Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Arts and Humanities (3)
- Educational Administration and Supervision (3)
- Rhetoric and Composition (3)
- Adult and Continuing Education (2)
- Community College Education Administration (2)
-
- Curriculum and Instruction (2)
- Curriculum and Social Inquiry (2)
- Higher Education (2)
- Language and Literacy Education (2)
- Scholarship of Teaching and Learning (2)
- Accessibility (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Communication (1)
- Development Studies (1)
- Disability and Equity in Education (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Leadership (1)
- English Language and Literature (1)
- Fine Arts (1)
- Leadership Studies (1)
- Modern Languages (1)
- Other Arts and Humanities (1)
- Other English Language and Literature (1)
- Other Languages, Societies, and Cultures (1)
- Other Social and Behavioral Sciences (1)
- Reading and Language (1)
- Rhetoric (1)
- Social and Behavioral Sciences (1)
- Institution
Articles 1 - 4 of 4
Full-Text Articles in Community College Leadership
Systemic Functional Linguistics In The Community College Composition Class: A Multimodal Approach To Teaching Composition Using The Metalanguage Of Sfl, Jennifer James
Education (PhD) Dissertations
This qualitative research study sought to understand the affordances and limitations of a systemic functional linguistics (SFL) approach to teaching composition at the community college level. The study took place over the course of a semester in two developmental college composition classes using the language of SFL to teach writing through multimodal assignments. The study was developed in response to the increasing diversity in writing skills and educational goals of students in the community college composition class. The increase in diversity is a result of legislation in California that restructures developmental class offerings and affects placement in the transfer-level composition …
Remaking Identities, Reworking Graduate Study : Stories From First-Generation-To-College Rhetoric And Composition Phd Students On Navigating The Doctorate., Ashanka Kumari
Electronic Theses and Dissertations
This dissertation responds to the decreasing number of first-generation-to-college doctorates in the humanities and the limited scholarship on graduate students in Rhetoric and Composition. Scholars in Rhetoric and Composition have long been invested in discussions of academic and/or disciplinary enculturation, yet these discussions primarily focus on undergraduate students, with few studies on graduate students and far fewer on the doctoral students training to become the next wave of a profession. In this dissertation, I argue that if we engage intersectional identities as assets in the design of doctoral programs, access to higher education and academic enculturation can become more manageable …
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 …
Writing Center Practices In Tennessee Community Colleges, James E. Crawford
Writing Center Practices In Tennessee Community Colleges, James E. Crawford
Electronic Theses and Dissertations
The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, …