Writing Portfolio (n.) : Since the mid-1980’s, portfolios—collections of student writing that have been workshopped and revised during a term or over series of terms—have become a fixture in writing classes and programs across the US. These tools are useful for program assessment, but they may have a number of positive pedagogical effects as well, such as increasing students’ attention to the process of effective writing, attuning students to the importance of feedback and audience awareness, allowing students’ ideas (and so work) to mature over time, and presenting opportunities for metacognitive reflection.
For those interested, the following websites offer more information about the use of portfolios in support of undergraduate writing:
Washington State University, Junior Writing Portfolio
University of Massachusetts-Boston, Writing Proficiency Exam and Portfolio
University of Washington-Bothell, IAS Degree Portfolio
– Dr. Michelle LaFrance, Director of Writing Across the Curriculum
Editor, The Writing Campus
Portfolios in the Classroom: A Reflection
By: Cat Mahaffey
Cat is the Associate Director of First-Year Writing in the University Writing Program at the University of North Carolina, Charlotte. She teaches various levels of Writing and Inquiry in Academic Contexts. She is an avid blogger. Visit her teaching blog at catmahaffey.wordpress.com, follow her on Twitter @CatMahaffey, or email her at firstname.lastname@example.org. Continue reading
by: Mikal Lambdin
Mikal is a senior studying English at George Mason. She previously worked with WAC to create disciplinary writing guides for student use. Mikal is graduating in May 2015! To reach her, please contact email@example.com.
When first asked to write a blog post about my experience with Mason’s “culture of writing,” I will admit that my first question was “What is a culture of writing?” In response, Dr. Michelle LaFrance, Director of Mason’s Writing Across the Curriculum program, showed me the WAC program website. It reads:
At Mason, the WAC program upholds a campus-wide commitment to student writers, writing-rich coursework, and writing in the disciplines. . . Central to our program’s mission is the belief that when students are given frequent opportunities for writing across the university curriculum, they think more critically and creatively, engage more deeply in their learning, and are better able to transfer what they have learned from course to course, context to context.
Looking back at my own undergraduate experiences, I can clearly see that Mason’s culture of writing had an impact on both my overall education and my development as a writer in many ways. Continue reading
Cameron Carter is the Communications & Marketing Specialist for the Office of Distance Education at George Mason University. She earned her MA in English (Professional Writing & Rhetoric) from Mason in 2013, and she is currently a graduate student in the Higher Education Administration certificate program. You can reach her at firstname.lastname@example.org.
Over the past five years, Mason’s Office of Distance Education (DE) has supported a number of faculty and programs transitioning their courses from face-to-face to fully online. From partnering each faculty member with an Instructional Designer in Learning Support Services (LSS) to connecting them to the accessibility experts with the Assistive Technology Initiative, highlighting the research and copyright expertise of the University Librarians to emphasizing the resources available through the Center for Teaching and Faculty Excellence (CTFE), our role has focused largely on how best to connect Mason’s online faculty with the services and resources available across our campus.
As the DE Office, along with online education at Mason, continues to grow and take shape, we’ve asked ourselves – is this enough? This question has sparked a new effort for faculty support from the DE Office, mainly via an upsurge of faculty development opportunities. We don’t only want to support online program development and link to specific resources. We want to promote a sense of faculty community and a culture of shared knowledge and practice. Through a string of faculty development events hosted in collaboration with CTFE and LSS, we are making a push to inspire this shared place for faculty at Mason. Here’s the kicker – we aren’t focusing on online faculty alone. Continue reading