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Full-Text Articles in Arts and Humanities
The Word That Dare Not Speak Its Name, Pamela Caughie
The Word That Dare Not Speak Its Name, Pamela Caughie
English: Faculty Publications and Other Works
This essay asks, when does our effort to avoid offending students interfere with our ability to teach them? Rehearsing conflicts over language and terminology, over who can speak and what can be said, from my four-decade career as a literature professor, critical theorist, and gender scholar, I confront contemporary efforts to censor certain words, to prohibit certain kinds of inquiry, and to limit who can speak about certain subjects by placing recent incidents in relation to previous debates in academia and the public sphere. The university classroom and scholarly peer-reviewed journals have long served as spaces where established viewpoints can …
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.
Designing "Writing For Health And Medicine": Course Arcs, Anchors, And Action, Elizabeth L. Angeli, Lillian Campbell
Designing "Writing For Health And Medicine": Course Arcs, Anchors, And Action, Elizabeth L. Angeli, Lillian Campbell
English Faculty Research and Publications
This article details how we developed a hybrid rhetoric of health and medicine and technical communication writing course in response to a call for a health sciences writing course. We anticipate that other institutions may be experiencing similar demand for these courses and thus introduce our process and course design as models for meeting this growing curricular need.
Perspectives On Usability Testing With Iot Devices In Technical Communication Courses, David Wright
Perspectives On Usability Testing With Iot Devices In Technical Communication Courses, David Wright
English and Technical Communication Faculty Research & Creative Works
This Article Offers Perspectives on Adopting Smart Home Technology into Usability Testing for Technical and Professional Communication (TPC) Courses. Usability is a Valued Skill for Technical Communicators. However, Usability Testing Methods Have their Problems as Pedagogical Tools. Internet-Of-Things (IoT) Devices and Smart Home Technology (SHT) May Offer Instructors Tools to overcome Some of Those Problems. This Article Details Advantages and Concerns Associated with using SHT for Curricular Usability Testing.
Productive Disruptions: Using Commonplace Books To Resist Eurocentrism, Andie Silva
Productive Disruptions: Using Commonplace Books To Resist Eurocentrism, Andie Silva
Publications and Research
No abstract provided.
Pedagogies Of Rhetorical Empathy-In-Action: Role Playing And Story Sharing In Healthcare Provider Education, Lillian Campbell, Elisabeth L. Miller
Pedagogies Of Rhetorical Empathy-In-Action: Role Playing And Story Sharing In Healthcare Provider Education, Lillian Campbell, Elisabeth L. Miller
English Faculty Research and Publications
Since successful healthcare relies heavily on a practitioner’s ability to empathize with the patient, the allied health professions—like nursing and speech therapy—have long considered the possibilities and limitations of a pedagogical practice that centers empathy. In this essay, we analyze two such pedagogies: role playing with simulated patients in nursing and story sharing in a multimodal memoir group with aphasic clients in communicative sciences and disorders (CSD). Comparing theories of empathy in these fields as well as interviews with the future nurses and speech therapists participating in these experiences, we show how students engage in what we call “empathy-in-action” through …