Abstract
In this teaching reflection, the authors discuss their experiences as professor and embedded support for an intensive summer college writing course for incoming undergraduates participating in a TRIO program. The reflection considers the contextual factors making this cohort of students vulnerable, including the relationship between family income level and pandemic-era learning loss. The authors devised a pedagogy to "flip" the classroom, allowing students to write deeply during long class sessions, and delivered intensive, layered support at the point of writing to accelerate progress through challenges in writing development.
Recommended Citation
Austin, J. P., & Gavin, J. (2024). Embedded Support in the College Writing Classroom: A Teaching Reflection on Late Pandemic Pedagogy for TRIO Students in an Intensive Transitional Summer Course. Pedagogy and the Human Sciences, 9 (1). Retrieved from https://scholarworks.merrimack.edu/phs/vol9/iss1/3
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