The author considers faculty development and its potential relationship to the ethos of collaborative practice modeled both by critical (Freirean) pedagogy and by interdisciplinary research. As a primary concern for any academic administrator, faculty development is not only a teaching moment but also an opportunity for reciprocal exchange, learning, and knowledge production, allowing participants to challenge the received wisdom of their fields and to come to a more rhetorical understanding of their identities. The collaborative construction of new knowledge and an emerging understanding of identities are examined in the context of two professional development and administrative contexts: the assessment by faculty of the writing of entering, first-year students and a collegewide, first-year experience (learning-community) initiative.
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Research Article| October 01 2008
Margaret K. Willard-Traub; Writing Program Administration and Faculty Professional Development: Which Faculty? What Development. Pedagogy 1 October 2008; 8 (3): 433–445. doi: https://doi.org/10.1215/15314200-2008-004
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