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WAC Partnerships Between Secondary and Postsecondary Institutions

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192 Pages
English

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Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration.

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Published 22 March 2016
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EAN13 9781602358096
Language English
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Blumner and Childers WAC PA RT N E R S H I P SB E T W E E N S ECO N DA RY A N D P O ST S ECO N DA RY INSTITUTIONSWAC PA RT NER SHIPS
Edited byJacobS.BlumnerandPamelaB.Childers
PERSPECTIVES ON WRITING Serîes Edîtors, Susan H. Mceod and Rîc Rîce
PERSPECTIVES ON WRITING Serîes Edîtors, Susan H. Mceod and Rîc Rîce
he Perspectîves on Wrîtîng serîes addresses wrîtîng studîes în a broad sense. Consîstent wît te wîde rangîng approaces caracterîstîc o teacîng and scoarsîp în wrîtîng across te currîcuum, te serîes presents works tat take dîvergent perspectîves on workîng as a wrîter, teacîng wrîtîng, admînîsterîng wrîtîng programs, and studyîng wrîtîng în îts varîous orms.
he WAC Cearîngouse and Paror Press are coaboratîng so tat tese books wî be wîdey avaîabe troug ree dîgîta dîstrîbutîon and ow-cost prînt edî-tîons. he pubîsers and te Serîes edîtor are teacers and researcers o wrîtîng, commîtted to te prîncîpe tat knowedge soud reey cîrcuate. We see te opportunîtîes tat new tecnoogîes ave or urter democratîzîng knowedge. And we see tat to sare te power o wrîtîng îs to sare te means or a to artîcuate teîr needs, înterest, and earnîng înto te great experîment o îteracy.
Recent Books in te Series
Natan Sepey,Pacîng te Hîstory o Coege Wrîtîng: Storîes rom te Incom-pete Arcîve(2015) Asao B. ïnoue,Antîracîst Wrîtîng Assessment Ecoogîes: An Approac to Teacîng and Assessîng Wrîtîng or a Socîay Just Future(2015) heresa îîs, Katy Harrîngton, Mary R. ea, and Say Mîtce (Eds.),Workîng wît Academîc Lîteracîes: Case Studîes Towards Transormatîve Practîce(2015) Bet . Hewett and Kevîn Erîc DePew (Eds.),Foundatîona Practîces o Onîne Wrîtîng Instructîon(2015) Crîsty ï. Wenger,Yoga Mînds, Wrîtîng Bodîes: Contempatîve Wrîtîng Pedagogy(2015) Sara Aen,Beyond Argument: Essayîng as a Practîce o (Ex)Cange(2015) Steven J. Corbett,Beyond Dîcotomy: Synergîzîng Wrîtîng Center and Cassroom Pedagogîes(2015) Tara Roeder and Roseanne Gatto (Eds.),Crîtîca Expressîvîsm: heory and Prac-tîce în te Composîtîon Cassroom(2014) Terry Myers Zawackî and Mîcee Cox (Eds),WAC and Second-Language Wrît-ers: Researc Towards Lînguîstîcay and Cuturay Incusîve Programs and Practîces, (2014)
WAC PARTNERSHIPS BETWEEN SECONDARY AND POSTSECONDARY INSTITUTIONS
Edîted by Jacob S. Bumner and Pamea B. Cîders
he WAC Cearîngouse wac.coostate.edu Fort Coîns, Coorado
Paror Press www.parorpress.com Anderson, Sout Caroîna
he WAC Cearîngouse, Fort Coîns, Coorado 80523-1052 Paror Press, 3015 Brackenberry Drîve, Anderson, Sout Caroîna 29621 © 2016 by Jacob S. Bumner and Pamea B. Cîders. hîs work îs îcensed under a Creatîve Commons Attrîbutîon-NonCommercîa-NoDerîvatîves 4.0 ïnternatîona. Prînted în te Unîted States o Amerîca îbrary o Congress Cataogîng-în-Pubîcatîon Data
Names: Bumner, Jacob S., 1968- edîtor. | Cîders, Pamea B., 1943- edîtor. Tîte: WAC partnersîps between secondary and postsecondary înstîtutîons /  edîted by Jacob S. Bumner and Pamea B. Cîders. Descrîptîon: Fort Coîns, Coorado : Paror Press, [2016] | Serîes:  Perspectîves on wrîtîng | ïncudes bîbîograpîca reerences. ïdentîIers: CCN 2016001106 (prînt) | CCN 2016007275 (ebook) | ïSBN  9781602358072 (pbk. : ak. paper) | ïSBN 9781602358089 (ardcover : ak.  paper) | ïSBN 9781602358096 (pd ) | ïSBN 9781602358102 (epub) | ïSBN  9781602358119 ( îBook) | ïSBN 9781602358126 (mobî) Subjects: CSH: Engîs anguage--Composîtîon and exercîses--Study and  teacîng (Secondary) | ïnterdîscîpînary approac în educatîon. |  Coege-scoo cooperatîon. CassîIcatîon: CC B1631 .W2 2016 (prînt) | CC B1631 (ebook) | DDC  808/.0420712--dc23 C record avaîabe at ttp://ccn.oc.gov/2016001106
Copyedîtor: Don Donaue Desîgner: Mîke Pamquîst Serîes Edîtors: Susan H. Mceod and Rîc Rîce Cover ïmage: “Serenade în a Kansas Wînd,” Wax Pencî Drawîng by Macom Graeme Cîders. Copyrîgt © 1998 by Macom Cîders. Used wît permîssîon. Poem: “Serenade în a Kansas Wînd,” page 3, ©1998 Macom Graeme Cîders.
hîs book îs prînted on acîd-ree paper.
he WAC Cearîngouse supports teacers o wrîtîng across te dîscîpînes. Hosted by Coorado State Unîversîty, ît brîngs togeter scoary journas and book serîes as we as resources or teacers wo use wrîtîng în teîr courses. hîs book îs avaîabe în dîgîta ormat or ree downoad at ttp://wac.coostate.edu.
Paror Press, C îs an îndependent pubîser o scoary and trade tîtes în prînt and mutîmedîa ormats. hîs book îs avaîabe în prînt and dîgîta ormats rom Paror Press at ttp://www.parorpress.com. For submîssîon înormatîon or to Ind out about Paror Press pubîcatîons, wrîte to Paror Press, 3015 Brackenberry Drîve, Anderson, Sout Caroîna 29621, or emaî edîtor@parorpress.com.
CONTENTS
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vîî Art Young Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Serenade în a Kansas Wînd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Macom Cîders Capter 1. Introductîon to WAC and Partnersîps hat Cross Academîc Levels and Dîscîplînes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Jacob S. Bumner and Pamea B. Cîders Capter 2. Talkîng about Wrîtîng Across te Secondary and College Communîty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Mîcee Cox and Pyîs Gîmbe Capter 3. Newton’s hîrd Law Revîsîted: Actîon Reactîon Paîrs în Collaboratîon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Mîcae J. owry Capter 4. Sapîng Dîscîplînary Dîscourses în Hîg Scool: A TwoWay Collaboratîve Wrîtîng Program . . . . . . . . . . . . . . . . . . . . . . .47 Federîco Navarro and Andrea Reve Cîon Capter 5. Collaboratîng on WrîtîngtoLearn în NîntGrade Scîence: Wat Is Collaboratîonand How Can We Sustaîn It? . . . . . . . .63 Danîee Myee-Watson, Deb Spears, Davîd Ween, Mîcae McCean, and Brad Peters Capter 6. In Our Own Backyard: Wat Makes a Communîty CollegeSecondary Scool Connectîon Work? . . . . . . . . . . . . . . . . . . . . .87 Mary McMuen-îgt Capter 7. Negotîatîng Expectatîons: Overcomîng Obstacles Introducîng WAC troug Collaboratîon between a German Unîversîty Wrîtîng Center and German Hîg Scools . . . . . . . . . . . . . .113 uîse Beaumont, Mandy Pydde, and Sîmone Tscîrpke Capter 8. “So Muc More han Just an ‘A’”: A Transormatîve Hîg Scool and Unîversîty Wrîtîng Center Partnersîp . . . . . . . . . . . .131 Marîe Hansen, Debra Hartey, Kîrsten Jamsen, Katîe evîn, and Krîsten Nîcos-Bese
v
Capter 9. “O, I Get By wît a Lîttle Help rom My Frîends”: SortTerm Wrîtîng Center/Communîty Collaboratîons . . . . . . . . . . . .155 Trîxîe G. Smît Capter 10. Wat We Have Learned about WAC Partnersîps and heîr Futures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167 Jacob S. Bumner and Pamea B. Cîders Contrîbutors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
FOREWORD
Art Young Cemson Unîversîty
Sînce te 1970s, Wrîtîng Across te Currîcuum (WAC) as been an edu-catîona movement devoted to students o a ages earnîng dîscîpînary content as tey sîmutaneousy deveop teîr anguage abîîtîes. Eementary scoos, sec-ondary scoos, and coeges a experîmented wît a varîety o approaces to WAC, and sînce te 1980s, WAC as been a sîgnîIcant presence în Amerîcan educatîon at a eves as teacers seek to make connectîons between students’ wrîtîng and teîr earnîng o subject matter—wîtîn te broader ramework o încreasîng students’ crîtîca-tînkîng, probem-sovîng, and creatîve abîîtîes. A motîvated and engaged wrîter and earner îs a successu student no matter te dîscîpînary knowedge beîng earned. A major premîse o WAC îs tat subject-matter teacers and wrîtîng teacers soud work togeter “across dîscîpînes” to make WAC approaces to dîscî-pînary wrîtîng and earnîng more efectîve and meanîngu. Weter în pysîcs casses or în wrîtîng casses, wen teacers work în îsoatîon te resut oten îs a rote-earnîng approac rater tan an actîve-earnîng approac. WAC, on te oter and, demonstrates tat partnerîng wît oter teacers wî împrove stu-dent earnîng and communîcatîon abîîtîes. WAC Partnersîps between Secondary and Post-Secondary Instîtutîons buîds on tradîtîona approaces to WAC based on te coaboratîon o teacers rom dîferent dîscîpînes, coaboratîons oten înîtîated by an înterdîscîpînary acuty worksop—wat one o te autors în tîs coectîon reers to as “te quîntes-sentîa WAC experîence.” But tîs book goes urter and proposes tat teacers and înstîtutîons partner not ony across dîscîpînes în teîr scoos and coeges, but aso across educatîona eves and wît oter communîty organîzatîons— ocay, regîonay, natîonay, and even înternatîonay. Two o te capters are by teacer-researcers în Argentîna and în Germany. he edîtors and autors înWAC Partnersîps envîsîon excîtîng possîbîîtîes or teacers, students, and înstîtutîons tat embrace WAC, an educatîona movement begun over 45 years ago, but now în te twenty-Irst century more tan ever u o opportunîtîes and possîbîîtîes. My învovement wît WAC began în te 1970s and eary 1980s, excîtîng tîmes or educatîona înîtîatîves. My coeagues and ï at Mîcîgan Tecnoogîca Unîversîty deveoped înterdîscîpînary worksops and cross-dîscîpînary proj-
vîî
Foreword
ects în wîc teacers at opposîte ends o te campus came togeter to deveop strategîes or împrovîng students’ wrîtîng abîîtîes and subject-matter knowedge troug a varîety o teacer-to-teacer projects and department-to-department projects. We conducted worksops în oca eementary and secondary scoos, and we partnered on worksops wît înstîtutîons în oter states. We started a wrîtîng center wît tutors wo repaced decontextuaîzed se-paced, I-în-te-banks, earnîng modues. My coeague Toby Fuwîer ounded and co-dîrected te Upper Penînsua Wrîtîng Project (UPWP), an aiîate o te Natîona Wrît-îng Project (NWP). UPWP soon ad an empasîs on WAC, învîtîng teacers rom dîscîpînes oter tan Engîs to enro, as we as maîntaînîng NWP’s prîncîpes o empasîzîng wrîtîng process teory and pedagogy and a teac-ers-as-wrîters approac to buîdîng and expressîng knowedge. But, as you wî read în tîs book, tese actîvîtîes are just te begînnîng o opportunîtîes tat now awaît engaged teacers and înstîtutîons tat orm partnersîps across dîscî-pînes and across educatîona eves. Jacob S. Bumner and Pamea B. Cîders, natîonay-known and respect-ed teacer-researcers on WAC and wrîtîng centers at bot te secondary and post-secondary eves, ave coected and edîted an engagîng and împortant an-toogy tat wî be o specîa înterest to teacers and admînîstrators aready partîcîpatîng în or seekîng to partîcîpate în WAC and wrîtîng center programs and possîbîîtîes.WAC Partnersîpsprovîdes modes or coaboratîons between secondary and îger educatîon înstîtutîons and between îndîvîdua teacers în dîferent educatîona settîngs. Readers earn o a successu coaboratîon be-tween a prîvate îg scoo and a pubîc communîty coege tat provîdes an exampe o best practîces wen pannîng to buîd a partnersîp. Readers aso earn o a partnersîp between a îg scoo and a unîversîty tat was not suc-cessu, oferîng a case study în mîstakes tat may ead to aîure. Readers earn o coaboratîon between a îg scoo wrîtîng center and a unîversîty wrîtîng center tat creates substantîa and unexpected beneIts or te student tutors în bot ocatîons. hese partnersîps and oters în tîs voume are presented în te context o new opportunîtîes or WAC and wrîtîng centers brougt about by recent cang-es în oca, natîona, and goba educatîona cutures, rom new tecnoogîes tat support coaboratîon across dîstances, and educatîona poîcîes desîgned to equîp students to contrîbute and even trîve în te înormatîon-drîven word o te twenty-Irst century. Suc opportunîtîes emerge rom new educatîona poîcîes, suc as te Common Core State Standards or wrîtîng and îteracy, to prepare students or wrîtîng în coege, a key area or partnersîps between secondary scoos and coeges, and rom STEM, a currîcuar înnovatîon în scîence, tecnoogy, engîneerîng, and mat, wîc ocuses on wrîtîng în te
vîîî
Foreword
scîence and engîneerîng dîscîpînes în îg scoo and coege. One essay by a îg scoo scîence teacer reports on a coaboratîon between NASA senîor scî-entîsts and secondary scîence teacers wo are dedîcated to “supportîng te next generatîon o STEM proessîonas.” Key components o tîs coaboratîon are te use o WAC strategîes, suc as probem-based earnîng, requent înorma wrîtîng-to-earn actîvîtîes, and orma wrîtîng-to-communîcate assîgnments and projects or bot teacers and students. Oter res opportunîtîes or WAC and wrîtîng centers are beîng created every day by te rapîd deveopment o dîgîta communîcatîon tecnoogîes, tecnoogîes tat aow students, teacers, and înstîtutîons to coaborate across sort and ong dîstances on bot sort and ong term projects. Eectronîc com-munîcatîon toos suc as emaî, bogs, Skype, and oter socîa medîa provîde numerous resources or WAC programs and wrîtîng centers and te îndîvîdua students, teacers, tutors, and cîents wîtîn tem to deveop îndîvîdua and înstîtutîona partnersîps to enance students’ engagement and earnîng. One essay by a wrîtîng center dîrector descrîbes a sort-term project în wîc wrîtîng center consutants în traînîng at er unîversîty în te US partner wît new con-sutants în traînîng at a unîversîty în Sweden troug emaî dîscussîons about recent tutorîng experîences and sared readîngs. ï can attest tat suc dîrect persona conversatîons usîng eectronîc com-munîcatîon wît dîstant partners can be extremey rewardîng or students and teacers, sarpenîng troug conversatîona earnîng partîcîpants’ readîng and wrîtîng abîîtîes, subject-matter knowedge, and crîtîca tînkîng. At Cemson Unîversîty sînce 1987, ï ave seen remarkabe engagement and tougtu and însîgtu earnîng wen my students în Sout Caroîna dîscussed Wîîam Bake’s poetry vîa emaî excange wît students în Andreas Peîzzarî’s Engîs cass at Aessandro Vota Hîg Scoo în Bagno a Rîpoî, ïtay, and wen my students dîscussed Tîm O’Brîen’s novehe hîngs hey Carrîedon a bog wît students în Nancy Swanson’s creatîve wrîtîng cass at Danîe Hîg Scoo în Centra, Sout Caroîna, just Ive mîes rom Cemson. ïn bot cases, te oten great dîstance between îg scoo teacers and students and coege teacers and students was brîdged, makîng tese wrîtîng-across-te-îterature-currîc-uum projects successu as partîcîpants used teîr anguage abîîtîes to buîd knowedge and perspectîves not avaîabe to any one îndîvîdua. ïn a onger term project, 2003-2013, students în Engîs casses eac year at Cemson Unîversîty ave dîscussed varîous Amerîcan, Brîtîs, and Swedîs poets on bogs wît en-gîneerîng and scîence students în Magnus Gustasson’s “Fîctîon or Engîneers” casses at Camers Unîversîty în Gotenburg, Sweden. Students were quîck to dîscover te cutura and înguîstîc dîferences în te crîtîca înterpretatîons o Swedîs students compared to Amerîcan students, a mutî-cutura coab-
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