1,720,961 research outputs found
Preparing for the 2021 HIPs in The States Track at the Assessment Institute
Get PDFJoining the Assessment Institute and expanding the reach of HIPs in the States has provided opportunities to come together as a community and welcome colleagues from other tracks who are new to HIPs.PublishedN
Chapter 2. The Formation of a Professional Organization for Writing Across the Curriculum
No full textIn this chapter, we describe the rationale for and development of the Association for Writing Across the Curriculum (AWAC), which held its first meeting for members at the 2018 International Writing Across the Curriculum Conference. We first provide a historiography of previous WAC/WID-related efforts, including the specific contributions of each one, leading up to the more formalized process of establishing this new organization. Finally, we explain our aspirations of AWAC’s role in supporting a sustainable and inclusive scholarly WAC/WID community.PublishedYe
Trouble and transformation in higher education: Identifying threshold concepts through faculty narratives about teaching writing
Get PDFThe theory of threshold concepts has given faculty a powerful way to name foundational, but difficult, disciplinary concepts. However, there is no methodological consensus about the best ways to identify them. In this article, we introduce a phenomenographically-derived narrative framework for identifying stages of threshold concept acquisition. We developed this framework through a study of faculty's conceptions of the teaching of writing situated within the normal course of disciplinary education across fields. Because of this focus, our framework has immediate application for anyone who wants to understand faculty members’ thinking about the teaching of writing and help them acquire conceptions that support good pedagogy. More broadly, disciplinary faculty and researchers across higher education can use our narrative framework to identify their own or students’ stages of threshold acquisition in a range of disciplines, and so adjust curricula accordingly.PublishedYe
Repurposing scientific writing in conservation biology
Get PDFScientists and writing studies scholars agree that students need to be able to repurpose scientific knowledge across audiences, goals, and genres. This article offers a much-needed, practical example of an assignment that allows students to work towards these goals. Working collaboratively, a faculty member from biology, a Writing Across the Curriculum (WAC) administrator, and an Encyclopedia of Alabama (EOA) editor redesigned a conservation biology course assignment around communication with multiple audiences. The assignment required students to produce a webpage about a rare species in Alabama that fulfills the technical, scientific writing component of the course and then repurpose that webpage into an entry for EOA aimed at a non-expert audience. We elaborate on the context in which the repackaging assignment developed, explain how it fits with student learning outcomes in biology, and share themes we noticed in students' reflections on the practice of repurposing their writing.PublishedYe
Reflecting on the Past, Reconstructing the Future: Faculty Members’ Threshold Concepts for Teaching Writing in the Disciplines
Get PDFA growing body of scholarship in writing studies has started exploring threshold concepts for writing, providing a synoptic view of the transformations students undergo as they learn about writing. However, the field has not yet undertaken a systematic investigation of threshold concepts for the teaching of writing. A distinction between threshold concepts for writing and threshold concepts for the teaching of writing is especially important for WAC initiatives that work with faculty in the disciplines who may not have extensive training in writing pedagogy. Research into threshold concepts for the teaching of writing in the disciplines can help WAC professionals better understand the conceptual transformations these faculty experience as they participate in our programs. In this article, we present three threshold concepts for the teaching of writing in the disciplines that we identified: effective writing pedagogy involves iterative, multifaceted change; students’ development as writers can be supported through scaffolded interventions; and genres can be taught as actions, not (just) as forms. To illustrate these concepts, we share faculty narratives from a survey and focus groups, which we analyze using a narrative framework for identifying threshold concepts derived from phenomenographic analysis. We conclude by suggesting additional candidates for threshold concepts for the teaching of writing in the disciplines, and commenting on the value of narrative for promoting faculty reflection and assessing WAC faculty development.PublishedYe
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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