Learning to Teach Integrated Reading and Writing: Community College Faculty Experiences With Reform

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-3 - Developing Indentity and Practice as College Teachers

Abstract

To improve outcomes for students referred to remediation, community colleges are trying new approaches to delivering developmental English and reading content. One popular reform combines the traditionally separate disciplines into a single integrated reading and writing course. Using a case study methodology, this paper documents the experiences of three faculty members during their first year of teaching an integrated course. Several themes emerge, including a tendency to use an additive approach to integration. Findings suggest that the learning to teach the other discipline is not sufficient; instructors are in need of strategies for teaching both subjects together. Analyses illustrate specific professional learning needs of faculty at colleges adopting this reform.

Authors

• Susan Bickerstaff, Teachers College, Columbia University

• Julia Raufman, Community College Research Center

• Maria S Cormier, Teachers College, Columbia University