Pandemic Pedagogies: Using Writing as a Tool to Develop the Citizen Scholar [Funder: Carleton University COVID-19 Rapid Research Response Grants]

COVID-19 has forced universities around the world to move their learning online to ensure teaching and learning continue. This shift provides an opportune time to rethink pedagogical practices in the academy. Thus, as we shift to online learning at universities in three different socio-economic contexts (Durban, Johannesburg, and Ottawa), this study investigates how faculty members are enabled and constrained to implement evidence-informed pedagogy that effectively introduces their students to the tacit knowledge and communication practices in their disciplines. Students' continuing struggles to employ these tacit practices, which will only be exacerbated in these new online learning contexts, will prevent them from gaining membership to their disciplinary communities and will also result in low rates of graduation. Guided by these findings, we will determine if and how faculty development practices, particularly in online teaching, can be implemented to ensure faculty are explicitly teaching their students how knowledge is constructed and communicated in their disciplines of study.