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- Department of English: Dissertations, Theses, and Student Research (7)
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Articles 1 - 17 of 17
Full-Text Articles in Arts and Humanities
Creative Writing Pedagogy: Building Curriculum For High School Students, Elizabeth Lengel
Creative Writing Pedagogy: Building Curriculum For High School Students, Elizabeth Lengel
Department of English: Dissertations, Theses, and Student Research
This thesis serves as a rationale for the creative writing pedagogy I use and how it serves my high school creative writing class. As my school district made the decision to overhaul our English curriculum, the English department decided to add Creative Writing as an English class elective.
The work for planning these new classes was spread around the English Department, and I was assigned to design the curriculum for the new Creative Writing class. Designing an entire class from scratch leaves a lot of room for creativity and innovation. However, as excited for this new course as I was, …
Make War To Make Peace: Themes Of War In Trombone Solo Literature, Ian Rutherford
Make War To Make Peace: Themes Of War In Trombone Solo Literature, Ian Rutherford
Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance
The trombone has a relatively small amount of solo literature, especially for how long it has existed. Many professors only teach and perform an even smaller number of those pieces. Some works are compelling and captivating but rarely performed. The purpose of this document is to explore two lesser-known works that have an exciting connection; they are both works about war. I Was Like Wow for Tenor Trombone and Boombox by Jacob Ter Veldhuis (JacobTV) and Encounters IV for Tenor Trombone and Multi-Percussion by William Kraft are two original works for trombone that explore themes of war.
The pieces were …
Pedagogical Alliances Among Writing Instructors And Teaching Librarians Through A Writing Information Literacy Community Of Practice, Zoe Mcdonald, Deborah Minter
Pedagogical Alliances Among Writing Instructors And Teaching Librarians Through A Writing Information Literacy Community Of Practice, Zoe Mcdonald, Deborah Minter
Department of English: Faculty Publications
In this praxis piece, a WPA and a writing instructor describe a writing information literacy community of practice among writing instructors and teaching librarians. Through paying attention to one resulting assignment, a full class annotated bibliography, the co-authors argue this professional development program extended collaborations among the writing program and the library to center contextual notions of authority and metacognition that connect to composition’s democratic political commitments.
Teaching Music Theory Through Covid-19, Donna Deloy
Teaching Music Theory Through Covid-19, Donna Deloy
Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance
This thesis surveyed music theory instructors throughout the United States. Throughout the interviews, instructors shared their insights during COVID-19 as a college instructor. This thesis seeks to describe and inform college instructors of the changes made to the undergraduate curriculum and classroom during the COVID-19 pandemic; as a result, instructors found and created new ways to engage students in a classroom through an online format. While creating an online music theory course is challenging, instructors share their experiences navigating this temporary shift beginning in March 2020. A suggestion of implementing more technology into the music theory core could create a …
Dewey In The Digital Age: Experiential Composition And Reflection As Transformation, Danielle Page
Dewey In The Digital Age: Experiential Composition And Reflection As Transformation, Danielle Page
Department of English: Dissertations, Theses, and Student Research
This thesis explores the act of composing as a transformational, ongoing event and offers digital reflection as a tool for first-year writing students to evaluate their own writing practices. I analyze student vlogs produced in response to an assignment that asked students to produce digital reflections on their work as writers across the process of completing a final course project. My findings suggest that adapting experiential learning principles, digital and non-digital, into composition classroom design creates and facilitates writing experiences that are immersive and transformational. Crucial to designing learning occasions is the process of active reflection upon what the writer …
Is This What You Wanted?: Expectations, Choice, And Rhetorical Agency In Composition, Caitlin Leibman
Is This What You Wanted?: Expectations, Choice, And Rhetorical Agency In Composition, Caitlin Leibman
Department of English: Dissertations, Theses, and Student Research
Choices are a given in rhetorical education, but composition has not given enough attention to the relationship between choices and students’ experiences of rhetorical agency. This dissertation uses expectations as an entry point and choices as a unit of analysis to explore how students navigate and understand their decision-making processes during a single composition project. Drawing from activity theory, this study analyzes classroom data including drafts, author’s notes, and peer response materials as well as student interview data and writing center consultation transcripts. This dynamic approach allows for an exploration of the messiness of the process, creating a portrait of …
Becoming A Fan: Reinventing, Repurposing, And Resisting In First-Year Composition, Keshia Mcclantoc
Becoming A Fan: Reinventing, Repurposing, And Resisting In First-Year Composition, Keshia Mcclantoc
Department of English: Dissertations, Theses, and Student Research
This thesis explores the cultural and pedagogical potential of the fanfiction community. The practices of recursive peer feedback, reinvention as invention, and production of subversive narratives via repurposing posits the fanfiction community a democratic space where a myriad of identities can react to, interact with, and disseminate information in a productive learning community. During a time when socio-political interactions are so intense, it is necessary that teachers of composition and rhetoric pay attention to learning communities where democratic deliberation is promoted through the production and sharing of writing. Ultimately, this thesis argues that reinvention and repurposing within the fanfiction community …
Drawing Them In: Phlebotomic Pedagogy, Anne K. Johnson
Drawing Them In: Phlebotomic Pedagogy, Anne K. Johnson
Department of English: Dissertations, Theses, and Student Research
This thesis employs a critical analysis of phlebotomy, or drawing blood, to serve as a lens through which to examine pedagogy, power, and student vulnerability in first-year composition courses. Palpable similarities exist between the teacher of composition and the drawer of blood, and this comparison reveals the normalized but troubling power dynamics housed in medical and educational institutions. Furthermore, this thesis examines the resulting dynamics produced by the institutional power imbalance in both the first-year writing classroom and the blood draw. These dynamics primarily include, but are not limited to intimacy, terror, and aggression. Through an analysis of the first-year …
State Of The Art: A Sampling Of Twenty-First-Century American Baroque Flute Pedagogy, Tamara Tanner
State Of The Art: A Sampling Of Twenty-First-Century American Baroque Flute Pedagogy, Tamara Tanner
Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance
During the Baroque flute revival in 1970s Europe, American modern flute instructors who were interested in studying Baroque flute traveled to Europe to work with professional instructors. They then transmitted that knowledge to their students upon returning to America, furthering the modern study of Baroque flute in America. Now, thanks to their efforts and those of academic institutions and professional organizations such as the National Flute Association, there are many opportunities in America to hear performances by dynamic Baroque flutists, to perform and compete on Baroque flute, and to learn from respected Baroque flute instructors. There are also numerous texts …
Practical And Philosophical Reflections Regarding Aural Skills Assessment, Stanley V. Kleppinger
Practical And Philosophical Reflections Regarding Aural Skills Assessment, Stanley V. Kleppinger
Glenn Korff School of Music: Faculty Publications
Assessment in aural skills courses is a tricky intersection of instructors’ expectations, students’ skills in audiation, students’ perceptions and anxieties regarding assessment and performance, and the peculiarities of evaluative instruments. After several years in my teaching position at a large university, I became increasingly dissatisfied with assessment in the second-year aural skills program I coordinate. In short, I was displeased both with the nature of the student activities we evaluated and with the ways in which success on those activities was measured. Students’ and instructors’ frustrations convinced me of the need to make assessment more obviously relevant, less intimidating to …
Engl 487: English Capstone Experience—A Peer Review Of Teaching Benchmark Portfolio, Kelly Stage
Engl 487: English Capstone Experience—A Peer Review Of Teaching Benchmark Portfolio, Kelly Stage
UNL Faculty Course Portfolios
This portfolio documents the teaching objectives, strategies, and assessments for a capstone course in the English major at UNL. As the English Studies Capstone and as an ACE (Achievement-Centered Education) 10 course at the University of Nebraska-Lincoln, English 487 must help students meet key outcomes for the department and the University, but it also allows flexibility and creativity in the methods chosen to meet these requirements and structure the course. This portfolio thereby reflects on the intellectual labor of designing a particular version of these requirements and on guiding students through the design. The assessments included here are measuring traditional …
Rhetoric As Inquiry: Personal Writing And Academic Success In The English Classroom, Erica E. Rogers
Rhetoric As Inquiry: Personal Writing And Academic Success In The English Classroom, Erica E. Rogers
Department of English: Dissertations, Theses, and Student Research
Holistic and critical pedagogy, an approach to learning and teaching, integrates the everyday realities students live, with the systemic and institutional objectives of education itself. Working with theories from composition, rhetoric, feminist studies, and cognitive psychology from a teacher-researcher perspective, this dissertation explores and theorizes holistic, critical pedagogy within the composition classroom while outlining the use of personal writing as a means to develop critical consciousness. Student study participants kept “Inquiry Notebooks,” semester-long personal writing projects that served as receptacles for practical and theoretical engagement with a variety of texts and ideas, then interviewed after the course to discuss their …
Teaching Digital Humanities Through A Community-Centered, Team-Based Pedagogy, Elizabeth M. Lorang, Andrew Jewell
Teaching Digital Humanities Through A Community-Centered, Team-Based Pedagogy, Elizabeth M. Lorang, Andrew Jewell
University of Nebraska-Lincoln Libraries: Conference Presentations and Speeches
Through a focus on the Digital Humanities Practicum course at the University of Nebraska-Lincoln (UNL), this paper explores two areas of current--and recurrent--interest in digital humanities teaching and learning: DH pedagogy in the undergraduate classroom and DH and "skills training." While the presentation emphasizes particulars of the course, including its design, what has worked well, and what we are still learning, we also want to think beyond the single course and prompt further discussion around several themes, including team-based problem-solving and connecting digital humanities with community-engaged learning. Ultimately, we argue that a team-based, community-engaged approach can be an effective strategy …
Caught In The Tractor Beam Of Larger Influences: The Filtration Of Innovation In Education Technology Design, Justin Olmanson, Fitsum Abebe, Valerie Jones, Eric Kyle, Lyrica Lucas, Katie Robbins, Guieswende Rouamba, Xianquan Liu
Caught In The Tractor Beam Of Larger Influences: The Filtration Of Innovation In Education Technology Design, Justin Olmanson, Fitsum Abebe, Valerie Jones, Eric Kyle, Lyrica Lucas, Katie Robbins, Guieswende Rouamba, Xianquan Liu
Department of Teaching, Learning, and Teacher Education: Faculty Publications
While emerging technologies continue to emerge, research into their use in learning contexts often focuses on a subset of educational practices and ways of using technologies. In this study we begin to explore the extent to which educational designs are influenced by larger societal and education-related factors not usually explicitly considered when designing or identifying technology-supported education experiences for research study. We examine patterns within and between factors via a content analysis across ten years and 19 different journals of published peer-reviewed research on technology-supported writing. Our findings have implications for how researchers, designers, and educators approach technology-supported educational design …
Pedagogy In Action: Teaching And Writing As Rhetorical Performance, Lesley E. Bartlett
Pedagogy In Action: Teaching And Writing As Rhetorical Performance, Lesley E. Bartlett
Department of English: Dissertations, Theses, and Student Research
Drawing from work in composition studies, rhetorical theory, and feminist theory, this project builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development in Composition and Rhetoric. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. I engage rhetorical and feminist theories to critically read classroom moments, student writing, and composition scholarship as I urge writing teachers to reflect on the extent to which their embodied pedagogical performances align with their theoretical commitments regarding student learning and teacher development. My …
Sing Solo Pirate: Songs In The Key Of Arrr! A Literature Guide For The Singer And Vocal Pedagogue, Michael S. Tully
Sing Solo Pirate: Songs In The Key Of Arrr! A Literature Guide For The Singer And Vocal Pedagogue, Michael S. Tully
Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance
Pirates have always been mysterious figures. They came out of nowhere, attacked their victims, plundered their goods, and vanished. Reason tells us that pirates were no more than common criminals, but over the centuries, history has come to portray them as romantic and even heroic figures. This stereotype of piracy has long been a fascination of authors, poets, and composers, and it is evident in our cultural landscape.
This document examines an area of pirate literature that has been neglected, if ever discussed: the published pirate song for solo voice and piano accompaniment. Over the past two centuries many such …
The Willa Cather Archive In The Classroom, Andrew Jewell
The Willa Cather Archive In The Classroom, Andrew Jewell
UNL Libraries: Faculty Publications
This essay discusses many of the opportunities for teachers I believe are present in the Willa Cather Archive (http://cather.unl.edu), particularly in the way the Archive makes new materials available or older materials available in a new way. Additionally, this essay suggests some of the implications of the Archive’s digital presentation of resources. However, the place of digital scholarship in academic life is still evolving, and students and teachers are just getting accustomed to using the form. Given this circumstance, many of my thoughts are inconclusive, observations based upon preliminary understandings into how this resource affects our classrooms. I avoid confident …