Pen as a Bridge: Instructor Perspectives on Incorporating Diversity and Inclusion in Writing Intensive Courses

Autor/inn/en	Brock, Caroline; Sanchez, Ninive; Sharpe, Deanna L.
Titel	Pen as a Bridge: Instructor Perspectives on Incorporating Diversity and Inclusion in Writing Intensive Courses
Quelle	In: Teaching in Higher Education, 25 (2020) 8, S.992-1009 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brock, Caroline) ORCID (Sanchez, Ninive)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1628733
Schlagwörter	Teaching Methods; College Faculty; Writing Instruction; Diversity; Inclusion; Student Centered Learning; Writing Assignments; Experiential Learning; Writing Across the Curriculum; Large Group Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Schreibunterricht; Inklusion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	This study examines how seventeen writing intensive instructors at a Midwestern, public university used writing as a mode of learning about complex, sensitive, and challenging issues across the disciplines. For their students, the pen effectively became a bridge to the development of critical thinking skills, greater self-awareness, and a deeper understanding of people perceived to be different from oneself. Instructors used inclusive teaching strategies such as learner-centered assignments relevant to student lives, experiential learning, and revision to grapple with nuanced arguments to prepare students to be critical thinkers and skilled writers in an increasingly diverse and polarized society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01