Articles
Rose, Kathy and Jill Grauman. “Motivational Scaffolding’s Potential for Inviting Transfer in Writing Center Collaborations.” WLN: A Journnal of Writing Center Scholarship, ebook special edition about transfer, edited by Bonnie Devet and Dana Lynn Driscoll, February 15, 2020. https://wlnjournal.org/digitaleditedcollection2/RoseandGrauman.html.
Abstract
Generative dispositions, critical to a writer’s ability to transfer (Driscoll and Wells), include self-efficacy and self-regulation. Tutors in writing centers often intuitively use strategies that foster these dispositions; this study illustrates some of these strategies in six recorded sessions by using the Mackiewicz and Thompson coding framework for motivational scaffolding. Their framework includes six different motivational strategies: showing concern, praising, reinforcing student writers’ ownership and control, being optimistic or using humor, and giving sympathy or empathy. We found instances of each strategy in the sessions followed by varying indications of writer self-efficacy and self-regulation. The most productive moments after tutors used these strategies included motivated writers actively engaging in collaborative dialogue rather than letting or expecting tutors to take charge. We suggest that tutor training should help tutors learn to intentionally use these motivational strategies to encourage writers to take on generative, transfer-enabling dispositions.
Lutz, Bryan, Barbara Blakely, Kathy Rose, and Thomas M. Ballard. “Learning and Reflecting with ISUComm ePortfolios: Exploring Technological and Curricular Places.” The Journal of Interactive Technology and Pedagogy, Issue 10, November 28, 2016. https://jitp.commons.gc.cuny.edu/.
Abstract
ePortfolios are acknowledged as a high-impact practice in a student’s university experience (Kahn 2014; AAEEBL 2016). For our multimodal, place-based curriculum (Blakely and Pagnac 2012), we envision ePortfolios as an environment of discovery, exploration, and research, and a place to create connections. While David Hailey (2014) discusses problems with the place metaphor and how it makes it more difficult to evaluate websites as texts, we find the reverse is helpful. Seeking to better teach electronic communication in this context, we developed an ePortfolio platform using open-source software, a platform that promotes the place metaphor as it affords students the ability to guide audiences through its architectural features and its unique configuration of pages and links. Enhanced by our pedagogy, which teaches a scaffolded process of research, critical inquiry, composition, and reflection, students use our platform to define themselves as growing scholars and professionals in an online place.Our approach to the implementation of an ePortfolio system in our foundational communication program is one where—as characterized by Michael Day (2009)—multiple perspectives and strengths are appreciated and utilized to accomplish important programmatic goals. In this article we describe 1) our ISUComm ePortfolios as an environment for student learning in our large Foundation Courses program, 2) the challenge of developing the technology and support structure needed to enhance our pedagogy, and 3) how we more fully integrated reflection throughout the semester and emphasized the crucial role it plays in student learning. As a result of this iterative process, we describe how pedagogy and technology can and should mediate each other in ePortfolio development and implementation. We then conclude by describing how we are scaling up to further develop our platform and its various subsystems.
Content contributor for department teaching manuals
For these editions I contributed sections about transfer: the theory behind it, and suggestions for practical implementation of transfer-rich practices like reflection.
ISUComm Foundation Courses Instructor Guide for English 150 and 250. 7th ed., ISUComm Foundation Program, 2014.
ISUComm Foundation Courses Instructor Guide for English 150 and 250. 5th ed., ISUComm Foundation Program, 2012.