Who Do You Think You Are? Unpacking Teacher-Writer Identities

Effective teaching involves a commitment to praxis and metacognitive reflection on what you believe, intend to accomplish, and act on or change in your teaching. To aid in this self-reflection, the Office of Faculty Excellence (OFE) and the University Writing Program (UWP) have teamed up to develop and online workshop specifically designed for faculty to reflect on themselves as a teacher, writer, and teacher of writing in order to articulate what they look like in the writing classroom.

Module 1 focuses on the Teaching Perspectives Inventory (TPI), a reliable and valid measurement of 5 perspectives of effective teaching (transmission, apprenticeship, developmental, nurturing, and social reform) that can be a power heuristic for simplifying the myriad of things that can occur during any instructional event that can aid in self-reflection, developing statements of teaching philosophy, and recognizing legitimate variations on excellence in teaching.

Module 2 focuses on the Daly-Miller Writing Apprehension Test as an empirically developed instrument to measure both the level and type(s) of writing apprehension. We discuss and determine how instructors can use knowledge of themselves as writers to anticipate particular writing needs and devise strategies for reducing stress that can inhibit development.

In Module 3, participants develop and share strategies to enhance academic practice, prepare for annual evaluations, and become a more effective instructor.

Brought to you by the University Writing Program in collaboration with the Office of Faculty Excellence.

Workshop available November 2020-January 2021.