Curriculum and Instruction Commons^™

Healthy V Unhealthy Relationships Program, Alyssa Gehrke

Goal 3: Interpersonal Intelligence Narrative

Adolescents and young adults are going through their years of experiencing some of the most formative relationships and relationship experiences they will have in their life. It is important, therefore, that they be taught about healthy and unhealthy behaviors that can occur in relationships, that they gain knowledge in how to help someone in an unhealthy relationship, and that students understand the nuances of relationships—no relationship is perfect. We will also look at how, due to the rise of media and social media, our views of healthy and unhealthy relationships become influenced by the media. Therefore, the purpose of this …

Active Listening: Are You Hearing Me Or Listening?, Taylor Jones

Goal 3: Interpersonal Intelligence Narrative

Be able to determine the difference between hearing someone when being spoken to and actively listening to them

Do you ever talk with someone and realize they aren’t listening? Sure, they hear the words that leave your mouth but are not genuinely listening: they may not be present, texting, staring off into space, etc. If you’ve ever found yourself in a situation like this, on either side, you run the risk of making someone feel neglected and undervalued, and you could miss out on important information. Active listening requires attentiveness to the speaker so you, as the listener, can understand …

Antiracist School Counseling Pedagogy: A Quasi-Experimental Multiple Regression Analysis, Star L. Zetocha

Dissertations

America’s K-12 schools, which were initially created exclusively for White children, are racialized institutions (Spring, 2019). School counseling ethics now obligate school counselors to engage in antiracist praxis in schools, yet school counselors-in-training (SCITs) are not typically provided with explicit training in antiracism, which allows them to enter the field with colorblind racial attitudes that inhibit them from recognizing and confronting racism in schools (Gibson & Fripp, 2022). The purpose of this research was to examine the relationship between colorblind racial attitudes and antiracist behaviors of school counselors in-training who had and had not taken an antiracist school counseling course. …

Implementing Minnesota American Indian Tribe State Standard In Suburban Minnesota Ecology Curriculum, Sadie R. Spaeth

Leadership Education Capstones

The purpose of the study was to create curriculum supporting the new Minnesota Native American State Standard 4.2.2.

Development Of S.T.E.A.M. Daises In Formal And Informal Environments For Educating Primary I Learners, Frances Neville

Masters Theses

The federal government has made education a competition among ourselves. Learning is not a rivalry to be imposed on our physical and cognitive development as humans. Escalating beliefs recognize education is more encompassing than CCSS, assessments and the grade level time frames in which standards are to be taught. On the precipice of anti-intellect, low expectations, and what has been termed “The Dumbing of America” an investigation into what it would take to close the achievement gap and increase student learning is overdue.

The goal for my Michigan based project, S.T.E.A.M. Daises, was to develop a program focusing on the …

How To Create A Powerful Creative Brief, Taylor Jones

Goal 2: Life Skills Narrative

This guide provides students a glimpse of what to expect in a professional setting when working on major projects, allowing them to utilize this in their academic careers and to prepare them for the workplace.

Creating A Vision Board While Partnering The Actions Necessary For Success!, Taylor Jones

Goal 2: Life Skills Narrative

This program will help students understand they can change their lives anytime. Having a vision partnered with an action plan is a recipe for greatness

Boundary Setting Program, Alyssa Gehrke

Goal 2: Life Skills Narrative

It is difficult for anybody, but especially teens and young adults, to understand what their boundaries are and to know how to communicate them with others. This impacts this age group (teens and young adults) most specifically because when we are young, we are both implicitly and explicitly told to mold and change our wants and needs to make others feel more comfortable. So, when living away from home for the first time and living with and being surrounded by new people who they are just getting to know it can be natural for them to want to continue molding …

Table Of Contents - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Table of Contents

Rethinking Science Communication: The Need For Dialogic, Transdisciplinary Collaboration, Julia Kiernan

The Journal of the Assembly for Expanded Perspectives on Learning

Rethinking Science Communication: The Need for Dialogic, Transdisciplinary Collaboration

Front Matter - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Science Storytelling Beyond The Dramatic Arc: Narrativity And Little Red Schoolhouse Principles In Science Communication, Daniel A. Newman

The Journal of the Assembly for Expanded Perspectives on Learning

Narrative is widely recommended for improving science communication, yet the main approach to science storytelling is limited and limiting, advocating fixed dramatic arcs and the ideal of narrativehood, the absolute quality of being a coherent narrative. Neglected by this approach, I argue, are the finer grained linguistic patterns that give texts local narrativity, the quality of being narrative in a scalar, adjectival sense. I harmonize narrativity with the well-established principles of clear technical writing developed by Joseph Williams, then demonstrate how these principles might be used and taught through a comparative reading of several texts discussing a single topic in …

Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin

The Journal of the Assembly for Expanded Perspectives on Learning

Communicating about science with public audiences is becoming increasingly important for STEM students, both during their studies and once they enter a specific scientific workplace. Using two different general education writing courses as case examples, one at Middle Tennessee State University and one at the United States Air Force Academy Preparatory School, this article offers a model for how the rhetorical structure of the TED(x) presentation genre can be used to prepare STEM-focused students to better engage with non-expert audiences. Through narrative reflection and assignment examples, we build on Joshua Schimel’s framework for communicating science and provide a replicable model …

Embedding The Scientists: Civic Issues As Context For Teaching And Learning, Heather Lettner-Rust, Alix Dowling Kink, Edward Kinman, Joellen Pederson, Phillip Poplin

The Journal of the Assembly for Expanded Perspectives on Learning

We teach science as a path to meaningful civic engagement in a participatory democracy and as a path that should be open to all; our concern lies in how the next generation of young citizens1 address challenging civic issues both by applying science to other contexts—public and civic—as well as communicating science to others—peers and the public. To that end, our article seeks to explain an interdisciplinary capstone course for our general education program that we developed to promote and support science learning and science communication by teaching in the context of important civic issues.

Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

James Porter Moffett (1929–1996) was a ground-breaking teacher, author, and theorist of language learning who had a profound impact on the fields of English Education, Language Arts, Composition, and Educational Psychology in the mid to late 20th century and was the first member of the Assembly for Expanded Perspectives on Learning (AEPL). In the inaugural Moffett’s Corner, Steve Lafer and Jonathan Marine discuss how they came together, why they wanted to start this column, and what they hope to accomplish.

Public Narratives, Storytelling, And Trust: A Case Study In A Stem-Based Writing Program, Jeff Gagnon

The Journal of the Assembly for Expanded Perspectives on Learning

In recent years, a growing body of scholars have argued that narrative storytelling is an effective and necessary science communication tool for the education of undergraduate STEM students. This research comes at a time when many in the public are becoming distrustful about science, scientists, and scientific communication. However, questions remain about which genre and style of narratives are most effective at building trust among STEM communicators and public audiences? My essay answers this question through a case study of narrative communication in my first-year writing classes. I analyze my attempts to teach STEM students that “public narratives,” a genre …

Addressing Gaps In Science Competencies: Incorporating Science Communication Into Existing Classes, Amy J. Hawkins, Melissa Rowland-Goldsmith, Nicole C. Woitowich

The Journal of the Assembly for Expanded Perspectives on Learning

Regardless of which career path a scientist decides to take, they must be able to communicate effectively with broad audiences. As such, science communication training has become an essential component of STEM professional development. While multiple national scientific societies have articulated the need to address these skills as in fundamental training, few undergraduate scientific training programs have formally addressed this in their degree programs. Here we present an innovative approach to teach this skill set by blending an online science communication course with existing curricula in the biomedical sciences. Online content from the American Society for Biochemistry and Molecular Biology …

Part 1: Creating Scientist-Citizens Through A Writing Minor, Melissa Carrion, Ed Nagelhout

The Journal of the Assembly for Expanded Perspectives on Learning

Part 1: Creating Scientist-Citizens through a Writing Minor

Weaving Science Communication Training Through An Undergraduate Science Program With A Focus On Accessibility And Inclusion, Adina Silver, Zoya Adeel, Tim Li, Abeer Siddiqui, Alexander Hall, Sarah L. Symons, Katie Moisse

The Journal of the Assembly for Expanded Perspectives on Learning

Science communication training can help scientists engage diverse audiences with the promise and process of science, helping to strengthen science literacy and preserve public trust in science. But not all scientists have access to such training. To address this shortfall, we have embedded a suite of science communication courses in the Life Sciences Program, the largest undergraduate science program at McMaster University in Hamilton, Ontario. A foundational course focuses on making science accessible through inclusive language and media, while more advanced courses emphasize the importance of understanding and centering the values, beliefs, questions, and critiques of audiences, and using narratives …

Coastal Communications: Teaching Civic Scientific Literacy In English And Environmental Science And Resource Management Classes, Stacey Anderson, Kiki Patsch

The Journal of the Assembly for Expanded Perspectives on Learning

Named after the national park that lies just off of our Ventura County shores, California State University Channel Islands draws faculty who are committed to integrating the coast into their teaching and research. This context has inspired our interdisciplinary collaboration as teacher-scholars who hail from separate departments (English and Environmental Science and Resource Management). Our work together is designed to amplify civic scientific literacy in our classrooms as a means of elevating discourse on the growing challenges that threaten our coastal communities.