Inviting students to determine for themselves what it means to write across the disciplines

Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and composition studies, with particular emphasis on the scholarship of writing across difference, our article explores the possibility of re-envisioning the role of the composition classroom within the broader literacy ecology of colleges and universities largely comprised of students from socioeconomically and ethno- linguistically underrepresented communities. We recount the pilot of a composi- tion course prompting students to examine their own prior and other literacy values and practices, then transfer that growing meta-awareness to the critical acquisition of academic discourse. Our analysis of students’ self-assessment memos reveals that students apply certain threshold concepts to acquire critical agency as academic writ- ers, and in a manner consistent with Guerra’s concept of transcultural repositioning. We further consider the role collective rubric development plays as a critical incident facilitating transcultural repositioning

California Dreamin' in Historically Black Colleges and Universities: The HBCU Transfer Guarantee Project and California Community Colleges

Educatio

The long and winding road: Routine creation and replication in multi-site organizations

Prior research on organizational routines in the ‘capabilities’ literature has either studied how new routines are created during an exploratory process of variation and selection or how existing routines are replicated during a phase of exploitation. Few studies have analyzed the life cycle of new routine creation and replication as an integrated process. In an in-depth case study of England’s Highways Agency, this paper shows that the creation and replication of a new routine across multiple sites involves four sequential steps: envisioning, experimenting, entrenching and enacting. We contribute to the capabilities research in two ways: first, by showing how different organizational levels, capabilities and logics (cognitive and behavioural) shape the development of new routines; and second, by identifying how distinct evolutionary cycles of variation and selective retention occur during each step in the process. In contrast with prior research on replication as an exact copy of a template or existing routine, our study focuses on the replication of an entirely new routine (based on novel principles) that is adapted to fit local operational conditions during its large-scale replication across multiple sites. We draw upon insights from adjacent ‘practice research’ and suggest how capabilities and practice studies may complement each other in future research on the evolution of routines

Jefferson Digital Commons quarterly report: October-December 2017

This quarterly report includes: Assorted assets added to the JDC in the last quarter Grand Rounds Recordings College Within a College (CWIC) Posters Program of Industrial Design Capstones What people are saying about the JD

Generation 1.5 Writing Center Practice: Problems with Multilingualism and Possibilities via Hybridity

In much writing center theory and practice, conversations about multilingual writers have tended to involve L2 writers. Often international students, these writers speak at least one language other than English, but they perhaps speak more than just one other language despite their L2 designation. They do not speak English as their first language, and when they come to English-language-based institutions of higher education, they find themselves needing to learn and learning English. More recently, however, the field of writing center scholarship has recognized complexity in the category of multilingualism. Especially following the publication of Terese Thonus’s “Serving Generation 1.5 Learners in the University Writing Center,” Generation 1.5 or L1.5 writers have emerged as part and parcel of writing center practitioners’ and scholars’ conversations. Neither L1 speakers and writers nor L2 necessarily, Generation 1.5 writers exist in a linguistic liminal space. Although much variation exists among Generation 1.5 writers and although Generation 1.5 writers do not inherently represent a single, transitional generation in a family’s immigrant history,1 Linda Harklau, K. M. Losey, and Meryl Seigal define them as writers with “backgrounds in US culture and schooling” who sustain identities that are “distinct from international students or other newcomers who have been the subject of most ESL writing literature” (vii). They differ from English as a Second Language (ESL) students in that they “are primarily ear learners,” and they may “have lost, or are in the process of losing, their home language(s) without having learned their writing systems or academic registers” (Thonus 18). They are neither here nor there in terms of their linguistic identities. Or, perhaps, they are both here and there.University Writing Cente

The impact of generational differences on the workplace

Purpose – The aim of this paper is to explore workplace implications of the changing workforce demographic. Design/methodology/approach – The author identifies the different generations in today's workforce. The workplace expectations of the different generations are explored. Findings – Corporate real estate (CRE) managers need to establish the different needs of the different generations. In addition, the CRE manager needs to create an environment that allows all generations to coexist in the same workplace. Practical implications – CRE managers can use the information to assist in alignment of their workplace to the different generational expectations of the workforce. Originality/value – The paper fills a void by evaluating office occupiers' workplace preferences based on age.</p

Photography and the construction of collective memory in Ghent, Belgium

The paper investigates the shifting role of photography in the construction of collective cultural memory. It focuses on urban photography in Ghent, Belgium, at two particular periods of time. The paper is situated within the framework of the exhibition Edmond Sacré. Portrait of a City, curated by Ghent University in STAM (Ghent city museum), and a parallel artistic research project at the School of Arts at Ghent University College (2011-2012). At the turn of the XX century, new monumental squares and historicizing architecture created a new sense of history rooted in Flemish patriotism, especially in the run-up to the 1913 Ghent World Fair. The photographer Edmond Sacré created canonical images of the renewed city centre that went around the world for the promotion of the World Fair. Since the 1970s, the role of photography in the construction of cultural memory in Ghent has altered. In contrast to Sacré, photographers of the late XX and early XXI century have created a more complex image of the city. A number of contemporary photographers who worked on the Wondelgemse Meersen, a brownfield site north of the city centre, depicted the site as the locus of marginalised social groups who did not find their place in the historical city centre. The paper investigates if and how these photographers contribute to a different kind of cultural memory related to ephemeral places and practices in contrast to Sacré’s image of Ghent