Results by title

454 books match the query 'Study and teaching (Higher)' and 12 start with f

cover of Facing the Center: Toward an Identity Politics of One-to-One Mentoring

Facing the Center

Toward an Identity Politics of One-to-One Mentoring

Harry C. Denny

Utah State University Press, 2010

In the diversity of their clients as well as their professional and student staff, writing centers present a complicated set of relationships that inevitably affect the instruction they offer. In Facing the Center, Harry Denny unpacks the identity matrices that enrich teachable moments, and he explores the pedagogical dynamics and implications of identity within the writing center. 

The face of the writing center, be it mainstream or marginal, majority or miority, orthodox or subversive, always has implications for teaching and learning. Facing the Center will extend current research in writing center theory to bring it in touch with theories now common in cultural studies curricula. Denny takes up issues of power, agency, language, and meaning, and pushes his readers to ask how they themselves, or the centers in which they work, might be perpetuating cultures that undermine inclusive, progressive education.
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cover of Faculty Writing Support: Emerging Research from Rhetoric and Composition Studies

Faculty Writing Support

Emerging Research from Rhetoric and Composition Studies

Jaclyn Wells

University Press of Colorado, 2025

This edited collection offers 11 studies that illustrate the different ways writing studies researchers can use their training to study how faculty write. Moving beyond the lore that often dominates conversations about faculty writers, Faculty Writing Support explores how our discipline can expand its understanding of how faculty write and how they can be supported. The contributors raise questions about how graduate students transition to faculty writers, what types of support faculty writers want at different stages of their careers, and how and why faculty write together. Drawing on research methods including surveys, interviews, case studies, and audio recordings of writing groups, the contributors to Faculty Writing Support offer a first look at grounded research interventions with faculty and advanced graduate student writers. The collection acts as a call for writing studies to turn its disciplinary attention to faculty writing within higher education.
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cover of Failing Sideways: Queer Possibilities for Writing Assessment

Failing Sideways

Queer Possibilities for Writing Assessment

Stephanie West-Puckett

Utah State University Press, 2023

Failing Sideways is an innovative and fresh approach to assessment that intersects writing studies, educational measurement, and queer rhetorics. While valuing and representing the research, theory, and practice of assessment, authors Stephanie West-Puckett, Nicole I. Caswell, and William P. Banks demonstrate the ways that students, teachers, and other interested parties can find joy and justice in the work of assessment.
 
A failure-oriented assessment model unsettles some of the most common practices, like rubrics and portfolios, and challenges many deeply held assumptions about validity and reliability in order to ask what could happen if assessment was oriented toward possibility and potential. Working to engage a more capacious writing construct, the authors propose queer validity inquiry (QVI) as a model for assessment that values failure, affect, identity, and materiality. These overlapping lenses help teachers honor parts of writing and learning that writing studies faculty have struggled to hold onto in a world overly focused on quickness and efficiency in schools.
 
Through programmatic and classroom examples, Failing Sideways privileges what is valued in the classroom but traditionally ignored in assessments. Reimagining what matters in the teaching and learning of writing and using assessment data differently, this book demonstrates what writing can be and could do in a more diverse and just world.
 
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cover of Field Of Dreams

Field Of Dreams

edited by Peggy O'Neill, Angela Crow, and Larry Burton

Utah State University Press, 2002

One of the first collections to focus on independent writing programs, A Field of Dreams offers a complex picture of the experience of the stand-alone. Included here are narratives of individual programs from a wide range of institutions, exploring such issues as what institutional issues led to their independence, how independence solved or created administrative problems, how it changed the culture of the writing program and faculty sense of purpose, success, or failure.

Further chapters build larger ideas about the advantages and disadvantages of stand-alone status, covering labor issues, promotion/tenure issues, institutional politics, and others. A retrospective on the famous controversy at Minnesota is included, along with a look at the long-established independent programs at Harvard and Syracuse.

Finally, the book considers disciplinary questions raised by the growth of stand-alone programs. Authors here respond with critique and reflection to ideas raised by other chapters—do current independent models inadvertently diminish the influence of rhetoric and composition scholarship? Do they tend to ignore the outward movement of literacy toward technology? Can they be structured to enhance interdisciplinary or writing-across-the-curriculum efforts? Can independent programs play a more influential role in the university than they do from the English department?

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cover of First Time Up: An Insider'S Guide For New Composition Teachers

First Time Up

An Insider'S Guide For New Composition Teachers

Brock Dethier

Utah State University Press, 2005

"First time up?"—an insider’s friendly question from 1960s counter-culture—perfectly captures the spirit of this book. A short, supportive, practical guide for the first-time college composition instructor, the book is upbeat, wise but friendly, casual but knowledgeable (like the voice that may have introduced you to certain other firsts). With an experiential focus rather than a theoretical one, First Time Up will be a strong addition to the newcomer’s professional library, and a great candidate for the TA practicum reading list.

Dethier, author of The Composition Instructor’s Survival Guide and From Dylan to Donne, directly addresses the common headaches, nightmares, and epiphanies of composition teaching—especially the ones that face the new teacher. And since legions of new college composition teachers are either graduate instructors (TAs) or adjuncts without a formal background in composition studies, he assumes these folks as his primary audience.

Dethier’s voice is casual, but it conveys concern, humor, experience, and reassurance to the first-timer. He addresses all major areas that graduate instructors or new adjuncts in a writing program are sure to face, from career anxiety to thoughts on grading and keeping good classroom records. Dethier’s own eclecticism is well-represented here, but he reviews with considerable deftness the value of contemporary scholarship to first-time writing instructors—many of whom will be impatient with high theory. Throughout the work, he affirms a humane, confident approach to teaching, along with a true affection for college students and for teachers just learning to deal with them.

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cover of Folklore in Utah: A History and Guide to Resources

Folklore in Utah

A History and Guide to Resources

David Stanley

Utah State University Press, 2004

Over thirty scholars examine the development of folklore studies through the lens of over one hundred years of significant activity in a state that has provided grist for the mills of many prominent folklorists. In the past the Folklore Society of Utah has examined the work of such scholars in biographical and other essays published in its newsletters. This book incorporates those essays and goes well beyond them to include many other topices, offering a thorough history of folklore studies and a guide to resources for those pursuing research in Utah now and in the future.

The essays survey the development and contributions of folklore studies in Utah from 1892 to 2004 but also represent developments in both academic and public-sector folklore throughout the United States. Following a thorough historical introduction, part I profiles the first folklorists working in the state, including Hector Lee, Thomas Cheney, Austin and Alta Fife, Wayland Hand, and Lester Hubbard. Part II looks at the careers of prominent Utah folklorists Jan Harold Brunvand, Barre Toelken, and William B. Wilson, as well as the works of the next, current generation of folklorists. Part III covers studies in major folklore genres, with essays on the study of material culture, vernacular architecture, and Mormon, ethnic, Native American, and Latino folklore. Part IV examines public folklore programs including organizations, conferences, and tourism. Back matter describes academic programs at Utah institutions of higher education, summarizes the holdings of the various folklore archives in the state, and provides a complete cross-indexed bibliography of articles, books, and recordings of Utah folklore.

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cover of Framing Information Literacy (PIL#73) Volume Two: Information Has Value

Framing Information Literacy (PIL#73) Volume Two

Information Has Value

Janna L. Mattson

American Library Association, 2018

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cover of Framing Information Literacy 6-Volume Set

Framing Information Literacy 6-Volume Set

Mary K. Oberlies

American Library Association, 2018

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cover of Framing Library Instruction

Framing Library Instruction

John Budd

Assoc of College & Research Libraries, 2011

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cover of From Abortion to Pederasty: Addressing Difficult Topics in the Classics Classroom

From Abortion to Pederasty

Addressing Difficult Topics in the Classics Classroom

Edited by Nancy Sorkin Rabinowitz and Fiona McHardy

The Ohio State University Press, 2014

This volume had its origins in a very specific situation: the teaching of ancient texts dealing with rape. Ensuing discussions among a group of scholars expanded outwards from this to other sensitive areas. Ancient sources raise a variety of issues—slavery, infanticide, abortion, rape, pederasty, domestic violence, death, sexuality—that may be difficult to discuss in a classroom where some students will have had experiences similar to those described in classical texts. They may therefore be reluctant to speak in class, and even the reading themselves may be painful.
 
From Abortion to Pederasty: Addressing Difficult Topics in the Classics Classroom, edited by Nancy Sorkin Rabinowitz and Fiona McHardy, is committed to the proposition that it is important to continue to teach texts that raise these issues, not to avoid them. In this volume, classicists and ancient historians from around the world address how to teach such topics as rape, pederasty, and slavery in the classics classroom. The contributors present the concrete ways in which they themselves have approached such issues in their course planning and in their responses to students’ needs.
 
A main objective of From Abortion to Pederasty is to combat arguments, from both the left and the right, that the classics are elitist and irrelevant. Indeed, they are so relevant, and so challenging, as to be painful at times. Another objective is to show how Greco-Roman culture and history can provide a way into a discussion that might have been difficult or even traumatic in other settings. Thus it will provide teaching tools for dealing with uncomfortable topics in the classroom, including homophobia and racism.
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cover of From Liberation to Remediation: The Rhetoric of General Education

From Liberation to Remediation

The Rhetoric of General Education

Kelly Ritter

Utah State University Press, 2026

Ever since its origins as a post–World War II movement designed to democratize education and promote civic engagement, General Education has been the source and subject of political battles. From Liberation to Remediation explores how Gen Ed’s initial goal of providing a common intellectual foundation for all students has been gradually undermined, resulting in a growing perception that General Education is unnecessary for high-achieving students and is instead a remedial path for those deemed underprepared.
 
Kelly Ritter addresses how lawmakers, for-profit testing companies, and even universities fuel public misconceptions of what Gen Ed can provide for our democracy and the role that a broad-based college education plays in social uplift. Tracing the history of the public rhetoric that persuades parents and students to see these courses as a set of interchangeable precollege credits to gain (or game) by any means necessary, she examines how positive and negative public responses to the curricula affected the position of core subjects in US universities, focusing on first-year writing. She also explores the role local, state, and organizational politics played in Gen Ed’s positioning, including decisions related to race, social class, and educational attainment; the impact credit-by-exemption and seamless transfer had on the quality and import of Gen Ed programming in both high schools and colleges; and the perceived use-value of the courses themselves in the face of rising college costs. Finally, she considers which student populations have benefited from the denigration of Gen Ed’s value and which have been left behind.
 
Drawing on archival research and case studies, From Liberation to Remediation raises important questions about equity, access, and the role of General Education in US higher education’s future and demonstrates that recovering the original post-war democratizing principles and practices of Gen Ed is critical to the continuance of a literate, empathetic, and civic-minded democracy for the twenty-first century.
 
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cover of From Military to Academy: The Writing and Learning Transitions of Student-Veterans

From Military to Academy

The Writing and Learning Transitions of Student-Veterans

Mark Blaauw-Hara

Utah State University Press, 2021

Grounded in case-study research, this book explores the writing and learning transitions of military veterans at the college level. Providing meaningful research into the ways adult learners bring their knowledge to the classroom, From Military to Academy offers new ways of thinking about pedagogy beyond the “traditional” college experience.
 
From Military to Academy is a detailed picture of how student-veterans may experience the shift to the college experience and academic writing. Grounding his research in the experiences of student-veterans at a community college, Blaauw-Hara integrates adult learning theory, threshold concepts, genre analysis, and student-veteran scholarship to help readers understand the challenges student-veterans experience and the strengths they bring as they enter the academic writing environment. Each chapter takes a different theoretical approach to frame student-veterans’ experiences, and Blaauw-Hara ends each chapter with specific, actionable pedagogical suggestions.
 
Composition studies scholars especially have demonstrated an ongoing interest in and commitment to understanding the experiences of student-veterans from military service to postsecondary education. From Military to Academy helps college writing faculty and writing program administrators understand and support the growing numbers of student-veterans who are making the transition to higher education.
 
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