WAC Meets the Ethos of Engineering: Process, Collaboration, and Disciplinary Practices

Tracing Discursive Turbulence as Intra-active Pedagogical Change and Becoming

“…As we worked in mentoring contexts with faculty participants on redesigns that ranged from changing one individual assignment to comprehensive changes in almost every aspect of writing in a course, we were particularly struck by the unsettled and unsettling turbulence around taking up and interacting with new writing pedagogies. In the afterlife of the faculty learning community, during mentoring, is where sites of difficulty (Bergmann, 2000), or of turbulence, became most apparent to us.…”