Faculty Profile
Noreen Lape
(she/her/hers)Professor of Educational Studies (2009)
Contact Information
57 S. College St
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.
Education
- B.A., The College of St. Elizabeth, 1988
- M.A., Temple University, 1991
- Ph.D., 1996
2024-2025 Academic Year
Fall 2024
INTD 250 Spkng & Wrtg Across Difference
Permission of Instructor Required. In this course, we engage with the theoretical frameworks and practical applications of civil dialogue necessary to bring about culture change in our communities. First, we will discuss the concept of civil (and uncivil) dialogue. What is civil dialogue, and why do we engage in it? How can the concept of "civility" be used against people? What happens when civil dialogue fails? What tools do we have left? If the goal of civil dialogue is mutual understanding, how do we know if we have achieved mutual understanding? We also delve into issues that affect civil dialogue: the costs of polarization and cancel culture; the notion of free speech; the implications of safe versus brave spaces; misinformation and disinformation; the role of ethical reasoning; civil dialogue in global contexts; and the critiques of civility in regard to minoritized people. Second, students will explore various public conversation models, evaluate them in light of our campus culture, and make recommendations about their transformative potential. Third, the class will choose two models and facilitate a dialogue using their methods.
Spring 2025
FYSM 100 First-Year Seminar
The First-Year Seminar (FYS) introduces students to Dickinson as a "community of inquiry" by developing habits of mind essential to liberal learning. Through the study of a compelling issue or broad topic chosen by their faculty member, students will:
- Critically analyze information and ideas
- Examine issues from multiple perspectives
- Discuss, debate and defend ideas, including one's own views, with clarity and reason
- Develop discernment, facility and ethical responsibility in using information, and
- Create clear academic writing
The small group seminar format of this course promotes discussion and interaction among students and their professor. In addition, the professor serves as students' initial academic advisor. This course does not duplicate in content any other course in the curriculum and may not be used to fulfill any other graduation requirement.
EDST 391 Pedadgogical 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.