Education Commons^™

Introduction To Open Educational Resources (Oer), Nancy Kingsanders, Ryan Korstange, Ashley Sergiadis, Elizabeth Spica

OER Presentations and Advocacy Resources

Introduction to Open Educational Resources webinar, presented September 25, 2020 as a collaboration of the Tennessee Higher Education Commission Task Force for Textbook Affordability. Featuring Nancy KingSanders (Austin Peay State University), Elizabeth Spica (The University of Tennessee, Knoxville), Ryan Korstange (Middle Tennessee State University), and Ashley Sergiadis (East Tennessee State University).

Connecting: On “Showing Up” In Teaching, Tutoring, And Writing: A Search For Humanity, Christy Wenger, Nicole J. Wilson, Angela Montez, Sara Y. Chung, Christina M. Lavecchia, Cristina D. Ramirez, Patricia D. Pytleski

The Journal of the Assembly for Expanded Perspectives on Learning

The pieces collected in this section of Connecting all exhibit ways of “showing up” in writing. They do so by modeling how we might claim very specific, very material conditions of learning and thinking and speak from the authority of personal experience. They are full of voice. They show up by revealing the presence of their writers and by making intentional space for readers to show up in response, as a writer’s presence begets the readers’. The writing contained within this section also offers practices that might help us think through the dynamics of a pedagogical praxis of “showing ...

Book Reviews, Irene Papoulis, Nate Mickelson, Paul Pucccio, Erin L. Frymire, Tracy Lassiter

The Journal of the Assembly for Expanded Perspectives on Learning

All of this year’s books circle around issues of healing, a richly faceted subject always dear to members of the Assembly for Expanded Perspectives on Learning. Nate Mickelson reviews Burt Bradley’s After Following, in which the poet takes solace in writing his own meditations on the work of other poets; Paul Puccio responds to Peter Khost’s Rhetor Response: A Theory and Practice of Literary Affordance, which explores the potential connections to life that literature could provide readers in our classrooms and beyond; Erin Frymire addresses Jessica Restaino’s Surrender: Feminist Rhetoric and Ethics in Love and Illness ...

The Inventive Work Of The Christian Mind, Jeff Ringer

The Journal of the Assembly for Expanded Perspectives on Learning

Responding to Bizzell’s 2008 JAEPL article, this article argues that the intellectual work of religious minds involves inventing arguments grounded in the religious community’s ethos that advocate for new perspectives within that community. Using Katharine Hayhoe’s evangelical Christian environmentalist rhetoric as an example, this article prompts rhetorical educators to rethink approaches to teaching ethos.

("What if there is intellectual work to be done that can only be done by what [Shannon] Carter calls the “Christian mind”—or Jewish, Muslim, or Buddhist mind?" —Patricia Bizzell, Faith-Based World Views as a Challenge to the Believing Game)

Back Matter-Jaepl Volume 25, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Front Matter- Jaepl Volume 25, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Rhetoric And Emotion Save Science: Lessons From Student Eco-Activists, Jesse Priest

The Journal of the Assembly for Expanded Perspectives on Learning

This essay is a qualitative study of the experience of undergraduate students learning how to teach issues of sustainability to their campus communities through an innovative outreach program at a large northeastern research university, while at the same time learning to navigate complex emotional labor required by their outreach and activist work. While most previous work on science writing and rhetoric focuses on disciplinary, publishing, or genre practices, I examine the holistic student experience by placing outreach, writing, and the classroom in conversation with each other, illuminating how discourses can cross institutional and contextual borders. Additionally, while most previous work ...

Complaint As ‘Sticky Data’ For The Woman Wpa: The Intellectual Work Of A Wpa’S Emotional And Embodied Labor, Anna Sicari

The Journal of the Assembly for Expanded Perspectives on Learning

There is rich scholarship on emotions in writing program administration, and the labor this work requires from WPAs (Holt; Micciche; McKinney et. al; Ratcliffe and Rickley; Vidali) and on the feminized nature of writing programs and the way gender informs this type of emotional work (Enos; Flynn; Miller; Schell). Many WPA scholars advocate that our administrative work is intellectual work, yet little attention has been given to the emotional and embodied labor of WPA work as intellectual and as defining components of WPA work. Drawing from Sara Ahmed’s recent work on complaint and data I collected from thirty interviews ...

Seeing Writing Whole: The Revolution We Really Need, Keith Rhodes

The Journal of the Assembly for Expanded Perspectives on Learning

Composition classes have difficulty achieving the aims of the CCCC position statement entitled Students’ Right to Their Own Language, for reasons related to why we have difficulty integrating calls for building rhetorical listening more fully into our curricula. A fundamental assumption that writers alone are responsible for the success of written communication leads to results that sustain privileged discourse and upset any sense that readers, too, have an obligation in any written transaction. A field of Writing, properly constituted, needs to challenge that assumption of readerly privilege overtly so that we can shift toward teaching students better ways to manage ...

Stemm-Humanities Co-Teaching And The Humusities Turn, Hella B. Cohen

The Journal of the Assembly for Expanded Perspectives on Learning

Donna Haraway calls for a new Humanities that attends to the role of this traditionally anthropocentric field on a damaged planet. The Humusities, she offers, empower us to teach at the intersections of observation, speculation, and affective reasoning. This article considers co-teaching and interdisciplinary teaching structures as part of the Humusities model. Drawing from interviews and pedagogical materials of professors who have co-taught STEMM-Humanities classes, student feedback from these sections, and current research on interdisciplinary education, I theorize the possibilities and limitations of the interdisciplinary Humusities at the undergraduate level. The article explores how we translate the tenets of Haraway ...

“So, That’S Sort Of Wonderful”: The Ideology Of Commitment And The Labor Of Contingency, Sarah V. Seeley

The Journal of the Assembly for Expanded Perspectives on Learning

This article explores the emotional outcomes related to language commodification within an organizational context: the first-year writing program at Binghamton University, which is a public research university in upstate New York. In this setting, the meanings of effective writing instruction are discursively constructed in terms of a multi-faceted commitment to ‘the process.’ This entails an ideological commitment to both recursive process writing and the process of collaboratively evaluating the product that derives from it. I first offer an overview of the Binghamton context, including the details of collaborative portfolio assessment. I then analyze a specific sociolinguistic strategy: pep talking. I ...

Fyc Students’ Emotional Labor In The Feedback Cycle, Kelly Blewett

The Journal of the Assembly for Expanded Perspectives on Learning

This essay explores the emotions first-year composition students experience when receiving feedback on their writing. Culling data from 32 hours of interviews with students, as well as two different data streams students provided regarding their emotional reactions to feedback, I argue that students undergo what Arlie Hochschild calls transmutation as they process feedback on their writing. Two implications are suggested: first, that future studies should utilize non-alphabetic tools for capturing emotion; second, that teachers wishing to assist student reception of feedback should be attentive to building rapport in the classroom. Finally, the essay calls for additional study of the impact ...

Volume 25 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.

The Good Enough Teacher, Natalie Davey

The Journal of the Assembly for Expanded Perspectives on Learning

This paper puts forward a pedagogical model of care for K-12 educators that is specifically focused on alternative classroom educators. In conversation with educational theorists and psychologists, a model of care that is translatable to both teachers and students in non-traditional classrooms is presented. Looking first at Arlie Hochschild’s “emotion work” in the context of alternative classroom teaching, a link is made to Nel Noddings’s “ethics of care” as a pedagogical starting point. The author then riffs on psychoanalyst D.W. Winnicott’s notion of the “good enough mother,” the one who “manages a difficult task: initiating the ...

Invictus: Race And Emotional Labor Of Faculty Of Color At The Urban Community College, Kerri-Ann M. Smith, Kathleen T. Alves, Irvin Weathersby Jr., John D. Yi

The Journal of the Assembly for Expanded Perspectives on Learning

This article shares the counter-stories of four junior faculty members of color, whose lived experiences provide concrete examples of what emotional labor sometimes entails in higher education. Grounded in Critical Race Theory and antiracist methodologies, these academics identify specific ways in which they experience emotional labor: guilt, silence, anger, navigating double-consciousness and liminality, and self-regulating physical and mental health. They seek to buttress their experiences with counternarratives and, consequently, recommendations for how community college leaders may help to alleviate the emotional labor associated with junior faculty members of color through promotion, leadership, mentoring, and recognition of diverse perspectives and contributions ...

The Toil Of Feeling: Education As Emotional Labor - Teaching At The End Of Empire, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

The editor's introduction to the Special Section, The Toil of Feeling: Education as Emotional Labor.

Contemplative Wac: Testing A Mindfulness-Based Reflective Writing Assignment, Jared Featherstone

The Journal of the Assembly for Expanded Perspectives on Learning

This qualitative study examines the effects of the Mindfulness Journal Assignment (MJA), a semester-long integration implemented in five different university courses, to understand its potential for teaching and learning. Of particular interest were the patterns found in the reflective writing of students engaging in the MJA and the connection of those patterns to both classroom and Writing Across the Curriculum learning objectives. The most frequent themes occurring in the 111,906-word dataset were metacognitive awareness and self-regulation, both of which are significant for learning transfer and WAC. The findings of this study are promising in that the inclusion of a ...

Gender Differences In Second Language Learning: Why They Exist And What We Can Do About It, Merideth Wightman

Chancellor’s Honors Program Projects

No abstract provided.

Problem-Based Learning In Human Growth & Development Counselor Education, Javier F. Casado Pérez Ph.D. Ncc, Elliot Witherspoon Lpc

Teaching and Supervision in Counseling

As a core curricular standard that applies to all Council for the Accreditation of Counseling and Related Educational Programs (CACREP, 2015) accredited programs, human growth and development can present unique challenges for the teaching professional. In this article, we present an in-class activity grounded in problem-based learning that uniquely lends itself to the task of supporting medium-to-large classrooms in learning about human growth and development.

Connecting, Christy I. Wenger, Monica Mische, Kristina Fennelly, Laurence Musgrove, Lindsey Allgood

The Journal of the Assembly for Expanded Perspectives on Learning

Finding Meaning in our Work and Writing, Christy I. Wenger

Response from Beyond, Monica Mische

Reflecting on Arguing and Listening in Digital Spaces, Kristina Fennelly

Sunday Morning Before Midterms, Laurence Musgrove

Honoring Impulse, Attending to Gesture, Lindsey All-good

Containing The Jeremiad: Understanding Paradigms Of Anxiety In Global Climate Change Experience, Brian Glaser

The Journal of the Assembly for Expanded Perspectives on Learning

This essay uses Bion’s concept of “containing” to read the psychological dynamics of jeremiads about global climate change, arguing that their structure reveals a strategy of communication that may be useful for more broadly raising awareness about this challenging state of the planet. More specifically, I argue that contemporary global climate change jeremiads have a structure that first elicits alarm and then moves to discuss solutions, and that this structure may be beneficial to those who are awakening to the reality of global climate change by rendering anxiety bearable and therefore open to purposive and creative response.

Seeking A Language That Heals: Teaching And Writing From A Ruined Landscape, Amy Nolan

The Journal of the Assembly for Expanded Perspectives on Learning

I first heard Iowa referred to as a "ruined landscape" when I was riding a shuttle bus from an airport to a conference... The statement led me to wonder... what does "ruined" mean?

Teaching Animals In The Post-Anthropocene: Zoopedagogy As A Challenge To Logocentrism, Anastassiya Andrianova

The Journal of the Assembly for Expanded Perspectives on Learning

This essay examines a theory and practice of zoopedagogy that encourages exploring non-logocentric mode(l)s of communication while promoting environmentalism, critical thinking, and empathy.

Relational Literacy, W. Kurt Stavenhagen

The Journal of the Assembly for Expanded Perspectives on Learning

In this paper, I propose literacy practices that further shift us from subject-object dichotomies and exclusive language practices to a focus on relationships and multimodality. Based in large part upon Indigenous Scholar Shawn Wilson’s concept of relationality, I define a relational literacy wherein we counter an undue abstraction of the environment by mapping interspecies relationships and placing them within kinship narratives.

“Be A Liberation Whatever”: Social Justice Literacy In A Living-Learning Community, Faith Kurtyka

The Journal of the Assembly for Expanded Perspectives on Learning

This article describes an assessment of a living-learning community— part residence life, part community service, and part academics—to understand how students learn “social justice literacy.”

Racial Literacy Is Literacy: Locating Racial Literacy In The College Composition Classroom, Mara Lee Grayson

The Journal of the Assembly for Expanded Perspectives on Learning

In order to develop pedagogies around racial literacy, we must first define the goals and bounds of racial literacy as praxis. In this paper, I synthesize the findings of a year-long teacher research project to explore the significance of racial literacy in the college composition classroom. Drawing from existing scholarship and my own research into racial literacy instruction, I offer four visions of racial literacy in the English classroom, the last of which is Racial Literacy as Literacy. I conclude by arguing that a racial literacy curriculum can teach students foundational concepts of textual analysis, audience awareness, authorial choice and ...

Back Matter, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Jaepl, Vol. 24, 2018-2019, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

ESSAYS

“Be a Liberation Whatever”: Social Justice Literacy in a Living-Learning Community, Faith Kurtyka

Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom, Mara Lee Grayson

SPECIAL SECTION: ENCOUNTERING THE NATURAL WORLD: ENVIRONMENTAL EDUCATION IN THE ARTS AND HUMANITIES

Swamps, Flat Earthers, and Boughs of Holly: “Encountering” the Natural World and the Poetics of Environmental Literacy, Wendy Ryden

Containing the Jeremiad: Understanding Paradigms of Anxiety in Global Climate Change Experience, Brian Glaser

Seeking a Language that Heals: Teaching and Writing from a Ruined Landscape, Amy Nolan

Teaching Animals in the Post-Anthropocene: Zoopedagogy as a Challenge to Logocentrism ...

Front Matter, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Writing About Wolves: Using Ecocomposition Pedagogy To Teach Social Justice In A Theme-Based Composition Course, Michael S. Geary

The Journal of the Assembly for Expanded Perspectives on Learning

Elements of ecocomposition are employed to construct a course that uses the relationship between wolves and humans as a social justice metaphor. Students explore how mythmaking leads to dire consequences for any population being exploited. This approach to teaching first year composition allows students to acquire new knowledge about conservationism while focusing on developing their critical reading, writing, and researching skills.