologies can be met. It also investigates the possibility that non- resident instructors and resident instructors difference in cultural orientations (patterns, norms and ways of doing) influence instructors ability to use technology for their specific functions. For this purpose, Multi (modal) literacy theories and the TPACK framework (technological, pedagogical and content, knowledge) are used as theoretical underpinnings which foster a better understanding of instructors technological literacy, while grounded theory developed by Glaser and Strauss …