Standing Up and Standing Together: Feminist Teaching and Collaborative Mentoring

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

“…For that reason, we agree with Lisa A. Costello (2015) that campus actors must work to change how "chairs, deans, and provosts . .…”

“…Overall, 58% (52/89) of verbal data segments coded Mentoring were Negative (36/63 or 57% of doctoral student segments; and 16/26 or approximately 62% of faculty segments). The prevalence of negative experiences associated with mentoring concerns is significant given the important role that mentoring is known to play in supporting advanced writers' development and academic socialization (Casanave, 2016;Costello, 2015;Cox & Brunjes, 2013;Kim, 2016;Maher & Say, 2016;Morita, 2004;Simpson, 2016;Simpson, Ruecker et al, 2016;Stillman-Webb, 2016 We used evaluation coding (Saldaña, 2016) to document the many different experiences reported in relation to Negative Mentoring and Negative Structure. Often used to assess programs or organizations, evaluation coding involves locating "patterned observations or participant responses of attributes and details that assess quality."…”

Chapter 6. What If It�s All Common Knowledge? Teaching Attribution Practices in an Undergraduate Mathematics Classroom

“…Overall, 58% (52/89) of verbal data segments coded Mentoring were Negative (36/63 or 57% of doctoral student segments; and 16/26 or approximately 62% of faculty segments). The prevalence of negative experiences associated with mentoring concerns is significant given the important role that mentoring is known to play in supporting advanced writers' development and academic socialization (Casanave, 2016;Costello, 2015;Cox & Brunjes, 2013;Kim, 2016;Maher & Say, 2016;Morita, 2004;Simpson, 2016;Simpson, Ruecker et al, 2016;Stillman-Webb, 2016). At the same time, approximately 68% of segments coded Structure were Negative (135/200 total; 69/118 or approximately 58% of doctoral student Structure codes and 66/80 or approximately 83% of faculty Structure codes).…”

Chapter 18. Meaningful Writing and Personal Connection: Exploring Student and Faculty Perspectives

“…Overall, 58% (52/89) of verbal data segments coded Mentoring were Negative (36/63 or 57% of doctoral student segments; and 16/26 or approximately 62% of faculty segments). The prevalence of negative experiences associated with mentoring concerns is significant given the important role that mentoring is known to play in supporting advanced writers' development and academic socialization (Casanave, 2016;Costello, 2015;Cox & Brunjes, 2013;Kim, 2016;Maher & Say, 2016;Morita, 2004;Simpson, 2016;Simpson, Ruecker et al, 2016;Stillman-Webb, 2016). At the same time, approximately 68% of segments coded Structure were Negative (135/200 total; 69/118 or approximately 58% of doctoral student Structure codes and 66/80 or approximately 83% of faculty Structure codes).…”