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Focus Daily: Jase Special Issue On Hip-Hop, Disability, And The Continuing Evolution Of Arts-Based Pedagogy In Special Education (Side B), Jonte C. Taylor

Journal of the Arts and Special Education

Hip-hop has long served as an educational tradition, emerging from the Bronx as a cultural response to systemic inequities that fostered identity, critical consciousness, creativity, and community through its core elements of emceeing, DJing, breaking, graffiti, and knowledge of self. In this second special hip-hop issue of the Journal of the Arts in Special Education (JASE) and building on the initial 2025 JASE special issue, this collection advances hip-hop pedagogy beyond an engagement strategy by positioning it as a culturally inclusive framework that supports academic achievement, identity affirmation, and meaningful participation for students with disabilities. The contributing scholars explore how …

We Are All In This Together Now: Exploring Community Based Partnerships Focusing On Hip-Hop Based Education, William C. Hunter, Tarol Page Clements, Gregory Washington

Journal of the Arts and Special Education

This article explores a community-based collaborative partnership between three Hip-Hop educational nonprofits, Upward Light Community Cyphers, Project STAND (Social-Emotional, Transition, Academic and Network Developing), and the Center for the Advancement of Youth Development (CAYD), all focused on mental health support for youth, and a public-school program that has serves students with and without exceptionalities. The goal shared by all organizations involved is enhanced educational access and engagement for students with and without exceptionalities. Rooted in the core elements of Hip-Hop — emceeing, DJing/music production, breakdancing, and graffiti art, the collaborative partnership has offered culturally sustaining, arts-integrated instruction that supports both …

Developing Flow Theory For Black Girl Genius: A Conceptual Framework Grounded In Discrit, Endarkened Feminist Epistemology, And Hip-Hop Pedagogy, Keishana L. Barnes, William C. Hunter

Journal of the Arts and Special Education

Twice exceptional Black girls, those who are both intellectually gifted and identified with a disability, navigate classrooms shaped by racism, ableism, and sexism. These overlapping systems often render their brilliance illegible, leading to misidentification, exclusion, and under-support in both gifted and special education. This conceptual essay introduces Flow Theory for Black Girl Genius, a liberatory framework that considers Disability Critical Race Theory (DisCrit), Endarkened Feminist Epistemology, and Hip-Hop Pedagogy. DisCrit helps uncover the structural barriers that marginalize students at the intersection of race and disability. Endarkened Feminist Epistemology centers ancestral, embodied, and spiritual ways of knowing rooted in Black …

Jase 6.2 Cover

Journal of the Arts and Special Education

Artwork: “Scrapbook" by Elias Farrell

Journal Of The Arts And Special Education: Volume 6, Issue 2

Journal of the Arts and Special Education

No abstract provided.

The Effects Of Using Hip-Hop Song Lyrics During Instruction For Students With Emotional And Behavioral Disorders, Jonte C. Taylor, Millie Rodriguez

Journal of the Arts and Special Education

Hip-hop pedagogy has emerged as a culturally responsive instructional framework designed to increase student engagement, identity affirmation, and academic achievement by incorporating elements of hip-hop culture into classroom instruction. Despite growing interest in hip-hop-based education, limited empirical research has examined its effectiveness for students with disabilities, particularly students identified with emotional and behavioral disorders (EBD). This study investigated the effects of using hip-hop song lyrics during English language arts instruction to teach literary devices to three secondary students with EBD using a single-case multiple-baseline-across-participants probe design. Three comparison students receiving traditional textbook-based instruction were also included. Dependent variables included instructional …

Biodata Analysis Group (Formerly Bioinformatics Core), Bartek Rajwa, Purdue University Office Of Research

University Research Core Facility Boilerplate Descriptions

No abstract provided.

Digital Enterprise Center, Nathan W. Hartman, Purdue University Office Of Research

University Research Core Facility Boilerplate Descriptions

No abstract provided.

Leapp Scope And Sequence, Chenell Loudermill, Tamar Greenwell

Purdue-LEaPP Assessment Toolkit

The LEaPP Scope and Sequence provides a structured guide for explicit and systematic teaching of phonics, morphology, syllabification, and word study to strengthen orthographic mapping skills and support the development of reading and spelling skills. The document is arranged in order of early basic concepts (EBC; 1-31), Late Basic Concepts (LBC; 32-44) Early Advanced Concepts (EAC; 45-66) and Late Advanced concepts (LAC; 67-86). The Scope and Sequence outlines 86 concepts and allows educators to track skills that have been taught and mastered in reading and spelling for each learner. It contains a form for early learners that allows educators to …

Leapp Writing Rubric, Chenell Loudermill, Tamar Greenwell

Purdue-LEaPP Assessment Toolkit

The LEaPP Writing Rubric can be used to assess foundational and compositional writing skills for all learners. Foundational skills that are assessed include capitalization, spacing, punctuation, and spelling. Compositional skills that are assessed include writing purpose, topic maintenance, vocabulary, sentence structure, grammar usage, and organization. This rubric allows an educator to quantify and categorize a learner’s writing skills as poor, emerging, developing or consistent. It can be tailored for use with any writing sample at the sentence, single paragraph, or essay level. This document contains directions for use and a brief scoring guide.

Leapp Decoding Screener, Chenell Loudermill, Tamar Greenwell

Purdue-LEaPP Assessment Toolkit

The LEaPP Decoding Screener is an educational tool to systematically map a learner's phoneme/grapheme knowledge and decoding skills along a progression. The screener starts with establishing phoneme/grapheme knowledge and continues to word level decoding skills from basic to advanced. The screener can be used in part or whole and can be repeated as needed for progress monitoring. Tables for data analysis are provided. Data from the decoding screener can be mapped to the scope and sequence progress monitoring form to help determine point of instruction.

Leapp Basic And Advanced Spelling Inventories, Chenell Loudermill, Tamar Greenwell

Purdue-LEaPP Assessment Toolkit

The LEaPP Basic and Advanced Spelling Inventories are educational tools to systematically map and track a learner’s ability to encode words containing spelling features along a progression. The Basic screener starts with single graphemes and closed syllable words and moves through additional concepts such as digraphs, blends, VCe, vocalic r, basic vowel teams, and basic roots and affixes. The Advanced screener starts with beginning advanced code such as blends and moves through additional advanced concepts such as vocalic r, vowel teams, diphthongs, complex consonants, roots, affixes, and syllable junctures. The screeners can be used in part or whole and can …

Leapp Phoneme-Grapheme Chart, Chenell Loudermill, Tamar Greenwell

Purdue-LEaPP Instructional Toolkit

The LEaPP Phoneme-Grapheme Chart contains sounds in the English language and the corresponding orthographies to spell each sound ranging from single phonemes and complex vowels to blends and clusters. The Phoneme-Grapheme Chart also contains various spellings for vowel sounds and the approximate number of words in which these spellings occur in stressed syllables. Additional vowel spellings that are used less frequently are also included.

Leapp Vowel Spelling Visual Chart, Chenell Loudermill, Tamar Greenwell

Purdue-LEaPP Instructional Toolkit

The LEaPP Vowel Spelling Visual Chart is a spelling aid that can be used to support learners as they acquire knowledge of basic and advanced vowel spellings. This document contains basic and advanced spellings for vowel sounds in the English language. It also contains a key for educators and a template for learners to tailor to their known spelling patterns.

Leapp Sight Word Protocol, Chenell Loudermill, Tamar Greenwell

Purdue-LEaPP Instructional Toolkit

The Sight Word Protocol provides guidance for explicit teaching of a sight word. It includes a script for the educator that provokes multiple modalities supporting errorless learning. The script provides 15+ trials for learners to spell a target word during the learning process and includes a special template to be used with instruction. This document also includes instructions on how to use the special template, helpful instructional hints, list of materials needed, and optional items to support the learner as they work through the sight word protocol. This protocol should be used after the educator has completed the basic or …

Purdue University General Institutional Description, Purdue University Office Of Research

University General Facility Boilerplate Descriptions

Overview of Purdue University mission, statistics, and key cross-campus infrastructure.

Neurodivergent Peer Tutoring And Anti-Ableism: Two High Schoolers’ Lived Experiences While Working In A Neurodiversity-Based Writing Center, Daniel S. Harrison

The Writing Center Journal

Neurodivergence is naturally present in the writing center and most often recognized by labels like ADHD, autism, OCD, dyslexia, and so on. However, neurodivergent voices in writing center scholarship have been few and far between in postsecondary institutions (Babcock, 2017; Batt, 2018; Kleinfeld, 2023), and in the secondary writing center even less so. Therefore, the purpose of this multiple case study was to explore the personal, relational, and formative aspects of the lived experiences of two neurodivergent students through a critical disability theory lens as they provided writing consultations to their neurodivergent peers in a Mid-Atlantic, independent special education school. …

The Self-Identified Strategies Of Asynchronous Writing Tutors, Eric C. Camarillo

The Writing Center Journal

This study explores the self-identified strategies of asynchronous writing tutors, focusing on how they provide feedback in an online environment. The research addresses the underexplored area of asynchronous writing tutoring, which is often marginalized due to its perceived lack of interpersonal interaction. Through semi-structured interviews and screen recordings of seven writing tutors from three different institutions, the study identifies key strategies employed by tutors. These strategies include managing workloads, relying on intuition, building rapport with students, and seeking support from other tutors. The findings highlight the complexity and labor-intensive nature of asynchronous tutoring, emphasizing the need for thoughtful evaluation and …

Benchmarking Success: Insights From A Formal Assessment Of A Writing Fellows Program, Ghada Gherwash, Aaron Mills

The Writing Center Journal

This article reports on the first formal assessment of the Writing Fellows program at Colby College’s Farnham Writers’ Center, established in 2008. Unlike previous assessments at other institutions focused on perception or implementation, our assessment aimed to harness the potential of an already successful program. The creation of the Writing Fellows coordinator role and the implementation of intentional improvements resulted in a 99% increase in utilization rate in the 2022–2023 academic year. Our findings underscore the program’s significant impact of these interventions on student writing, faculty perceptions of academic support, and the writing center’s overall campus outreach efforts.

Editors' Note, Sherry Wynn Perdue, Isaac K. Wang, Georganne Nordstrom

The Writing Center Journal

Editors' note for Writing Center Journal 44.1 (2026).

“We Are Writers At The End Of The Day”: Institutional Support, Accountability, And Community In Writing Groups For Faculty Of Color, María P. Carvajal Regidor

The Writing Center Journal

This article provides insight into how an accountability writing group for faculty of color supports faculty writers. It argues that targeted programming for faculty of color can serve as a modest anti-racist intervention into the white supremacist structures that often harm BIPOC faculty and their success in academia. Examining interview, survey, and registration data from a writing group for faculty of color, the article shows how the writing group functions as a counterspace, enabling participants not only to spend more time on their writing but to bring their full selves into an academic space and to form community. The article …

Front Matter

The Writing Center Journal

Front matter for The Writing Center Journal 44:1 (2026).

“Like Learning To Play Chess”: Relationality And The Development Of Interpersonal Communication Skills In Writing Center Consultants, Kara Poe Alexander

The Writing Center Journal

This study explores how writing center consultants develop interpersonal communication (IPC) skills through relational interactions during peer tutoring sessions. Grounded in the theoretical framework of relationality, which views learning as emerging through relationships, I analyze interviews with undergraduate and graduate consultants at a private R1 university. The findings demonstrate that one-on- one conferences foster a broad spectrum of IPC skills, including adaptability, listening, intercultural communication, asking questions, building rapport, giving constructive criticism, setting boundaries, empathizing, and patience. The development of these knowledge and skills is cultivated through collaborative, meaning-making interactions with writers. As such, writing centers emerge as dynamic, relationship-driven …

Back Matter

The Writing Center Journal

Back Matter for Writing Center Journal 44.1.(2026)

Convenience And Communication: Students’ Experiences In Synchronous Online, In-Person, And Asynchronous Consultations, Carolyn Wisniewski

The Writing Center Journal

Writing center tutorial modalities have proliferated in recent years, yet research has not kept pace. Students’ experiences in online writing tutorials remain understudied (Denton, 2017; Hewett & DePew, 2015). Better understanding students’ experiences across session modalities is critical to achieving an inclusive and accessible writing center (Martinez & Olsen, 2015). This study used a mixed-methods, comparative design to determine how students selected, experienced, and perceived the accessibility of synchronous online, in-person, and asynchronous modalities. Qualitative and quantitative analysis of 138 surveys and 22 interviews indicated students perceived each modality to provide effective writing support. They report selecting tutorial modality based …

Vertical Alignment As A Systemic Strategy For Sustaining Workforce-Aligned K–12 Engineering Initiatives: A Collective Case Study Of District-Wide Microelectronics Integration, Greg J. Strimel, Victoria Constantine, Deana Lucas, Emily Haluschak, Yubin Lee, Morgan Hynes, Selcen Guzey, Tamara J. Moore

School of Engineering Technology Faculty Publications

Background

In response to the 2022 CHIPS and Science Act, a K–12 workforce development initiative was launched to embed microelectronics education across US school districts. To promote sustainability, the initiative employed a district-wide vertical alignment strategy that progressively integrates microelectronics content and engineering-related career experiences from kindergarten through high school. While vertical alignment is often used for curriculum planning, its broader potential as a systems-level strategy remains underexplored.

Purpose

This study investigated how vertical alignment functions within a K–12 engineering workforce development initiative, focusing on enablers/barriers toward expanding and sustaining integration efforts. The research questions addressed stakeholder experiences with the …

Transmogrifying Coding Into A Social Studies Technology Tool: Using Participatory Design With Engineers And Social Studies Educators To Design Data Visualization Tools For Social Studies Data Literacy Education, Bahare Naimipour, Jessica Zhang, Tamara Shreiner, Mark Guzdial

Journal of Pre-College Engineering Education Research (J-PEER)

Our work aims to inform, design, and create data visualization tools that are meant to be integrated specifically into social studies classes. In this essay we discuss the use of participatory design methods to learn what social studies teachers (both pre-service and in-service) want in their classrooms and test the usability of real tools with these participants. Through this approach we iteratively engage our users, and they inform the design and development of learning tools for the learning and instruction of social studies data literacy. Using a social construction of technology lens, we describe the scaffolding embedded in our tools …

Understanding Transgender And Gender-Nonconforming Students’ Experiences In Precollege Engineering Education: A Latent Profile Analysis, Jialing Wu, Medha Dalal, Rachel Figard, Adam R. Carberry

Journal of Pre-College Engineering Education Research (J-PEER)

Promoting gender equity and inclusion in STEM education remains a central priority, yet empirical research inclusive of transgender and gendernonconforming (TGNC) students is limited, particularly in precollege engineering contexts. This study leverages social cognitive career theory (SCCT) to identify latent profiles of students’ engineering-related beliefs while examining how TGNC students are represented across these profiles relative to their cisgender and gender nonreporting peers. The study draws on four years (2019–2023) of repeated cross-sectional survey data from a national precollege engineering initiative involving 75 high schools across 20 US states. Seven SCCT-related constructs were measured and used as part of latent …

From Insight To Impact: Segmenting Consumers By Their Regenerative Agriculture Priorities, Lourival Carmo Monaco Neto, Gustavo Stevanin De Souza, Owen Jerome Zakrzewski, Allan Wayne Gray

Department of Agricultural Economics Faculty Publications

Regenerative agriculture is gaining traction in agrifood value chains, yet its definitional ambiguity and the heterogeneity of consumer priorities create strategic challenges for commercialization. Firms commonly assume a homogeneous ‘sustainable consumer’ motivated by environmental outcomes, but research on consumer food values suggests that economic attributes often outweigh environmental concerns when trade-offs are required. This study segments U.S. consumers based on how they prioritize seven core attributes of regenerative agriculture: soil health, biodiversity, greenhouse gas emissions, water use, food prices, crop yield, and farmer profitability. Using forced-ranking data from 1231 nationally representative U.S. consumers surveyed in August 2024, we apply a …

Food Systems Transformation Would Reshape Global Agriculture, Matthew Gibson, Marina Sundiang, Daniel Mason-D’Croz, Thais Diniz Oliveira, Felicitas Beier, Lauren Benavidez-Brouk, Astrid Bos, Maksym Chepeliev, Jonathan Doelman, Shahnila Dunston, Shinichiro Fujimori, Tomoko Hasegawa, Petr Havlik, Jordan Hristov, Jonas Jägermeyr, Marta Kozicka, Marijke Kuiper, Page Kyle, Thijs De Lange, Benjamin Leon Bodirsky, Hermann Lotze-Campen, Hermen Luchtenbelt, David Meng-Chuen Chen, Abhijeet Mishra, Christoph Müller, Gerald Nelson, Amanda Palazzo, Ignacio Perez Dominguez, Alexander Popp, Ronald Sands, Marco Springman, Elke Stehfest, Timothy B. Sulser, Kiyoshi Takahashi, Gianmaria Tassinari, Ferike Thom, Philip Thornton, Kazuaki Tsuchiya, Willem-Jan Van Zeist, Hans Van Meijl, Dominique Van Der Mensbrugghe, Detlef Van Vuuren, Hannah H.E. Van Zanten, Isabelle Weindl, Keith Wiebe, Xin Zhao, Mario Herrero

Department of Agricultural Economics Faculty Publications

Food systems are a major contributor to exceeding planetary boundaries1,2,3 and poor quality diets are a key mortality risk globally4. Projected population and income growth could exacerbate these challenges5. In response, there are calls for transformation towards healthy and sustainable food systems6,7,8. However, the scale and distribution of the impacts of this transformation on agriculture are underexplored. Here we show that, by 2050, the transformation of food systems towards healthy diets (adoption of the EAT–Lancet reference diet), improved productivity and halving of food waste results in a fundamental restructuring of global agriculture, aspects of which break with historical trends. Scenario …