Supporting Faculty as Writers and Teachers: An Integrative Approach to Educational Development

Autor/inn/en	Ahern-Dodson, Jennifer; Dufour, Monique
Titel	Supporting Faculty as Writers and Teachers: An Integrative Approach to Educational Development
Quelle	In: To Improve the Academy, 40 (2021) 1, S.209-227 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2334-4822
Schlagwörter	College Faculty; Writing for Publication; Faculty Publishing; Educational Development; Content Area Writing; Experiential Learning; Writing Workshops; Writing Improvement; Teacher Improvement + Suchen Sie Ihr Suchwort? Fakultät; Bildungsentwicklung; Schriftliche Übung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	In this article, we explore how supporting faculty writers can also help them to become more effective teachers of writing in their disciplines. Based on over ten years of facilitating and studying faculty at our writing retreats, we demonstrate how understanding and improving their own writing experiences can spark insight into their students as writers. Furthermore, we suggest that helping faculty make this "turn to teaching" exemplifies the potential for an integrative model of educational development, one that leverages connections across faculty roles and responsibilities. (As Provided).
Anmerkungen	Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01