Invention and Revision: Our DBR Journey in Iteratively Designing Professional Development for College Composition Instructors

• In Event: AERA Poster Session Friday 11:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 3

Abstract

A component of design-based research (DBR) is its iterative nature (Rees Lewis et al., 2020). Responding to calls for reflection (DBR Collective, 2003), we share our iterative process of designing a professional development (PD) experience for college composition instructors integrating human-centered design (HCD) into their courses. In partnership with college writing instructors, we developed and refined a PD workshop within a research practice partnership (RPP). Using video and interview data, we examine how the PD supported practitioners’ uptake and understanding of HCD. Findings from the first iteration highlight the need for more time and scaffolded support, which informed the PD’s second iteration. This study contributes to DBR and RPP literature by demonstrating how iterative design work strengthens pedagogical transfer.

Authors

• Carrie L. James, University of Illinois at Urbana-Champaign

• Weronika Kaczmarczyk-Smith, University of Illinois at Urbana-Champaign