Campus Units

Education, School of

Document Type

Article

Publication Version

Published Version

Publication Date

12-2019

Journal or Book Title

Teaching English in the Two-Year College

Volume

47

Issue

2

First Page

149

Last Page

167

Abstract

Drawing on interviews from faculty at one community college in Texas, this case study focuses on one college and the change process faculty experienced in integrating its developmental reading and writing curriculum. This study centers on the faculty perspective of policy and curriculum implementation, a voice that is often lost or underrepresented in the research literature and offers insight into how colleges can support their faculty who are responding to curricular change and/or policy mandates.

Comments

This article is published as Doran, Erin E. "" What's Expected of Us as We Integrate the Two Disciplines?": Two-Year College Faculty Engage with Basic Writing Reform." Teaching English in the Two Year College 47, no. 2 (2019): 149-167. Posted with permission.

Copyright Owner

National Council of Teachers of English

Language

en

File Format

application/pdf

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