Campus Units

English

Document Type

Article

Publication Version

Published Version

Publication Date

Spring 2012

Journal or Book Title

Journal of Writing Program Administration

Volume

35

Issue

2

First Page

11

Last Page

37

Abstract

A campus place-based first-year curriculum operationalizes campus place, not as a neutral backdrop that students pass through on their way to a vocation, but as a purposeful assemblage of physical, verbal, and natural artifacts that play an important role in students’ adjustment process and in their higher education journey. The curriculum described here is based on David Gruenewald’s observation that “place is profoundly pedagogical” (621); it activates the campus itself pedagogically, providing students opportunities for pausing, exploring, researching, and sharing place-based discoveries in multiple modes in our Communication Across the Curriculum program. Now the standard curriculum in our first-level course, it successfully addresses two issues of interest to WPAs: establishing a stable-but-generative curriculum that provides consistency across many sections while allowing innovation and choice for students and instructors. This curriculum promotes and enhances students’ understanding of their new campus-as-place—its mission, history, art, architecture—through multi-modal communication assignments. A place-based curriculum both assists students in their transition to the university and helps them to identify their goals in the context of the university’s—and their own—past, present, and future by allowing meaningful communication projects

Comments

This article is published as Blakely, Barbara, and Susan B. Pagnac. “Pausing in the Whirlwind: A Campus Place-Based Curriculum in a Multimodal Foundation Communication Course.” Journal of Writing Program Administration 35.2 (Spring 2012): 11–37. Posted with permission.

Copyright Owner

Council of Writing Program Administration

Language

en

File Format

application/pdf

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