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Susan Chaudoir

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Postsecondary Education, Curriculum, Teaching, and Learning

Susan Chaudoir

Faculty of Education
University of Alberta
Faculty of Education
347 Education South
Edmonton, AB T6G 2G5
Curriculum Vitae

  • PhD (2014)

  • Teaching with writing in postsecondary education
  • College student development
  • Academic writing
  • Scholarship of Teaching and Learning (SoTL)

  • 2015, 2014 Contexts of Education
  • 2014, 2013 & 2012 Academic writing for second language learners
  • 2013 & 2012 Co-tutoring nursing honors thesis courses (BScN)
  • 2013 & 2012 Teaching writing and composition for preservice teachers
  • 2012 Graduate student writing & research
  • 2012 WAC/WID course-based tutoring
  • 2012 Teaching in nursing (teaching assistant)
  • 2011 How to write in APA style
  • 2010 Writing in the social sciences

  • 2014 Myer Horowitz Graduate Scholarship
  • 2014 David Cook Award
  • 2014 Graduate Student Award
  • 2013 Undergraduate Research Initiative
  • 2013 J Gordin Kaplan Graduate Student Award
  • 2013 Tom Williams Surgical Education Award
  • 2012 Teaching & Learning Endowment Fund
  • 2012 U of A Graduate Research Award
  • 2010-2013 Conference Travel Grants
  • 2006 Edger M. Easley Nominee Teacher of the Year
  • 2006 Outstanding Teacher of the Year
  • 2006 Teacher of the Month, Adult Education

Subject areas and related deposits

  • Conferences

    • Ask the Surgeon: What do Pre-Clinical Students Want to Know about Surgeons?

      (with Jonathan White, Faculty of Medicine & Dentistry). Presentation at the 2013 Canadian Conference of Medical Education on April 22, 2013, Quebec City, Quebec. Dissemination of results from a 4-year study of questions posed by pre-clinical medical students about the practice of surgery. Themes included: life as a surgeon, experiences in the operating room, memorable operations, dealing with difficulty, career choice/advice, relationships with patients, and residency.

      Download attached1
    • Beauty and the Curse of Scholarly Writing

      (with Anita Liao and Sarah McCracken, Faculty of Nursing.) June 24, 2013. Conference of Canadian Association for the Schools of Nursing (CASN) held in Vancouver, BC, Canada. We present findings of the kinds of assignment-specific writing supports that enable undergraduate nursing students to write one recurring genre called "the scholarly essay." Includes enablers across all four years of learning. Narrated slides on YouTube (copy & paste link):

    • A Case Study of Learning Writing Assignments in the Undergraduate Nursing Curriculum

      2014. Slides for the April 28th presentation at the Collaborative Faculty Development Conference in Alberta. Overview included student & instructor responses to learning to write from Years 1 to 4 and implications for undergraduate nursing education. Discussion of faculty development included issues of genre-specific feedback, student reading challenges, and curricular constraints/enablers to learning to write across all four years.

    • Doing Gender: A Descriptive Study of Male Nursing Students' Experiences of Reflective Journaling

      (with Ian Chenier, Faculty of Nursing.) An undergraduate research study, funded by the University of Alberta Research Initiative (URI), and supervised by me. This was an exploratory study of questions posed by male nursing students learning to write reflectively in a predominately female discipline. Findings were reported at the 2013 Conference of Canadian Association for the Schools of Nursing (CASN), Vancouver, BC, June 22-24, 2013. Ian wrote an academic report of the findings for the Faculty of Nursing and the URI Committee. That 9-page report is available (from the "download" link below).

    • Emerging Conversations: Tutors and Students Speak Out on First-Year Writing in Nursing Education

      Sarah McCracken, Susan Chaudoir, Ian Chenier, & Anita Liao. Paper presented at the 5th Research Showcase, Faculty of Education, University of Alberta, Edmonton, Alberta, Canada. March 16, 2013. Participants of the study of writing in nursing education co-presented preliminary findings from year 1. Students and tutors posed different writing perspectives. Both implied learning to write is a shared responsibility.

    • Reflective Pedagogy and Medical Students' Experiences in a Surgery Rotation

      (with Jonathan White, University of Alberta). Paper presented at the 65th Annual Conference on College Composition and Communication (CCCC), March 21, 2014 in Indianapolis, Indiana. Dissemination of results from a 5-year study of 1,338 reflective writing assignments. The goal of the study was to explore the student experience in surgery education and how reflective writing was used by students to determine events and issues that were important to their professional development during their clerkship. Presentation included 1) expectations and assumptions; 2) social nature of learning; and 3) relationships and emotional dynamics about the sociology of power in medicine.

    • Response to Writing and the Development of Expertise: Professional, Pedagogical, and Relational Perspectives

      (with Chris Anson, North Carolina State University, and Alice Horning, Oakland University). Symposium at the 3rd International Writing Research Across Borders (WRAB) Conference on February 21, 2014, Paris, France. The goal of this symposium was to offer insights about the interaction between reading and writing in higher education, focusing on the development of expertise from professional, interactional, pedagogical, modality-based, and peer-to-peer perspectives.

    • Taking Risks in the Contact Zone: Personal, Political, and Professional Narratives in Surgery Education, Academic Medical Journals, and War Trauma

      2015. Panel presentation (with Susan Sample and Jessie Richards, University of Utah) for the 66th Annual Conference on College Composition and Communication. Proposal shows discussion items for panel presenters regarding personal, political, and professional narratives that have been (re)adapted by rhetoric and composition across educational, professional, and war institutions. I present on a 6-year study of medical students' reflective writing about surgical rotation experiences education, which reveals that students' chosen genres and narratives characterize significant aspects of personal epistemology in medical training and emphasize their need for relational and empathetic surgical educators in medical education.

    • Writing Assignments and Dominant Genres

      Presentation at the 63rd Annual CCCC on March 26, 2012, St. Louis, Missouri. Preliminary findings from pilot study in nursing education. Highlights kinds of writing assignment prompts and discloses differences between instructor and student definition: "what is a primary nursing research article?"

    • Writing Peripheral Genres Across the Nursing Curriculum

      Presentation at Genre 2012: Rethinking Genre 20 Years Later, on June 29, 2012, Ottawa, Ontario. Findings from a case study of writing assignments in nursing education at one Canadian research university. Includes an example of teaching/learning one first-year assignment and emergent patterns of teaching and learning from participating nursing instructors and students.

  • Invited Presentations to Classes

  • Postsecondary education

  • Publications

    • Ask the Surgeon: What do Pre-Clinical Students Want to Know about Surgeons?

      Medical Education, 47(Suppl. 1), 61. Many authors have considered the question ‘what are the factors that attract students into surgery?’ with the intent of increasing recruitment into surgical careers. This study set out instead to determine what students actually want to know about surgeons and the practice of surgery, independent of eventual career choice.

  • Quick Reference Resource

    • Documentation Style Exercises

      2012. Created for the Centre for Writers at the University of Alberta. Intended for audiences who want to test their skills of APA, CMS, CSE, IEEE, and MLA documentation styles.

    • Self-editing Guide

      This guide suggests self-editing strategies that can help improve your academic writing assignment before you turn it in for a grade. Strategies are adopted from writing center research at Washington State University and City University of New York.

  • Summary - PhD Thesis Project

    • 2-page summary of PhD case study

      2014. This is a 2-page overview of my doctoral research. Includes at-a-glance overview, preliminary findings, intended items for discussion in the final thesis document, and key literature.

    • 4-page overview of PhD case study

      2011-2014. A detailed overview of my PhD case study of teaching and learning to write in undergraduate nursing. Includes purpose of study, research design, methodology, methods, case study design, and complete reference list.

    • Learning Writing Assignments Across the Undergraduate Nursing Curriculum

      2014. Slides for the April 16th oral presentation of PhD case study findings to the Faculty of Nursing Caucus. Overview included student & instructor responses to learning to write from Years 1 to 4 and implications for undergraduate nursing education. Discussion included issues of feedback, student reading challenges, and academic politics.

  • Syllabus - Teaching Writing in Nursing

    • Short course for nursing instructors

      2012. This non-credit course surveyed best pedagogical practices from writing studies research to engage nursing instructors and graduate teaching assistants in discussions about how to teach writing in their courses.

  • Syllabus - Teaching Writing in Secondary Education

    • EDSE 430: Teaching Writing and Composition to Adolescents

      2012. This fourth-year elective course for student teachers applied current writing and genre studies research specific to the students' major area of study. Students developed a rationale for writing instruction, created writing assignments, identified criteria or scoring guides, and considered how rhetorical features of disciplinary discourse shape (and are shaped by) patterns of writing tasks and performances.

  • Teaching Philosophy

    • Teaching Philosophy Statement 2014

      My teaching philosophy is influenced heavily by my own research. Building relationships, using rapport, and emphasizing effective communication skills all foster strong, cooperative learning communities with collaboration, connection, competence, and confidence. Beyond my teaching philosophy, I am a teacher who loves to teach and wholeheartedly believes that my teaching is not measured by what I do, but what others do because of what I do.

  • Thesis

  • Thesis Abstract

    • Learning Writing Assignments Across the Undergraduate Nursing Curriculum

      Many studies in the fields of postsecondary education and WAC/WID writing research have documented respectively the kinds of genres undergraduates write in college but few develop an in-depth and contextualized understanding of how students learn their major area of study through writing discipline-specific genres. This doctoral research specifically reports findings from an interdisciplinary case study that explored learning to write in one baccalaureate nursing degree program at one Canadian university. A combination of rhetorical genre and situated learning theories and institutional ethnography methods were used to help document student and instructor perspectives of learning to write two recurring writing assignments called the scholarly paper and journal of reflective practice, which students composed in each semester of their program. There were 32 classroom observations, 22 assignment documents, and 39 voluntary, semi-structured interviews with 34 students and 5 instructors from 4 courses. As a way to capture participants’ respective teaching, learning, and writing perspectives, interviews focused primarily on interactional patterns that enabled or constrained undergraduates’ writing development and professional enculturation across all four years. The study found that scholarly and reflective writing assignments were complex sites of interaction and dynamically entangled with changing personal, political, relational, emotional, and philosophical perspectives that differed from year to year as students advanced through their major field of study. From year to year, perspectives fluctuated with student/teacher assumptions, competitive/cooperative emotions, and values/attitudes towards writing assignment design, assignment supports, and classroom teaching and learning philosophies. Key factors that enabled students’ writing development were situated in the relational and affective domains of learning to write assignments, such as peer mentoring programs, where lower-year students learn to write from upper-year students, and rapport with nurse educators and professional nurses, where students learn to write content from a nurse with experience in the content area. Challenges to students’ writing development were situated in the personal, political, and philosophical domains of learning to write assignments such as having reading deficiencies, a myriad of expectations, inaccurate articulation of writing needs, assumptions about writing in professional nursing, developmentally inappropriate assignment design and assignment supports, and unpredictable competition between peers in classroom discussion. The significance of the study was to supplement existing knowledge of postsecondary WAC/WID pedagogies and to advance disciplinary strategies for faculty development and writing assignment design. Key Words: Postsecondary education, WAC/WID, writing assignments, student writing development, nursing education, interdisciplinary, rhetorical genre, ethnography, case study, interactional patterns, undergraduate teaching and learning