The Internationalization of US Writing Programs - Softcover

Softcover

ISBN 10: 1607326752 ISBN 13: 9781607326755

Verlag: Utah State University Press, 2018

Inhaltsangabe

The Internationalization of US Writing Programs illuminates the role writing programs and WPAs play in defining goals, curriculum, placement, assessment, faculty development, and instruction for international student populations. The volume offers multiple theoretical approaches to the work of writing programs and illustrates a wide range of well-planned writing program–based empirical research projects.

As of 2016, over 425,000 international students were enrolled as undergraduates in US colleges and universities, part of a decade-long trend of increasing numbers of international students coming to the United States for both undergraduate and graduate degrees. Writing program administrators and writing teachers across the country are beginning to recognize this changing demographic as a useful catalyst for change in writing programs, which are tasked with preparing all students, regardless of initial level of English proficiency, for academic and professional writing.

The Internationalization of US Writing Programs is the first collection to focus specifically on this crucial aspect of the roles and responsibilities of WPAs, who are leading efforts to provide all students on their campuses, regardless of nationality or first language, with competencies in writing that will serve them in the academy and beyond.

Contributors: Jonathan Benda, Michael Dedek, Christiane Donahue, Chris W. Gallagher, Kristi Girdharry, Tarez Samra Graban, Jennifer E. Haan, Paula Harrington, Yu-Kyung Kang, Neal Lerner, David S. Martins, Paul Kei Matsuda, Heidi A. McKee, Libby Miles, Susan Miller-Cochran, Matt Noonan, Katherine Daily O’Meara, Carolina Pelaez-Morales, Stacey Sheriff, Gail Shuck, Christine M. Tardy, Stanley Van Horn, Daniel Wilber, Margaret Willard-Traub

Über diesen Titel

Über die Autorin bzw. den Autor

Shirley K Rose is professor of writing, rhetorics, and literacies and former director of writing programs in the Department of English on the Tempe campus of Arizona State University. She has published essays on writing program administrators as archivists and has coedited several collections on studies of writing program administration with Irwin Weiser, including Going Public: What Writing Programs Learn from Engagement and The Internationalization of US Writing Programs. Professor Rose currently serves as the co-director of the WPA Consultant-Evaluator Service.

Irwin Weiser is professor of English at Purdue University. He has served as department head, director of composition, and director of developmental writing and most recently as dean of the College of Liberal Arts. He is active in the Council of Writing Program Administrators, including serving several terms on the editorial board of WPA: The Journal of the Council of Writing Program Administrators and a term on the executive board.

Auszug. © Genehmigter Nachdruck. Alle Rechte vorbehalten.

The Internationalization of US Writing Programs

By Shirley K Rose, Irwin Weiser

University Press of Colorado

Copyright © 2018 University Press of Colorado
All rights reserved.

ISBN: 978-1-60732-675-5

Contents

Introduction: Internationalized Writing Programs in the Twenty-First-Century, 
United States: Implications and Opportunities Irwin Weiser and Shirley K Rose, 
Part I: Contexts, Definitions, and Heuristics, 
1 Writing Program Administrators in an Internationalizing Future: What's to Know? Christiane Donahue, 
2 Writing Programs and a New Ethos for Globalization Margaret K. Willard-Traub, 
3 Administrative Structures and Support for International L2 Writers: A Heuristic for WPAs Christine M. Tardy and Susan Miller-Cochran, 
Part II: Program Development, 
4 Confronting Superdiversity in US Writing Programs Jonathan Benda, Michael Dedek, Chris W. Gallagher, Kristi Girdharry, Neal Lerner, and Matt Noonan, 
5 Contending with Difference: Points of Leverage for Intellectual Administration of the Multilingual FYC Course Tarez Samra Graban, 
6 It's Not a Course, It's a Culture: Supporting International Students' Writing at a Small Liberal Arts College Stacey Sheriff and Paula Harrington, 
7 Expanding the Role of the Writing Center at the Global University Yu-Kyung Kang, 
Part III: Curricular Development, 
8 "I Am No Longer Sure This Serves Our Students Well": Redesigning FYW to Prepare Students for Transnational Literacy Realities David Swiencicki Martins and Stanley Van Horn, 
9 "Holding the Language in My Hand": A Multilingual Lens on Curricular Design Gail Shuck and Daniel Wilber, 
10 Intercultural Communication and Teamwork: Revising Business Writing for Global Networks Heidi A. McKee, 
Part IV: Faculty Development, 
11 Building the Infrastructure of L2 Writing Support: The Case of Arizona State University Katherine Daily O'Meara and Paul Kei Matsuda, 
12 Developing Faculty for the Multilingual Writing Classroom Jennifer E. Haan, 
13 Internationalization from the Bottom Up: Writing Faculty's Response to the Presence of Multilingual Writers Carolina Pelaez-Morales, 
Part V: Conclusion, 
14 Infusing Multilingual Writers: A Heuristic for Moving Forward Libby Miles, 
About the Authors, 

CHAPTER 1

WRITING PROGRAM ADMINISTRATORS IN AN INTERNATIONALIZING FUTURE

What's to Know?

Christiane Donahue

INTRODUCTION

There is no doubt that the student population in US higher education is rapidly changing — a change that, it turns out, is shared around the globe. European institutions are seeing high rates of international enrollees, from across Europe (encouraged by the Bologna Process) but also from Asia, South America, and Africa; Korean colleagues report high numbers of students from China seeking to complete their education in Korean universities; and so on. But this change within our classrooms is only part of the picture. The multdirectional movement suggests change in the world in which graduates will do their work, live their lives.

My title asks, for today's WPA, "What's to know?" Put simply, my reply is, "We need to know that while we do great things in US writing programs, and have a rich and strong history, the world is changing. We are sending students out into that world and we want them to be as prepared as possible." We need to know that (1) we are not alone — other work on higher education writing can help us sharply articulate our own strengths and challenges — and (2) all students must grapple with questions of language and English if they are to be truly and fully prepared. We, and our students, are part of a new ecology, a new ground and new air: an overall organic system of relationships among individuals, institutions, and environments that demands interdependence. As Mary Jo Reiff, Anis Bawarshi, Michelle Baliff, and Christian Weisser note in Writing Program Ecologies (Reiff et al. 2015), in an ecology model, "the system provides the site of meaning," (3) and the complex relationships and dynamic connections among participants occur within "a network, a system, a web: an ecology" (3).

New modes of interaction in that ecology entail changes in the way institutions respond to students generally and in how they respond to student writing specifically. This chapter explores what WPAs, and by extension the teachers with whom they work, need to know about these issues in order to think through new demands in the local work of their programs in a global context. In terms of our purposes in higher education overall, I will argue that a metacritical, internationalized awareness of writing research and teaching in higher education is essential to helping our culture, our attitudes, and our self-awareness evolve in new directions. It can inform our programmatic decisions, raise questions about components of writing and writing instruction that we have naturalized, and call us to better understand the role of language in that writing.

In terms of the implications for language, I argue that all students, not only the traditional range of L2 students, will benefit from a differently imagined writing curriculum in our sure-to-be internationalized future. Ultimately, WPAs' understanding of English is at the heart of students' future work in a superdiverse world: English as both not inherently tied to writing and no longer seeable as a single normed entity. I hope WPAs will find this thought piece a provocation and a useful tool. What readers will not find is an article about language diversity in our US classrooms today as a way to improve or broaden our attention to L2 learners, though I will be treating questions of superdiversity, globalization, and mobility that clearly also impact that issue. What I hope to share is a sense of the value of changing our collective consciousness about our enterprise.

PART ONE: HIGHER EDUCATION: INTERNATIONAL, GLOBAL, MOBILE, SUPERDIVERSE ...?

The terms international and global are sometimes used interchangeably. Perspectives from fields as diverse as sociology, economics, education, and international politics suggest that internationalizing is built from the starting point of nations and then imagines inter-nation interactions. Internationalizing higher education tends toward the idea that US colleges might expand their reach, establish campuses overseas, or draw additional students in from other countries. Globalization generally draws on questions concerning, for example, increasing economic interdependence, the "shrinking" of the world stage, driven in part by social media and the Internet, lower travel costs, and the rehierarchizing of multinational corporations over nation-states. With no nation in its root, it focuses our attention on common experiences driven by something other than nation-state configurations.

Globalization and internationalization affect higher education in overlapping ways. The global and international aspects can in fact take quite different shapes, despite the shared terminology. Higher education's internationalization has been defined by Jane Knight in "Internationalisation of Higher Education: A Conceptual Framework" (cited inNinnes and Hellsten 2005), as "the process of integrating international and intercultural dimensions into the teaching, research, and service functions of higher education institutions" (215). The globalization of higher education engages with commodification of brands of teaching and pedagogy and with...

Details zur Ausgabe

• Verlag: Utah State University Press
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 1607326752
• ISBN 13: 9781607326755
• Einband: Taschenbuch
• Anzahl der Seiten: 277
• Herausgeber: Rose Shirley K., Weiser Irwin
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar