John Fielding & Margi Wald, Lecturers in College Writing Program
This project aims to strengthen engagement, student success, belonging, and academic identity development among the College Writing Programs’ diverse reading and composition students, with particular attention to first-generation college students. Grounded in a “centering the margins” pedagogical framework, the current project outcome, reflective/reflexive assignments, foreground student voice, agency, positionality, and community cultural wealth, helping students see themselves as contributors to scholarly conversations.
These assignments focus on (a) supporting students’ metacognitive awareness, self-regulated learning practices, and confidence as readers, writers, and researchers; and (b) fostering the development of inclusive scholarly identities by encouraging students to view their cultural and community experiences as valuable forms of knowledge and scholarly capital. Through reflection, students will examine how course discussions, frameworks, and research projects help them define, inhabit, and model scholarly identities that reflect diverse backgrounds and perspectives.
Future phases of the initiative will extend this work beyond the classroom:
Publicly accessible College Writing Programs websites that connect students with academic, financial, technological, wellness, and research resources
These sites will feature student testimonials, faculty spotlights, and video narratives highlighting diverse pathways through the writing curriculum and university life. By showcasing the experiences of first-generation and multiethnic students, the websites will provide visible examples of belonging, academic growth, and successful resource navigation.
The formation of a mentoring program
Fellows will use students’ reflections to craft a mentoring guide for incoming students in Fall 2026 and invite former students to serve as peer mentors, extending support and fostering community across cohorts
