Literaturnachweis - Detailanzeige
| Autor/inn/en | Megan Von Bergen; Kelly Sauskojus; Amber Kent-Johnson; Lisa King |
|---|---|
| Titel | Strategic Alliances and Programmatic Change: The University of Tennessee's Rethinking of the Rhetoric and Writing PhD Comprehensive Exam |
| Quelle | In: Composition Forum, 55 (2025)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1522-7502 |
| Schlagwörter | Forschungsbericht; Doctoral Programs; Educational Change; Writing (Composition); Diversity; Doctoral Students; Personal Autonomy; Student Needs; Student Evaluation; Evaluation Methods; Student Attitudes; Tennessee |
| Abstract | The article addresses the process of making significant programmatic changes to the PhD exams in the Rhetoric, Writing, and Linguistics division in the Department of English at the University of Tennessee, Knoxville. Drawing from the various experiences and positionalities of the authors, the article provides a narrative analysis of the process of changing the PhD exams to reflect diversity in the field and graduate student agency in professionalization. Ultimately, the authors argue, positive and ethical institutional change occurs through internal and external relationship-building, strategic long-term planning, and taking action in ways that prioritize graduate students' needs. (As Provided). |
| Anmerkungen | Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: https://compositionforum.com/ |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2025/4/10 |
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