Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice

Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies’ disciplinary expertise in twenty-first-century higher education

Teaching teachers to teach writing, critical thinking, and information literacy: A case study of a faculty learning community as a campus-wide pedagogical intervention strategy

In this session, faculty collaborative group drawn from multiple disciplines and university units reports on an initiative to improve research and writing instruction in upper-division major-specific courses. Presenters showcase the initiative’s intervention, a faculty learning community (FLC) whose members were recruited from across the university to study evidence-based best practices for writing, critical thinking, and information literacy instruction. The session will also detail the how the FLC was shaped by institutional assessment data, discuss how it builds on local faculty development traditions, and assess its impact through analysis of course documents created by faculty participants

Responding to the Citation Project Findings: Practices, Policies, and Pedagogies

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Struggling with Sources: Collaborative Research on Use and Engagement with Sources: A Post-Convention Workshop

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writing & pedagogy Writing from Sources, Writing from Sentences

Abstract Instead of focusing on students' citation of source