Writing Program Building in a Compromised Space: Relative Agency in a Small College in a Public University System
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| Title: | Writing Program Building in a Compromised Space: Relative Agency in a Small College in a Public University System |
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| Language: | English |
| Authors: | Cripps, Michael J., Robinson, Heather M. |
| Source: | Composition Forum. Spr 2014 29. |
| Availability: | Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Urban Universities, Writing Instruction, Writing Across the Curriculum, General Education, College Curriculum, Spiral Curriculum, College Programs, Curriculum Development, Courses, Program Administration, College Faculty, Teacher Participation, Administrative Change, English Departments |
| Geographic Terms: | New York |
| Abstract: | This program profile examines efforts by WPAs at York College, a senior college in the CUNY system, to adapt to externally imposed changes and develop a locally meaningful writing program. 1999 marked the end of remediation at four-year (senior) colleges in The City University of New York. The elimination of developmental writing at CUNY's senior colleges was accompanied by a university-wide mandate for WAC. Fall 2013 marked the start of a university-wide set of general education requirements that will partially eclipse existing local requirements. Between these two bookends, WPAs--drawing on a mindset of relative agency and informed by an awareness of the curricular and institutional positioning of writing--carried out local efforts to build a more effective and coherent program. |
| Abstractor: | As Provided |
| Number of References: | 27 |
| Entry Date: | 2014 |
| Accession Number: | EJ1022013 |
| Database: | ERIC |
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| Abstract: | This program profile examines efforts by WPAs at York College, a senior college in the CUNY system, to adapt to externally imposed changes and develop a locally meaningful writing program. 1999 marked the end of remediation at four-year (senior) colleges in The City University of New York. The elimination of developmental writing at CUNY's senior colleges was accompanied by a university-wide mandate for WAC. Fall 2013 marked the start of a university-wide set of general education requirements that will partially eclipse existing local requirements. Between these two bookends, WPAs--drawing on a mindset of relative agency and informed by an awareness of the curricular and institutional positioning of writing--carried out local efforts to build a more effective and coherent program. |
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