Illuminative evaluation of an intercultural-competence-focused first-year writing curriculum

Rebekah Sims, Hadi Banat, Phuong Tran, Parva Panahi, Bradley Dilger

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Abstract

This article explores illuminative evaluation as a method to reflectively assess a pilot implementation of an intercultural-competence-focused first-year writing curriculum at a US large public university. The goal of this curriculum is to promote integration of diverse student populations on our university campus, while developing all students' intercultural competence and writing skills. In this article, we present practitioner reflections on classroom experiences and collaborative design of our approach to data analysis. These reflections show how an illuminative, context-rich approach to an early phase of a writing pedagogy research project shapes a holistic curricular evaluation. Illuminative evaluation drew our attention to the interaction between teaching and curriculum evaluation as well as to how this approach promotes an invitational and exploratory approach to teacher research.
Original languageEnglish
Pages (from-to)103-127
Number of pages25
JournalWriting and Pedagogy
Volume14
Issue number1
Early online date15 Jul 2022
DOIs
Publication statusPublished - 22 Sept 2022

Keywords

  • intercultural education research
  • first-year experience
  • curriculum design

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  • Transculturation in introductory composition

    Sims, R. (Principal Investigator), Dilger, B. (Research Co-investigator), Banat, H. (Principal Investigator), Tran, P. (Researcher) & Panahi, P. (Researcher)

    30/09/16 → …

    Project: Research

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