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Aligning with and through Difference: Tracing the Thingifications of a Multi-Campus Outcomes Statement.

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Title: Aligning with and through Difference: Tracing the Thingifications of a Multi-Campus Outcomes Statement.
Authors: Ouellette, Jessica1, Dippre, Ryan J.1
Source: Composition Studies. Spring2025, Vol. 53 Issue 1, p63-79. 17p.
Subject Terms: *Inquiry-based learning, *Higher education, *STEM education, *Curriculum, Reification
Abstract: In an article chronicling the revised WPA Outcomes Statement (WPA-OS), WPA scholars note that "WPA Outcomes Statement 3.0 continues to function as a boundary object: a statement speaking to common outcomes that can be adapted to local conditions" (Dryer et al. 140). This article traces the ways in which we, as co-authors of our own system-wide outcomes statement (and co-authors of this article), were placed in a position that caused the term "boundary object" to break down as we both wrote and enacted the document on our individual campuses. As WPAs trained in programs with different emphases and members of different writing programs on different campuses, we found ourselves constructing the language of the Outcomes Statement (OS), the document itself, and the implications of that document in different ways. Therefore, this piece looks at the impact of our collective and individual "thingification" (another concept we build on in this article) of the University of Maine System Outcomes Statement (UMS-OS). [ABSTRACT FROM AUTHOR]
Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Aligning with and through Difference: Tracing the Thingifications of a Multi-Campus Outcomes Statement.
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  Data: In an article chronicling the revised WPA Outcomes Statement (WPA-OS), WPA scholars note that "WPA Outcomes Statement 3.0 continues to function as a boundary object: a statement speaking to common outcomes that can be adapted to local conditions" (Dryer et al. 140). This article traces the ways in which we, as co-authors of our own system-wide outcomes statement (and co-authors of this article), were placed in a position that caused the term "boundary object" to break down as we both wrote and enacted the document on our individual campuses. As WPAs trained in programs with different emphases and members of different writing programs on different campuses, we found ourselves constructing the language of the Outcomes Statement (OS), the document itself, and the implications of that document in different ways. Therefore, this piece looks at the impact of our collective and individual "thingification" (another concept we build on in this article) of the University of Maine System Outcomes Statement (UMS-OS). [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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