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Faculty Profile

Noreen Lape

(she/her/hers)Associate Provost of Academic Affairs; Director of the Writing Program; Professor of Educational Studies (2009)

Contact Information

lapen@dickinson.edu

Waidner-Boyd Lee Spahr Library
717.245.1904
https://www.dickinson.edu/homepage/120/writing_program

Bio

Since 2009, I have served as Director of the Writing Program/Norman M. Eberly Multilingual Writing Center, which offers writing tutoring in eleven languages. As Director, I have developed a Writing Associates (Fellows) Program, transformed a well-established English writing center into a Multilingual Writing Center, administered a three-tiered writing requirement, coordinated a writing-focused faculty development program, and organized the Writing Assessment Project. In 2014, and in collaboration with faculty from across the disciplines, I developed a Quantitative Reasoning Center. My teaching experience includes first-year writing, research writing, writing & wellness, and American literature courses as well as tutor training and composition theory at both the undergraduate and graduate levels. My most recent publications have focused on training tutors in emotional intelligence, developing a Multilingual Writing Center, and adapting writing pedagogy to mathematics courses. In spring 2020, I published as part of Parlor Press's Second Language Writing Series a book entitled Internationalizing the Writing Center: Developing a Multilingual Writing Center that offers a rationale, administrative plan, and tutor training strategy for a Multilingual Writing Center.

Curriculum Vitae

Education

  • B.A., The College of St. Elizabeth, 1988
  • M.A., Temple University, 1991
  • Ph.D., 1996

2022-2023 Academic Year

Fall 2022

EDST 391 Pedagogical Partnerships
Pedagogical partners are undergraduate students who are paired with professors to serve as pedagogical consultants. Students visit a professor’s course weekly to observe their teaching and then engage in a semester long conversation on teaching and learning. The professor benefits from the student’s perspective on their teaching, and the student benefits from developing more awareness about their learning. While students serve as pedagogical partners, the course will deepen their awareness of both the science of learning and a variety of pedagogies in higher education. Students will discuss how prior knowledge, curiosity, motivation, sociality, emotion, knowledge organization, mastery, course climate, and self-direction, among others, factor into learning. They will also survey several pedagogies such as writing-in-the-discipline, trauma-informed, inclusive, universal design, problem-based, and collaborative. This course is a WiD course, and so students will learn to keep observation notes, write observational reports to share with their pedagogical partner, compose self-reflections on their own learning, and research a pedagogical question for the professor with whom they’re paired.