When I took Community Psychology last spring, we talked about how to make spaces that invited use. When considering how I would create the digital space that holds my digital resources, I realized that it would be useful for me to contemplate the same thing. While not all of the same principles applied in community … [Read more…]
This just in: most students either don’t have an opinion on, or like writing. Reviewing the data retrieved from the surveys completed, (n=40), I was ultimately surprised to find very few negative responses. In general, people responded as they did above, reporting that they either felt positively or neutral about writing and HIP’s. A more … [Read more…]
My original plan for getting tutored was to truly fulfill the role of tutee and transcend my knowledge and role s a writing tutor/fellow entirely. However, I realized quite quickly that if I was investigating ethics, it wouldn’t be rational for me to use my assumptions as a tutee to avoid the mistakes associated with … [Read more…]
Last week I met with Mary Fraser to go over what data SASC had already obtained regarding writing support services. Something we came across in conversation— which I had not yet considered— was how ethical it would be to produce resources that addressed issues commonly discussed during tutoring sessions. Initially, I could only see the … [Read more…]
A Lengthy Autobiographical Account of Developing Writing Boundaries One of my first memories is the desire to know how to write. I recall scribbles in purple gel pen on scraps of pink construction paper— whose original destiny of folding and flight was redetermined— which I would distribute to my grandmother, mothers, and older brother and … [Read more…]
Herrington and Stassen discuss the inherent vitality of writing in HIPs throughout a general education curriculum in their article Intersections of Writing, Reflection, and Integration. The article focuses on the inevitable utilization of writing as a tool to deploy reflection in HIPs, identifying that although, “… writing was not a focus of our design of … [Read more…]
In the article, “Improving Success, Increasing Access: Bringing HIPs to Open Enrollment Institutions through WAC/WID”, Kester and co-authors discuss how different institutional environments can contribute significantly to the employment of HIP. Considering the concerns of the UNE environment that I brought up in last week’s article, I found the subject matter for this week especially … [Read more…]
What an intriguing idea: to reduce the stressful context of class in order to increase creative productivity in students. This punk-rock-esque methodology utilized by some universities seems like it would incubate an anarchical, half-attended, uncommitted class. However, Professor Jackson of UC Davis has found the opposite to be true; instead, he is inspired by the … [Read more…]
In Anderson et, al.’s article regarding High Impact Writing Assignments, the information from Boquet and Lerner’s article is more explicitly explained. Furthermore, the article provides meaningful research to support the rather bold claims made in Boquet and Lerner’s article. Perhaps most enlightening, was the specification that High Impact Practices are not exclusive to writing, but … [Read more…]
