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Writing and the Internationalization of Us Higher Education: the Roles of Ideology, Administration, and the Institution

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Writing and the Internationalization of Us Higher Education: the Roles of Ideology, Administration, and the Institution Syracuse University SURFACE Dissertations - ALL SURFACE 8-2014 Writing and the Internationalization of U.S. Higher Education: The Roles of Ideology, Administration, and the Institution Melissa May Watson Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Higher Education Commons Recommended Citation Watson, Melissa May, "Writing and the Internationalization of U.S. Higher Education: The Roles of Ideology, Administration, and the Institution" (2014). Dissertations - ALL. 155. https://surface.syr.edu/etd/155 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT In this dissertation, Writing and the Internationalization of U.S. Higher Education: The Roles of Ideology, Administration, and the Institution, I examine one private institution, Syracuse University, for how it has approached internationalization (both currently and in historical efforts), how it has dealt with the increased presence of English language learners (ELLs), and how both realities may affect the research and practice of writing program administrators (WPAs). I use scholarship from Second Language Writing and Writing Program Administration as frameworks for examining some of the sociopolitics involved in addressing the new needs of an internationalized higher education institution, including the politics and ideologies that may impede WPA work but may not always be readily apparent. I draw on institutional research in the forms of archival research, interviews with university administrators, and an administrative case study of one graduate-level writing course for ELLs. This dissertation project can be seen as culminating in two separate but intermingling qualitative studies. First, based on interviews with fourteen university administrators, I illustrate that some the most pressing concerns currently perceived at SU include cross-cultural conflict, a lack of resources for ELLs, and the need for increased and different kinds of institutional support, particularly since the effects of internationalization at SU have typically been handled after the fact rather than preemptively through strategic systemic planning. Then, based on rhetorical analysis of historical institutional data and archival materials, I exemplify how past efforts to internationalize were infused with separatist, colonialist, and ethnocentric points of view. I argue that applying institutional research to WPAs’ local university contexts for the purposes of revealing current materialities and longstanding ideologies can enhance WPAs’ abilities to locate opportunities for rhetorically negotiating change that is needed. In my second qualitative study that informs this dissertation, I investigate the administrative practices and politics involved when implementing new writing resources on behalf of ELLs in higher education institutions. I provide an administrative praxis narrative describing my development and piloting of a graduate-level writing course for ELL students wherein I analyze the departmental and institutional constraints traversed. This situated and site-specific study—which is informed by participant-observations, field notes, course materials, and interviews with fourteen student participants and one writing instructor— further exemplifies some of the benefits and challenges of institutional research. I catalog many issues and obstacles WPAs may need to consider as they navigate the often opaque and power- infused institutional spaces in which they participate and seek to change, including issues of sustainability, institutional backing, and the politics of remediation. To conclude this dissertation, I offer suggestions for future inquiry and propose a transdirectional model for institutional research and administrative practice. This model aims to account for a wider range of institutional realities as sites for determining transformational possibilities that better respond to linguistic and cultural diversity in higher education. WRITING AND THE INTERNATIONALIZATION OF US HIGHER EDUCATION: THE ROLES OF IDEOLOGY, ADMINISTRATION, AND THE INSTITUTION by Melissa May Watson A.A. American River College, 2004 B.A. San Diego State University, 2006 TESOL Certificate San Diego State University, 2009 M.A. San Diego State University, 2010 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of doctor of Philosophy in Composition and Cultural Rhetoric in the Graduate School of Syracuse University. August 2014 Copyright 2014 Melissa May Watson All Rights Reserved ACKNOWLEDGMENTS Studying my local context at Syracuse University provided the incredible opportunity to get to know many SU students as well as administrative leaders who are involved with supporting internationalization and English language learners. My dissertation is a reflection of these communications and I’m deeply indebted to the numerous individuals who took part in this work with me. I first want to offer my thanks to the many participants of this study. It humbles me that you twenty-nine individuals were so willing to sacrifice your valuable time in order to meet with me for conversation, consulting, and interviews. In addition to your insights being instrumental to the directions my study took, your generosity in sharing your experiences and perceptions illustrated for me just how beneficial it is for students, teachers, and administrators in academia to get together and share our stories. The genuine and often passionate interest that participants expressed over student concerns, internationalization, and multilingualism further attests to the importance of continuing to explore these issues at SU and beyond. Thank you for joining me in this inquiry! To my committee members, I’ve learned much from you and I owe you my deepest gratitude. Becky Howard, I treasure the opportunities I had writing and publishing with you, researching with you on the Citation Project, presenting with you on various occasions, receiving your ongoing feedback throughout coursework and my exams and dissertation stages. And, gosh, I’ll miss our brainstorming sessions! More than providing me with a variety of invaluable opportunities, you offered me a safe and supportive space to make mistakes and learn. Your openness and warmth means the world to me. Eileen Schell, among the many things you’ve taught me, I value most the lessons I’ve learned by observing you as a leader in v this department and as a feminist researcher. I admire so much your approach to addressing every situation with the upmost care and consideration of all factors, including the unique circumstances and realities of all individuals involved. Your scholarly ethics have influenced my approach to understanding and conducting research. So thank you! Iswari Pandey, the remarkable mentorship you offered me over the last five years has made a major difference in how I interpret and imagine global approaches to writing and research. You’ve showed me the benefits of researcher reflexivity and of critically engaging— not defending or excusing—my own positionalities and subjectivities. During our many conversations, I could sense your trust and confidence in me as a researcher and writer. This all has meant so much to me. Tony Scott, your approach to administration has helped me see firsthand the power in re-crafting arguments about language difference so that they better fit the very distinctive situations in which we find ourselves as administrators. Your talent for rhetorically adjusting how you talk about the topic of language difference to enhance the likelihood that your audience will actually hear you is an ability for which I strive. Thank you for modeling that. Chris Tardy, you have been the scholar for me. Your research, drawing from the fields of Composition and Rhetoric, Second Language Writing, and Genre Studies, regularly leaves me inspired. Your scholarship hits the exact interdisciplinary intersection that I find most fruitful and your approach accomplishes the much-needed work of breaking down disciplinary divisions. I’m grateful to have your scholarship as an example and your feedback on this project. There are many CCR faculty, staff, and affiliates to thank. Taking courses with and getting feedback from Minnie-Bruce Pratt and Margaret Himley changed me in immeasurable vi and indescribable ways. I’m so thankful to have had the opportunity to work with you both! Collin Brooke and Steve Parks, you two taught me tons throughout my coursework and exams process. I’m also obliged to Lois Agnew, Gwen Pough, Krista Kennedy, Patrick Berry, Kevin Browne, Kendall Phillips, Carol Lipson, Louise Whetherbee Phelps, Kristen Krause, Chris Palmer, LouAnn Payne, George Rhinehart, Kristi Johnson, Faith Plvan, and Anne Fitzsimmons for your continual support over the years and especially during my dissertation process. My time spent as a graduate student of CCR provided some of my most life-changing years to date. Upon starting this path, I had not anticipated how many remarkable relationships I’d have built by the time I left. I send my thanks and love especially to Nicole Gonzales-Howell, Kate Navickas, Rachael Shapiro, and Zosha Stuckey. Y’all are my jams! You four women are just as responsible for the person I am today as are the 26 years of life experience I had prior to our meeting. You are not only colleagues that
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