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Making the Most of Networked Communication in Writing Program Assessment.

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Title: Making the Most of Networked Communication in Writing Program Assessment.
Authors: Lancaster, Sonya1, Bastian, Heather2, Ross Sevenker, Justin3, Williams, E. A.4
Source: WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators. Spring2015, Vol. 38 Issue 2, p93-112. 20p.
Subject Terms: *Study & teaching of language composition, *Rhetoric research, *Scholarly method, *Program administration (Education), Social network theory
Abstract: This article builds on the rhetorical insights of the Council of Writing Program Administrator's Communications Strategies document and writing program assessment scholarship by conceptualizing communications about assessment in terms of network theory. Drawing on the work of Bruno Latour, Albert-Laszlo Barabasi, and Mark Granovetter, we advocate a three-step process for mapping and analyzing assessment networks. The first step traces the origins of the network; the second step maps the current structure of the network; and the third step explores the potential of weak ties to build bridges within that network. From this, we argue that such work allows writing program administrators to gain an intimate knowledge of their networks' structures that they then can use to communicate on behalf of their assessment projects and programs. [ABSTRACT FROM AUTHOR]
Copyright of WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators is the property of Council of Writing Program Administrators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22Rhetoric+research%22">Rhetoric research</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Program+administration+%28Education%29%22">Program administration (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+network+theory%22">Social network theory</searchLink>
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  Data: This article builds on the rhetorical insights of the Council of Writing Program Administrator's Communications Strategies document and writing program assessment scholarship by conceptualizing communications about assessment in terms of network theory. Drawing on the work of Bruno Latour, Albert-Laszlo Barabasi, and Mark Granovetter, we advocate a three-step process for mapping and analyzing assessment networks. The first step traces the origins of the network; the second step maps the current structure of the network; and the third step explores the potential of weak ties to build bridges within that network. From this, we argue that such work allows writing program administrators to gain an intimate knowledge of their networks' structures that they then can use to communicate on behalf of their assessment projects and programs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators is the property of Council of Writing Program Administrators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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