ERIC Number: EJ1203350
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-7555
EISSN: N/A
Designing Professional Learning to Support Student Success: Lessons from the Faculty Writing Fellows Seminar
Perrow, Margaret
College Teaching, v66 n4 p190-198 2018
The Faculty Writing Fellows Seminar was designed to develop university instructors' skill in writing instruction: The 2015-16 professional development project offered faculty at Southern Oregon University a chance to read writing-pedagogy research, collaboratively develop their teaching practices, and--most importantly--put themselves in the shoes of student writers. The seminar had a positive impact on instructors' teaching and students' writing. Instructors showed growth in confidence, empathy, knowledge, and instruction. Their students' essays outscored essays by students in nonparticipating instructors' classes. The study argues for professional development that simultaneously builds pedagogical knowledge and skills and incorporates emotional and psychosocial aspects of teaching and learning.
Descriptors: Program Effectiveness, Communities of Practice, Faculty Development, Writing Workshops, Seminars, Academic Achievement, Social Development, Emotional Development, Writing Instruction, College Faculty, College Students, Teaching Methods, Instructional Effectiveness, Teacher Student Relationship, Fellowships
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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: Oregon
Grant or Contract Numbers: N/A