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Full-Text Articles in Education
Learners’ Perspectives On The Use And Support Of Student Created Video Assignments At James Madison University, Annette Bruff Liskey
Learners’ Perspectives On The Use And Support Of Student Created Video Assignments At James Madison University, Annette Bruff Liskey
Showcase of Graduate Student Scholarship and Creative Activities
This research is an exploratory analysis of the use of student created video assignments at JMU, a pedagogical strategy that is increasingly common but not widely researched. The study collected quantitative data via an online survey of JMU students with the objective of examining the use, design, and outcomes of student created video assignments at James Madison University. Survey topics included the requirements of the assignment, the course that included the assignment, resources available and/or used to complete the assignment, students’ perceptions of the learning outcomes, as well as non-identifying information about each respondent’s demographics and academic experience at JMU. …
If You Hate Group Projects Say, "I", Rebekah Smith
If You Hate Group Projects Say, "I", Rebekah Smith
KUCC -- Kutztown University Composition Conference
This is a blog post that strives to understand the hatred of group assignments in hopes to create a more collaborative classroom.
Using From The Heartland In The First-Year Writing Classroom: Measuring Instructor Reception Of The Customized Textbook, Sarah Cohen
UNO Student Research and Creative Activity Fair
The aim of the first-year writing program at the University of Nebraska at Omaha (UNO) is to equip students with critical reading and writing tools and strategies to advance effective written communication well into their future. This study examines and measures attitudes of UNO composition instructors – who come from a variety of pedagogical and theoretical backgrounds – toward the efficacy of UNO’s self-published Composition I textbook, From the Heartland: Critical Reading and Writing at UNO. In many ways, From the Heartland embraces what Richard Fulkerson refers to as “a critical cultural pedagogy” which encourages students to consider personal …
Rhetoric At The University Of Chicago, James Beasley
Rhetoric At The University Of Chicago, James Beasley
Showcase of Faculty Scholarly & Creative Activity
From the early 1940's through the 1960's, some of the most important articles in rhetoric and composition were written by University of Chicago faculty, and it was these articles that became the touchstones of rhetorical education in the institutional return to rhetoric in the latter half of the twentieth century. By organizing these articles according to their institutional context, my book, Rhetoric at the University of Chicago, sheds new light on the beginnings of rhetoric and composition and demonstrates the significance of historical context in avoiding the misuse of these articles as foundationalist rhetorical theory.