AbstractThis chapter describes how the Acceso project affords graduate student instructors
(GSIs) unique opportunities for professional and pedagogic development.
Through guided collaboration, the GSIs contribute to curricular development
for the foundational levels of language studies in a way that answers the 2007 MLA Report’s call for curricular reform via integration of content exploration
and form-focused study. To this end, the University of Kansas has created the
open access, Web-based Acceso platform, which structures the content of a critical
cultural inquiry-
based curriculum developed for intermediate-level learners
of Spanish.
Graduate student
perception of their own professional growth as a
result of collaborating in the design and implementation of the initial phase of
the project is explored through the analysis of an anonymous open-ended questionnaire
completed by a subset of the project’s participants (n=17). The participants’
reflections reveal that the Acceso project provided opportunities for
pedagogic and professional development and suggest directions for improvement
in subsequent stages.
Works published here are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.