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Articles 1 - 3 of 3
Full-Text Articles in Higher Education
Challenging Dominant Ideologies In Order To Center Marginalized Voices And Enrich Learning: Theorizing Social Justice In English Studies Teaching, Heather Holliger
Challenging Dominant Ideologies In Order To Center Marginalized Voices And Enrich Learning: Theorizing Social Justice In English Studies Teaching, Heather Holliger
Master of Arts in English Plan II Graduate Projects
This portfolio explores the reproduction of and challenges to dominant ideologies in popular culture and scholarly contexts and examines pedagogies for advancing social justice in the field of English studies through three distinct but interconnected projects. The first project considers pedagogy in the public sphere, examining the power of the meme genre to serve as “critical public pedagogy” within movements for social change. The second project focuses on the role of dominant norms in reproducing social injustices through classroom writing assessment, offering insights from antiracist, queer, feminist, decolonial, translingual, and disability justice scholars. The paper also reviews composition scholars’ strategies …
Ungrading: Why Rating Students Undermines Learning (And What To Do Instead), Lori M. Costello
Ungrading: Why Rating Students Undermines Learning (And What To Do Instead), Lori M. Costello
Journal of Applied Communications
Book review of Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum with a foreword by Alfie Kohn
Focused On Pedagogy: Qr Grading Rubrics For Written Arguments, Ruby Daniels, Kathryn Appenzeller Knowles, Emily Naasz, Amanda Lindner
Focused On Pedagogy: Qr Grading Rubrics For Written Arguments, Ruby Daniels, Kathryn Appenzeller Knowles, Emily Naasz, Amanda Lindner
Numeracy
Institutional assessments of quantitative literacy/reasoning (QL/QR) have been extensively tested and reported in the literature. While appropriate for measuring student learning at the programmatic or institutional level, such instruments were not designed for classroom grading. After modifying a widely accepted institutional rubric designed to assess QR in written arguments, the current mixed method study tested the reliability of two QR analytic grading rubrics for written arguments and explored students’ reactions to the grading tools. Undergraduate students enrolled in a business course (N = 59) participated. A total of 415 QR artifacts from 40 students were assessed; an additional 19 …