This article provides a critical narrative of a flipped professional development program for experienced graduate teaching associates teaching a second-year writing course. We use a narrative approach to demonstrate that decisions about how and what to flip in a professional development program are intimately linked to the local exigencies—material, cultural, and pedagogical—that constitute administrative, teaching, and learning contexts. Furthermore, we theorize that our decision to flip professional development aligns with feminist ethics of power distribution and collaboration, raises questions about how this also changes the visibility of faculty's administrative labor, and may contribute to misperceptions about the intellectual work and expertise required for service and writing program administration. We close by proposing design as a critical and defining feature of WPA work.
Flipping Professional Development: Engaging Instructor Needs and Changing the Visibility of WPA Work
Elizabeth Brewer is assistant professor of English at Central Connecticut State University and the director of composition. She coauthored the 2012 Arts and Humanities volume of the SAGE Reference Series on Disability and has published in Composition Studies, Disability Studies Quarterly, Kairos, and WPA Journal.
Kay Halasek is associate professor of English at Ohio State University, where she also directs the University Institute for Teaching and Learning. Her past work includes A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies (1999) and pieces in Written Communication, Rhetoric Society Quarterly, College English, Composition Studies, WPA Journal, Computers and Composition, and Journal of General Education.
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Elizabeth Brewer, Nora McCook, Kay Halasek; Flipping Professional Development: Engaging Instructor Needs and Changing the Visibility of WPA Work. Pedagogy 1 October 2018; 18 (3): 483–509. doi: https://doi.org/10.1215/15314200-6936905
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