Revolution Lullabye

February 23, 2009

Phelps, Administration as Design Art

Phelps, Louise Wetherbee. “Administration as Design Art.”

Writing program administrators should see themselves as designers, the programs and institutions they work in as designs and sites of design, and their work as WPAs as design art. Phelps draws on the work of the New London Group, Gunther Kress, and architects Karl Weith and Stewart Brand to offer a new lens to administrative work to not just see their work as design but to also challenge them to think of their programs as always designable, never concluding in a final design. Writing programs can be sites of institutional change if they continue designing and re-desigining after their initial structure is put into place, and writing programs have the unique complex, contradictory, and improvisational place in the academy to which enact change because they are a managable size with connections, like a sprawling network, across the campus. Phelps shows how crucial it is to reach out beyond one’s own discipline to find design inspiration in all different fields. Phelps also argues that a WPA does much more than design curriculum: the teaching staff, the physical space of the institution, the relationships with different deans and other departments and faculty – these all must be designed.

Quotable Quotes

Object: “to locate administration as design art at the juncture of the practical and productive arts” (7)

“This is the road I advocate for writing programs as transformers: design things that work, but are below the radar, friendly and sprawling, messy and temporary, constantly learning” (26)

“I suggest that it is a mistake to set up a writing program primarily as an instrument to critique or change an institution. It will do that as a consequence of your designing the program to meet the intrinsic goals of its situated design, because writing programs require institutional redesign to locate, support, and implement their characteristic purposes. But theprocess, or rather consequences, should be indirect and ordinary, not grandiose, direct, and instrumentalist.” (26)

Notable Notes

high road/low road of use

designs should not be fixed, they should never end

the challenge of administration is that you cannot design in a bubble: you must jump in and design something that you can’t have complete control, management, or knowledge of. That’s the downfall of the theories presented by Kress and the New London Group

the importance of the feedback loop: remaining sensitive to context, unpredictable, in the moment, temporary – like jazz improv

the importance of construction and building over analysis and critique

Questions: Why is this the way it is? Can it be designed better? Does it have to be this way?

January 24, 2009

Elbow, “Embracing Contraries in the Teaching Process”

Elbow, Peter. “Embracing Contraries in the Teaching Process.” In The Writing Teacher’s Sourcebook. 65-76.

A good composition teacher (or really any teacher in general) must be simultaneously for the students (their advocate and coach, helping them improve as students and writers) and for society (upholding high disciplinary standards.) Elbow argues that it is possible to be both, citing that a similar contradiction is a necessary element of the writing process: a writer begins by opening up possibilities in invention and early drafting, and then polishes the piece according to standard writing conventions.

Quotable Quotes

“In order to teach well we must find some way to be loyal both to students and to knowledge or society” (75).

“underlying structure of contrasting mentalities” (76).

Notable Notes

points at Socrates and Christ as model teachers who embraced this contrary. Oxford and Cambridge have a tutor and examining committee model.

For students, we must treat them as smart and capable, act as their advocates, show them we are on their side and are ourselves still engaged in learning, individuals with “our doubts, ambivalences, and biases” (70).

For society, we must hold high standards, critically evaluate student work, don’t get too attached to individual students

In a course – set high standards at the beginning and then work with the students to help them achieve those goals.

Comments on drafts show “this is how you can do it better”

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