Dan Melzer – författare

Winner of the 2021 Association for Writing Across the Curriculum/WAC Clearinghouse award for Best WAC Monograph

A 2008 survey of Writing Across the Curriculum (WAC) programs found that nearly half of those identified in a 1987 survey no longer existed twenty years later, pointing to a need for an approach to WAC administration that leads to programs that persist over time. In Sustainable WAC, current or former WAC program directors Michelle Cox, Jeffrey R. Galin, and Dan Melzer introduce a theoretical framework for WAC program development that takes into account the diverse contexts of today''s institutions of higher education, aids WAC program directors in thinking strategically as they develop programs, and integrates a focus on program sustainability. 

Informed by theories that illuminate transformative change within systems—complexity, systems, social network, resilience, and sustainable development theories—and illustrated with vignettes by WAC directors across the country, this book lays out principles, strategies, and tactics to help WAC program directors launch, relaunch, or reinvigorate programs within the complicated systems of today’s colleges and universities. Acknowledging that every WAC program grows out of a specific institutional context and grassroots movement, this book is a must-read for everyone currently involved in a WAC program or interested in exploring the possibility of one at their college or university.

This book examines the impacts of grading in higher education through comparative institutional ethnographies of two universities with radically different approaches to assessment.

The Harms of Grading reports the results of institutional ethnographies at University of the Bay, which has an assessment culture that emphasizes harsh grading and difficult exams, and Forest College, which does not give grades and emphasizes student self-assessment. Through the voices and perspectives of students and faculty, it explores the many harmful impacts of grading, such as the devastating effects grading has on learning and on student–teacher relationships, the culture of competition that grading creates, and the climate of stress created by high-stakes exams and “weeder” courses. The book introduces an innovative theoretical framework termed the “Grade Frame”—a series of misguided but ingrained beliefs about grading that provide the rationale for current assessment practices. Using Forest College''s grade-free model as a compelling case, the book demonstrates that alternative assessment practices beyond the Grade Frame are not only possible but transformative.

Combining rigorous ethnographic research with practical guidance, this volume offers essential insights for higher education faculty, administrators, and researchers interested in assessment reform.

This book examines the impacts of grading in higher education through comparative institutional ethnographies of two universities with radically different approaches to assessment.

The Harms of Grading reports the results of institutional ethnographies at University of the Bay, which has an assessment culture that emphasizes harsh grading and difficult exams, and Forest College, which does not give grades and emphasizes student self-assessment. Through the voices and perspectives of students and faculty, it explores the many harmful impacts of grading, such as the devastating effects grading has on learning and on student–teacher relationships, the culture of competition that grading creates, and the climate of stress created by high-stakes exams and “weeder” courses. The book introduces an innovative theoretical framework termed the “Grade Frame”—a series of misguided but ingrained beliefs about grading that provide the rationale for current assessment practices. Using Forest College''s grade-free model as a compelling case, the book demonstrates that alternative assessment practices beyond the Grade Frame are not only possible but transformative.

Combining rigorous ethnographic research with practical guidance, this volume offers essential insights for higher education faculty, administrators, and researchers interested in assessment reform.

Use your course''s big ideas to accelerate students’ growth as writers and critical thinkers

The newly revised third edition of Engaging Ideas delivers a step-by-step guide for designing writing assignments and critical thinking activities that engage students with important subject-matter questions. This new edition of the celebrated book (now written by the co-author team of Bean and Melzer) uses leading and current research and theory to help you link active learning pedagogy to your courses'' subject matter. You''ll learn how to:

This book demonstrates how writing can easily be integrated with other critical thinking activities such as inquiry discussions, simulation games, classroom debates, and interactive lectures. The reward of this book is watching students come to class better prepared, more vested in the questions your course investigates, more apt to study purposefully, and more likely to submit high-quality work. Perfect for higher education faculty and curriculum designers across all disciplines, Engaging Ideas will also earn a place in the libraries of graduate students in higher education.

Use your course''s big ideas to accelerate students’ growth as writers and critical thinkers

The newly revised third edition of Engaging Ideas delivers a step-by-step guide for designing writing assignments and critical thinking activities that engage students with important subject-matter questions. This new edition of the celebrated book (now written by the co-author team of Bean and Melzer) uses leading and current research and theory to help you link active learning pedagogy to your courses'' subject matter. You''ll learn how to:

This book demonstrates how writing can easily be integrated with other critical thinking activities such as inquiry discussions, simulation games, classroom debates, and interactive lectures. The reward of this book is watching students come to class better prepared, more vested in the questions your course investigates, more apt to study purposefully, and more likely to submit high-quality work. Perfect for higher education faculty and curriculum designers across all disciplines, Engaging Ideas will also earn a place in the libraries of graduate students in higher education.