Curriculum and Instruction Commons^™

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.

Part 2: Learning To Communicate About Science: Writing About (Science) Writing And The First-Year Writing Requirement, David Gerstle, Sarah Seeley, Marc Laflamme

The Journal of the Assembly for Expanded Perspectives on Learning

Part 2: Learning to Communicate About Science: Writing About (Science) Writing and the First-Year Writing Requirement

Getting Beyond “Craap”: Scientific Literacy In Fyw And Wad, Erica Duran, Lauren M. Springer

The Journal of the Assembly for Expanded Perspectives on Learning

While first-year writing (FYW) programs often bear the responsibility for teaching students to write across the disciplines (Downs and Wardle), too often students restrict the concepts learned in FYW to the humanities, or even worse, a single class. Moreover, students frequently complete research assignments in FYW which restrict them to scholarly or peer-reviewed sources, hindering their ability to learn how to assess popular sources. This can be especially problematic with scholarly STEM sources, which are laden with unfamiliar technical terms. Although the writing and research skills learned in FYW are often intended to be interdisciplinary, FYW faculty have opportunities to …

English 101, Naomi C. Gades

The Journal of the Assembly for Expanded Perspectives on Learning

Poetry: English 101

Connecting Introduction - Reciprocal Engagement And Imperfect Pedagogy, Christy I. Wenger

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting Introduction - Reciprocal Engagement and Imperfect Pedagogy

Aepl Members Respond To Lynn Z. Bloom’S Recipe1, Lynn Bloom, Bruce Novak, Geri Deluca, Libby F. Jones, Jeffrey Seizer, Elizabeth Vickers

The Journal of the Assembly for Expanded Perspectives on Learning

AEPL Members Respond to Lynn Z. Bloom’s Recipe

Negotiating Scientific Identity And Agency: Graduate Student Perspectives On A Public Communication Of Science Course, Lilly Campbell

The Journal of the Assembly for Expanded Perspectives on Learning

Drawing on interviews with nine graduate science students, this article explores perspectives on a Public Communication of Science (PCS) course designed to help students translate their research for a public talk given at a local town hall. I first outline the history of the student-run course and then discuss three course components—public rhetoric of science; improvisation; and audience awareness. Within each component, I describe one student’s particular experience with the course. I describe how students transferred rhetorical lessons from the course to their academic writing but could also transfer rigid views of communication from their scientific work back into their …

Back Matter, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Sessional Spa Time, Amber Moore

The Journal of the Assembly for Expanded Perspectives on Learning

Poetry: Sessional spa time

Contributors To Jaepl, Vol. 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

List of contributors and biographies for JAEPL, Volume 28.

Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Full Issue of The Journal of the Assembly for Expanded Perspectives on Learning Volume 28.

Addressing Engagement: Student Perceptions Of Meaningful Gamification In Online Courses, Jessica M. Sanchez-Barrera

Theses and Dissertations

Although there is high enrollment in online college courses, there are concerns about student engagement (Martin & Bolliger, 2018; Dumford & Miller, 2018). Gamification has been shown to have the potential to improve student engagement. The purpose of the study was to describe how academic student engagement is impacted by Nicholson’s Meaningfully Gamified online course compared to traditionally taught online course. An embedded multiple case study research design was employed using self-determination theory as the theoretical framework to measure engagement. The theory constructs analyzed were autonomy, competence, relatedness, and student engagement. The research was conducted …

Copyright

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Starting The Journey To Excellence With A College Faculty Onboarding Program, Robin Cooper, Judith Slapak-Barski

HCAS Instructional Design and Pedagogy

The journey to engaged, excellent teaching requires support and preparation for those doing the teaching. In this session, we describe a college Faculty Onboarding Program we developed in 2023 to introduce our new Halmos faculty to NSU (Nova Southeastern University) and to Halmos, and to provide them with the resources and information needed to succeed in their new role—driven by the belief that effective onboarding will lead to higher job satisfaction, better job performance, greater organizational commitment, and reduction in stress. Informed by feedback from recently hired faculty, we identified support strategies to help new faculty thrive by proactively removing …

An Introductory Course In Electrical Circuits And Coding For Deaf And Deafblind Middle School Students, Becca Leininger, Christina Yang, Makayla Quinn, Jeffrey Jalkio, Rahaf Bahajry, Mellissa Ingabire, Annmarie Thomas

Journal of Science Education for Students with Disabilities

in is the first Deaf charter school in the United States, opening in 1993. The school serves students in the Twin Cities and Western Wisconsin from ages 2 to 21 who are primarily Deaf, DeafBlind and Hard of Hearing students, often being visual and/or tactile learners. All students who attend have Individualized Education Plans (IEPs) and fall under the special education category, defined by the Minnesota Department of Education as students who “have a disability and need specialized instruction” (Minnesota Department of Education, n.d.). At , students are instructed in American Sign Language (ASL) and English is primarily taught through …

The Sci – Dot: A New Dimension Of Scientific Innovation For Persons With Blv., Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Throughout history, students with blindness and low vision (BLV) have been vastly underrepresented in science, technology, engineering, and mathematics (STEM) disciplines with regards to both K-12 education and post-secondary endeavors (Burgstahler, 1994; Supalo, 2010). This underrepresentation of students with BLV in STEM is due to limitations in technology that allow them to access data in a laboratory setting, thus inhibiting their abilities to partake actively in data acquisition with their peers. The Sci-Dot, a multiline, refreshable braille and tactile graphics display capable of logging scientific data in real time with the support of Vernier Science Education’s (VSE) Go-Direct Bluetooth sensors, …

B/Lv Laboratory Accessibility Technology Adapted For Neurodiverse Chemistry Students, Christin B. Monroe

Journal of Science Education for Students with Disabilities

Text-to-speech technology is a common accommodation available for students with disabilities. Despite the ubiquitous nature of text-to-speech, this technology has not been explored in laboratory settings for neurodiverse college students. This study explores the adaptability of laboratory accessible text-to-speech technology (originally developed for blind/low vision (B/LV) students) for neurodiverse students. Students were asked to provide general feedback about the usability and effectiveness of the technology using Likert surveys. The students also answered open-ended questions about how the technology could be adapted to be more neurodiverse friendly. Overall, more than 50% of the students found the technology useful but had specific …

An Introduction To The Algebra Revolution, Art Bardige

Numeracy

Bardige, Art. 2022. The Algebra Revolution: How Spreadsheets Eliminate Algebra 1 to Transform Education; (Bookbaby) 135 pp. UNSPSC 55111505.

The Algebra Revolution: How Spreadsheets Eliminate Algebra 1 to Transform Education argues that Algebra 1 can be eliminated by teaching mathematics through spreadsheets. Such a change would eliminate the greatest roadblock to student achievement.

Overview Of The Proceedings Of The 2022 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary A. Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

The 13th annual Inclusion in Science, Learning a New Direction, Conference on Disability was hosted by the Princeton Center for Complex Materials (PCCM), a National Science Foundation funded Materials Research Science and Engineering Center (MRSEC), and Princeton University on September 16-17, 2022 at Bowen Hall. This annual conference included presentations that featured innovative research done by science educators in formal and informal education contexts, ranging from pre-K-12 to higher education, and science education researchers, access technology developers, and others interested in the full inclusion of persons with disabilities into the Science, Technology, Engineering, and Mathematics (STEM) workforce. The 2022 ISLAND …

From The Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Navigating Context Collapse: A Strengths-Based Approach To Building Youth Civic Empowerment. A Response To “Blended Spaces: Reimagining Civic Education In A Digital Era”, Ellen Middaugh, Mariah Kornbluh, Mark Felton

Democracy & Education

In the article “Blended Spaces: Reimagining Civic Education in a Digital Era,” the authors joined a new area of research on "civic media literacy," or the capacity to use media with civic intentionality. Building on previous scholarship that examined how to support youth capacity for effective civic inquiry, dialogue, expression, and action in the digital age, the authors contributed to this literature by usefully elaborating on the phenomenon of “context collapse” and the challenges this blurring of the boundaries between public and private spheres may present, particularly in the liminal spaces where the shifting boundaries most clearly depart from the …