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ERIC Number: EJ1072311
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1522-7502
The Source of Our Ethos: Using Evidence-Based Practices to Affect a Program-Wide Shift from "I Think" to "We Know"
Allan, Elizabeth G.; Driscoll, Dana Lynn; Hammontree, D. R.; Kitchens, Marshall; Ostergaard, Lori
Composition Forum, v32 Fall 2015
This program profile demonstrates how the first-year writing program at Oakland University has engaged contingent faculty in research, assessment, and program development over the years, employing evidence-based practices to improve individual classroom instruction and to redesign the entire first-year curriculum. The authors describe their efforts to develop an inclusive model for research and professional development, a model that seeks to empower the faculty to join disciplinary conversations about the teaching of writing. Overall, the profile contributes to existing scholarship on large college writing programs by illustrating how faculty may collaborate to develop and assess curricula, to conduct and publish research, and to build a program that shifts the conversation from what individual instructors may believe about writing instruction ("I think") to what the department may collaboratively know about best practices ("we know").
Association of Teachers of Advanced Composition. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A