Engagement Practices Of Mason Composition Faculty As Perceived By Their Students

Authors

  • Kathryn Marie Meeks George Mason University
  • Emily R C Staudt George Mason University

DOI:

https://doi.org/10.13021/itlcp.2019.2540

Abstract

Location: Dewberry Hall

We will discuss the results from our survey of Mason Composition students, which sought to answer the question: "How do writing teachers engage students?" Our survey asked students to think of a positive instruction experience and answer questions about that experience.  Though it included several questions which are similar to a teaching evaluation survey, our respondents were not asked to rate their instructor; instead, they reported on their engagement in class and their instructor's practices.

Author Biographies

Kathryn Marie Meeks, George Mason University

Kathryn is a PhD student studying Professional Writing and Rhetoric. Kathryn has been teaching first-year composition and advanced composition for three years and she is excited to be teaching here at Mason. Her research interests are in Rhetorical history and criticism and composition pedagogy.

Emily R C Staudt , George Mason University

Emily is a PhD student in the Writing and Rhetoric PhD program. She teaches advanced composition at Mason and is a former sixth grade English teacher. Her research interests include faculty professional learning and composition pedagogy.

Photo of keynote speaker Lisa Nunn, PhD

Published

2019-08-01

Issue

Vol. 11 (2019): Teaching the Whole Student

Section

4:15pm-5:30pm POSTER SESSION (Group A- 4:15-4:45pm)