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IntroductionMeeting Students Where They Are

IntroductionMeeting Students Where They Are F r o m t h e C l a s sr o o m Introduction Meeting Students Where They Are Ashlie K. Sponenberg After Tulane University reopened its doors to students and faculty in post- Katrina spring 2006, one of the first things administrators needed to do was reconstruct its freshman writing program. The history of this program has been outlined in an article first published in College English (2009: 29 – 47), coauthored by Tulane’s director of freshman writing, T. R. Johnson, and two of its first postdoctoral teaching fellows, Joe Letter and Judith Kemerait Livingston. In that article, our colleagues recount how the storm positioned Tulane to focus on the rebuilding of New Orleans, and it details the emer - gence of the university’s new writing program in the wake of Hurricane Katrina. The College English article gives postdoctoral teaching fellows in our program something relatively uncommon among our colleagues at other writing programs across the country: a sense of the circumstances out of which our program was born, the kinds of institutional conversations that inu fl enced its creation, and a vision of how our program participates in the larger mission of the university and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

IntroductionMeeting Students Where They Are

Sponenberg, Ashlie K.
Pedagogy , Volume 12 (3) – Oct 1, 2012
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Copyright
© 2012 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-1625289
Publisher site
See Article on Publisher Site

Abstract

F r o m t h e C l a s sr o o m Introduction Meeting Students Where They Are Ashlie K. Sponenberg After Tulane University reopened its doors to students and faculty in post- Katrina spring 2006, one of the first things administrators needed to do was reconstruct its freshman writing program. The history of this program has been outlined in an article first published in College English (2009: 29 – 47), coauthored by Tulane’s director of freshman writing, T. R. Johnson, and two of its first postdoctoral teaching fellows, Joe Letter and Judith Kemerait Livingston. In that article, our colleagues recount how the storm positioned Tulane to focus on the rebuilding of New Orleans, and it details the emer - gence of the university’s new writing program in the wake of Hurricane Katrina. The College English article gives postdoctoral teaching fellows in our program something relatively uncommon among our colleagues at other writing programs across the country: a sense of the circumstances out of which our program was born, the kinds of institutional conversations that inu fl enced its creation, and a vision of how our program participates in the larger mission of the university and

Journal

Pedagogy – Duke University Press

Published: Oct 1, 2012

References

  • Floating Foundations: Kairos, Community, and a Composition Program in Post-Katrina New Orleans
    Johnson, T. R.; Letter, Joe; Livingston, Judith Kemerait
  • Floating Foundations: Kairos, Community, and a Composition Program in Post-Katrina New Orleans
    Johnson, T. R.; Letter, Joe; Livingston, Judith Kemerait