Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice
Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand,...
Gespeichert in:
| Veröffentlicht in: | College composition and communication 2019-02, Vol.70 (3), p.446-475 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 475 |
|---|---|
| container_issue | 3 |
| container_start_page | 446 |
| container_title | College composition and communication |
| container_volume | 70 |
| creator | Serviss, Tricia Voss, Julia |
| description | Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies' disciplinary expertise in twenty-first-century higher education. |
| doi_str_mv | 10.58680/ccc201929990 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_2186078134</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>26772576</jstor_id><sourcerecordid>26772576</sourcerecordid><originalsourceid>FETCH-LOGICAL-c287t-bc42bc85f6da4bc580a3bd915040dad75e16595e22be63fac5b7b3adec7aec2a3</originalsourceid><addsrcrecordid>eNpN0EtLAzEUBeAgCtbq0qUw4Hr0Jpm8NkIp9QEFRRTdDcmdTE2xM2OSgv57Wyvi6sDl41w4hJxSuBBaarhERAbUMGMM7JERNdyUBkDukxEAhRKMfD0kRyktAUCAViNy9eiTtxHfQrcoXmLI23yI_SLaVTFpVqELKUebQ98Vs8_BxxySL0JXTHB7OyYHrX1P_uQ3x-T5evY0vS3n9zd308m8RKZVLh1WzKEWrWxs5VBosNw1hgqooLGNEp5KYYRnzHnJW4vCKcdt41FZj8zyMTnf9Q6x_1j7lOtlv47d5mXNqJagNOXVRpU7hbFPKfq2HmJY2fhVU6h_Jqr_T7TxZzu_TLmPf5hJpZhQkn8DZiFkCQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2186078134</pqid></control><display><type>article</type><title>Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice</title><source>JSTOR Archive Collection A-Z Listing</source><creator>Serviss, Tricia ; Voss, Julia</creator><creatorcontrib>Serviss, Tricia ; Voss, Julia</creatorcontrib><description>Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies' disciplinary expertise in twenty-first-century higher education.</description><identifier>ISSN: 0010-096X</identifier><identifier>EISSN: 1939-9006</identifier><identifier>DOI: 10.58680/ccc201929990</identifier><language>eng</language><publisher>Urbana: National Council of Teachers of English</publisher><subject>20th century ; 21st century ; Academic Achievement ; Collaboration ; Communities of Practice ; Community Relations ; Core curriculum ; Discourse Communities ; Expertise ; Higher education ; Knowledge ; Literacy ; Opportunities ; Paradigms ; Pedagogy ; Praxis ; Problem solving ; Program Administration ; Program Evaluation ; Rhetoric ; Stakeholders ; Teaching ; Teaching Methods ; Writing ; Writing Instruction</subject><ispartof>College composition and communication, 2019-02, Vol.70 (3), p.446-475</ispartof><rights>Copyright National Council of Teachers of English Feb 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c287t-bc42bc85f6da4bc580a3bd915040dad75e16595e22be63fac5b7b3adec7aec2a3</citedby><cites>FETCH-LOGICAL-c287t-bc42bc85f6da4bc580a3bd915040dad75e16595e22be63fac5b7b3adec7aec2a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26772576$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26772576$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27924,27925,58017,58250</link.rule.ids></links><search><creatorcontrib>Serviss, Tricia</creatorcontrib><creatorcontrib>Voss, Julia</creatorcontrib><title>Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice</title><title>College composition and communication</title><description>Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies' disciplinary expertise in twenty-first-century higher education.</description><subject>20th century</subject><subject>21st century</subject><subject>Academic Achievement</subject><subject>Collaboration</subject><subject>Communities of Practice</subject><subject>Community Relations</subject><subject>Core curriculum</subject><subject>Discourse Communities</subject><subject>Expertise</subject><subject>Higher education</subject><subject>Knowledge</subject><subject>Literacy</subject><subject>Opportunities</subject><subject>Paradigms</subject><subject>Pedagogy</subject><subject>Praxis</subject><subject>Problem solving</subject><subject>Program Administration</subject><subject>Program Evaluation</subject><subject>Rhetoric</subject><subject>Stakeholders</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Writing</subject><subject>Writing Instruction</subject><issn>0010-096X</issn><issn>1939-9006</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>PAF</sourceid><sourceid>PQLNA</sourceid><sourceid>PROLI</sourceid><recordid>eNpN0EtLAzEUBeAgCtbq0qUw4Hr0Jpm8NkIp9QEFRRTdDcmdTE2xM2OSgv57Wyvi6sDl41w4hJxSuBBaarhERAbUMGMM7JERNdyUBkDukxEAhRKMfD0kRyktAUCAViNy9eiTtxHfQrcoXmLI23yI_SLaVTFpVqELKUebQ98Vs8_BxxySL0JXTHB7OyYHrX1P_uQ3x-T5evY0vS3n9zd308m8RKZVLh1WzKEWrWxs5VBosNw1hgqooLGNEp5KYYRnzHnJW4vCKcdt41FZj8zyMTnf9Q6x_1j7lOtlv47d5mXNqJagNOXVRpU7hbFPKfq2HmJY2fhVU6h_Jqr_T7TxZzu_TLmPf5hJpZhQkn8DZiFkCQ</recordid><startdate>20190201</startdate><enddate>20190201</enddate><creator>Serviss, Tricia</creator><creator>Voss, Julia</creator><general>National Council of Teachers of English</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CLO</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>K50</scope><scope>LIQON</scope><scope>M0P</scope><scope>M1D</scope><scope>PAF</scope><scope>PPXUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQLNA</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PROLI</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20190201</creationdate><title>Researching Writing Program Administration Expertise in Action</title><author>Serviss, Tricia ; Voss, Julia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c287t-bc42bc85f6da4bc580a3bd915040dad75e16595e22be63fac5b7b3adec7aec2a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>20th century</topic><topic>21st century</topic><topic>Academic Achievement</topic><topic>Collaboration</topic><topic>Communities of Practice</topic><topic>Community Relations</topic><topic>Core curriculum</topic><topic>Discourse Communities</topic><topic>Expertise</topic><topic>Higher education</topic><topic>Knowledge</topic><topic>Literacy</topic><topic>Opportunities</topic><topic>Paradigms</topic><topic>Pedagogy</topic><topic>Praxis</topic><topic>Problem solving</topic><topic>Program Administration</topic><topic>Program Evaluation</topic><topic>Rhetoric</topic><topic>Stakeholders</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Writing</topic><topic>Writing Instruction</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Serviss, Tricia</creatorcontrib><creatorcontrib>Voss, Julia</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Literature Online Core (LION Core) (legacy)</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Art, Design & Architecture Collection</collection><collection>One Literature (ProQuest)</collection><collection>Education Database (ProQuest)</collection><collection>Arts & Humanities Database</collection><collection>ProQuest Learning: Literature</collection><collection>Literature Online Premium (LION Premium) (legacy)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>Literature Online (LION) - US Customers Only</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Literature Online (LION)</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>College composition and communication</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Serviss, Tricia</au><au>Voss, Julia</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice</atitle><jtitle>College composition and communication</jtitle><date>2019-02-01</date><risdate>2019</risdate><volume>70</volume><issue>3</issue><spage>446</spage><epage>475</epage><pages>446-475</pages><issn>0010-096X</issn><eissn>1939-9006</eissn><abstract>Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies' disciplinary expertise in twenty-first-century higher education.</abstract><cop>Urbana</cop><pub>National Council of Teachers of English</pub><doi>10.58680/ccc201929990</doi><tpages>30</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0010-096X |
| ispartof | College composition and communication, 2019-02, Vol.70 (3), p.446-475 |
| issn | 0010-096X 1939-9006 |
| language | eng |
| recordid | cdi_proquest_journals_2186078134 |
| source | JSTOR Archive Collection A-Z Listing |
| subjects | 20th century 21st century Academic Achievement Collaboration Communities of Practice Community Relations Core curriculum Discourse Communities Expertise Higher education Knowledge Literacy Opportunities Paradigms Pedagogy Praxis Problem solving Program Administration Program Evaluation Rhetoric Stakeholders Teaching Teaching Methods Writing Writing Instruction |
| title | Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-07T23%3A19%3A30IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Researching%20Writing%20Program%20Administration%20Expertise%20in%20Action:%20A%20Case%20Study%20of%20Collaborative%20Problem%20Solving%20as%20Transdisciplinary%20Practice&rft.jtitle=College%20composition%20and%20communication&rft.au=Serviss,%20Tricia&rft.date=2019-02-01&rft.volume=70&rft.issue=3&rft.spage=446&rft.epage=475&rft.pages=446-475&rft.issn=0010-096X&rft.eissn=1939-9006&rft_id=info:doi/10.58680/ccc201929990&rft_dat=%3Cjstor_proqu%3E26772576%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2186078134&rft_id=info:pmid/&rft_jstor_id=26772576&rfr_iscdi=true |