Rationale for OWI Principle 8
OWI Principle 8: Online writing teachers should receive fair and equitable compensation for their work.
The work involved with OWI is new to some institutions and, as such, requires additional effort on the part of WPAs and faculty. At a minimum, the efforts involved in developing and teaching new OWCs should be presumed to represent intellectual and pedagogical labor equivalent to (and no less than) developing a new onsite writing course. Thus, also at a minimum, the compensation currently in place for teachers concerning the development of a new onsite course also should apply when asking teachers to develop an online course.
Other issues arise in terms of how much time and effort go into OWI-based teaching. For example, new research indicates that there is a quantifiably heavier reading load for teachers particularly in asynchronous settings, as well as a heavier reading and writing load for both teachers and students (Griffin & Minter, 2012). In the online writing setting, teachers need to build informational redundancy into a Web-based, LMS format. In other words, they often need to provide a syllabus in more than one form or in more than one online space. Assignments need to be written and distributed in more than one module or more than one format for ease of finding and retrieval. Furthermore, teachers need to provide content and instructional accessibility through redundant voice, visual, and text-based materials, in keeping with OWI Principle 1.
Altering course materials in these ways requires time and energy as well as thoughtful literacy approaches and knowledgeable language choices. Although some effective practice strategies can help to mitigate time load issues, they may add up for teachers. Therefore, the Committee recommends additional compensation for first-time OWI teachers who are learning how to accommodate such necessary organizational and pedagogical strategies. Compensation in various forms (e.g., pay adjustments, course load modifications, and technology purchases) should be provided.
The work involved with OWI is new to some institutions and, as such, requires additional effort on the part of WPAs and faculty. At a minimum, the efforts involved in developing and teaching new OWCs should be presumed to represent intellectual and pedagogical labor equivalent to (and no less than) developing a new onsite writing course. Thus, also at a minimum, the compensation currently in place for teachers concerning the development of a new onsite course also should apply when asking teachers to develop an online course.
Other issues arise in terms of how much time and effort go into OWI-based teaching. For example, new research indicates that there is a quantifiably heavier reading load for teachers particularly in asynchronous settings, as well as a heavier reading and writing load for both teachers and students (Griffin & Minter, 2012). In the online writing setting, teachers need to build informational redundancy into a Web-based, LMS format. In other words, they often need to provide a syllabus in more than one form or in more than one online space. Assignments need to be written and distributed in more than one module or more than one format for ease of finding and retrieval. Furthermore, teachers need to provide content and instructional accessibility through redundant voice, visual, and text-based materials, in keeping with OWI Principle 1.
Altering course materials in these ways requires time and energy as well as thoughtful literacy approaches and knowledgeable language choices. Although some effective practice strategies can help to mitigate time load issues, they may add up for teachers. Therefore, the Committee recommends additional compensation for first-time OWI teachers who are learning how to accommodate such necessary organizational and pedagogical strategies. Compensation in various forms (e.g., pay adjustments, course load modifications, and technology purchases) should be provided.
Example Effective Practices for OWI Principle 8
Effective Practice 8.1: To the extent that developing an online writing program, new OWC, or online writing workshop often requires additional preparatory, individual learning, and instructional time, such developers should receive appropriate compensation.
Effective Practice 8.2: First-time OWI teachers should receive appropriate compensation to accommodate learning and putting into practice the exigencies of OWCs.
Effective Practice 8.3: Given the principled requirement for training in OWI (see OWI Principle 7), new OWI teachers in training and their trainers should receive appropriate compensation commensurate with their time and effort.
Effective Practice 8.4: Given the principled requirement for training in OWL tutoring (see OWI Principle 14), new OWL tutors in training and their trainers should receive appropriate compensation commensurate with their time and effort.
Effective Practice 8.5: At various times in the institutional or unit teaching cycle, when new OWI courses, revised OWI courses, or new technologies are developed and/or provided, OWI teachers and trainers should receive compensation commensurate with their time and effort.
Effective Practice 8.2: First-time OWI teachers should receive appropriate compensation to accommodate learning and putting into practice the exigencies of OWCs.
Effective Practice 8.3: Given the principled requirement for training in OWI (see OWI Principle 7), new OWI teachers in training and their trainers should receive appropriate compensation commensurate with their time and effort.
Effective Practice 8.4: Given the principled requirement for training in OWL tutoring (see OWI Principle 14), new OWL tutors in training and their trainers should receive appropriate compensation commensurate with their time and effort.
Effective Practice 8.5: At various times in the institutional or unit teaching cycle, when new OWI courses, revised OWI courses, or new technologies are developed and/or provided, OWI teachers and trainers should receive compensation commensurate with their time and effort.
