Interdisciplinary Work as Professional Development: Changing the Culture of Teaching

Interdisciplinary Work as Professional Development: Changing the Culture of Teaching Interdisciplinary Work as Professional Development Joan A. Mullin There are many lessons to learn about faculty development from writing across the curriculum (WAC) programs, for when they really began to grow in the 1980s, directors of the initiatives were often the first to undertake largescale faculty development in their institutions. WAC directors had much to offer teaching and learning enterprises then, and many have much to offer now as a result of their experiences with faculty across the disciplines. As teachers of writing who study rhetorical contexts, they quickly learned that only dispensing guidelines and resources — university requirements for taking writing-intensive courses, Web sites on writing in biology or textbooks on writing for film, the top-ten informal writing strategies — does not make a successful WAC program. Unfortunately, there are several WAC programs in the United States today that do exist only as discrete series of rules with little or no effort placed into teaching faculty how writing can be used to teach critical and disciplinary thinking, how writing both shapes and defines a field, and therefore, how students can use writing to read and enter these fields as well as others. Based on nineteenth-century notions of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

Interdisciplinary Work as Professional Development: Changing the Culture of Teaching

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, Volume 8 (3) – Oct 1, 2008

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Publisher
Duke University Press
Copyright
© 2008 by Duke University Press
ISSN
1531-4200
eISSN
1531-4200
DOI
10.1215/15314200-2008-008
Publisher site
See Article on Publisher Site

Abstract

Interdisciplinary Work as Professional Development Joan A. Mullin There are many lessons to learn about faculty development from writing across the curriculum (WAC) programs, for when they really began to grow in the 1980s, directors of the initiatives were often the first to undertake largescale faculty development in their institutions. WAC directors had much to offer teaching and learning enterprises then, and many have much to offer now as a result of their experiences with faculty across the disciplines. As teachers of writing who study rhetorical contexts, they quickly learned that only dispensing guidelines and resources — university requirements for taking writing-intensive courses, Web sites on writing in biology or textbooks on writing for film, the top-ten informal writing strategies — does not make a successful WAC program. Unfortunately, there are several WAC programs in the United States today that do exist only as discrete series of rules with little or no effort placed into teaching faculty how writing can be used to teach critical and disciplinary thinking, how writing both shapes and defines a field, and therefore, how students can use writing to read and enter these fields as well as others. Based on nineteenth-century notions of

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and CultureDuke University Press

Published: Oct 1, 2008

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