Curriculum and Instruction Commons^™

Compos(T)Ing Loss: Transformation In The Telling, Laura Milner

The Journal of the Assembly for Expanded Perspectives on Learning

Using composting as a metaphor, this author examines the transformative potential in writing about and bearing witness to stories of loss, particularly the death of a parent.

An Unspoken Trust – Violated?, Kia Jane Richmond

The Journal of the Assembly for Expanded Perspectives on Learning

Reflecting on our decisions in the classroom, both when we are honest with our students & when we are not, can offer teachers opportunities for growth and change.

Connecting, Helen Walker, Jim Super, Pamela Hartman, Nancy Myers, Andrea Siegel, Traci L. Merritt, Susan A. Schiller, Wilma Romatz

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker. Connecting.

Jim Super—Fearless

Pamela Hartman—English? I'd Rather Read A Book

Nancy Myers—B

Andrea Siegel—Walking the Talk, Breathing the Breath

Traci L. Merritt—The Day Jenny Died

Susan A. Schiller—Touched by the Spirit in AEPL Topics

Wilma Romatz—On the Delicate Art of Teaching

Reviews, Dale Jacobs, Stan Scott, Sue Hum, Lita Kurth

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Dale Jacobs. The Energy to Teach (Donald H. Graves, 2001)

Stan Scott. Writing with Elbow (Pat Belanodd, 2002)

Sue Hum. Unfolding Bodymind (Brent Hocking, Johnna Haskell, Warren Linds, 2001)

Lita Kurth. The Unconscious (Athony Easthope, 1999)

Multiple Forms Of Prewriting In Elementary Writing Lessons, Carolyn L. Piazza, Christine Jecko

The Journal of the Assembly for Expanded Perspectives on Learning

Multisensory prewriting invitations (creative visualizations, art, music, dreams, and mediations) affect writing fluency and idea generation in the first draft writing of elementary students.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

Surrounded by the dead he had caused through his wanton murder of an albatross, the tortured mariner of Samuel Taylor Coleridge fame watches the water snakes beyond the shadow of his ghost ship and “blessed them unaware./The selfsame moment I could pray; And from my neck so free/The Albatross fell off, and sank/Like lead into the sea” (ll. 287-291). Without deliberately looking, he suddenly recognizes the beauty of all creatures and blesses them “unaware.” The sailor experiences a serendipitous moment, and through that accidental wisdom frees himself from his self-created purgatory.

Serendipity: Teaching for Accidental Wisdom serves as …

Jaepl, Vol. 9, Winter 2003-2004, Katie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Kilian McCurrie. Spiritual Identities, Teacher Identities, and the Teaching of Writing.

Through a case study, this article examines the ways teacher identity and spiritual identity intersect in the teaching of writing. By showing that a teacher's pedagogy is prodoundly informed by a basic spiritual disposition, the author offers a view of teaching that is often neglected in studies of teacher identity.

Robert Root. The Experimental Art.

Nonfiction is an experimental art, as contemporary examples make clear, and writing teachers need to show students both how meaning arises from writers' experiments with material and also how form from …

Community, Spirituality, And The Writing Classroom, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

From a spiritual perspective, this article critiques the concept of community as defined by scholars of rhetoric and composition; the author suggests that our experience of community in the writing classroom cab be enhanced if we strike a balance between doing and being.

Spiritual Identities, Teacher Identities, And The Teaching Of Writing, Kilian Mccurrie

The Journal of the Assembly for Expanded Perspectives on Learning

Through a case study, this article examines the ways teacher identity and spiritual identity intersect in the teaching of writing. By showing that a teacher's pedagogy is prodoundly informed by a basic spiritual disposition, the author offers a view of teaching that is often neglected in studies of teacher identity.

Engaged Buddhism & Women In Black: Our Grief Is Not A Cry For War, Candace Walworth

The Journal of the Assembly for Expanded Perspectives on Learning

This paper explores principles, practices, and manifestations of engaged Busshism in the United States. It includes a personal narrative based on the author's participation in Women in Black (a silent, symbolic protest against war) and classroom stories based on the author's experience teaching at a Buddhist-inspired university.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Proven Faculty Development Tools That Foster The Scholarship Of Teaching In Faculty Learning Communities, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

Faculty learning communities have played a key role in the development of the scholarship of teaching and learning at Miami University for over 20 years. This chapter describes a sequence of developmental steps, evidence of success, and supporting documents and artifacts that can guide faculty developers in a community approach to the development of this scholarship.

Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith

To Improve the Academy: A Journal of Educational Development

This article discusses an assessment of an 11-year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that call be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.

Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos

To Improve the Academy: A Journal of Educational Development

Two vastly different institutions, the University of Nebraska, Lincoln and Delgado Community College, cooperated in the delivery of online faculty development workshops in syllabus construction. This chapter describes the experiences of a flagship university and an urban community college in employing electronic delivery of the same workshop content to their respective faculty members. It shares successful and unsuccessful strategies, nuts and bolts, and the discovery of an unexpected, pleasant irony: The technology that can separate and isolate us has the potential to bring us together, as though we were on electronic legs in a virtual Athenian agora.

Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds

To Improve the Academy: A Journal of Educational Development

Colleges and universities have recently used the concept of learning communities as a strategy to improve undergraduate student learning. This chapter describes a learning community approach where upper-division undergraduates serve as mentors for freshman and sophomore students and develop and sustain learning communities with faculty partners. The impact of this program is described and implications are discussed.

Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin

To Improve the Academy: A Journal of Educational Development

Traditionally, working with teaching faculty is the primary consulting role for most faculty development professionals. The boundaries, however, are not always clear regarding instructional assistance that is provided to other personnel. This chapter demonstrates how collaboration among faculty consultants and information specialists can result in enhanced library utilization and better research-related instruction. Our model uses problem-based learning (PBL) as a vehicle for teaching research and retrieval skills in either a single class experience or in multiple classroom visits with an engineering librarian.

Bibliography, Volume 21 (2003)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 21 (2003) of To Improve the Academy: A Journal of Educational Development.

Inside Unlv, Diane Russell, Gian Galassi, Richard Jensen

Inside UNLV

No abstract provided.

Inside Unlv, Diane Russell, Mae Worthey-Flennoy, Cate Weeks, Gian Galassi

Inside UNLV

No abstract provided.

Inside Unlv, Diane Russell, Gian Galassi, Cate Weeks

Inside UNLV

No abstract provided.

Inside Unlv, Diane Russell, Jason Vaughan, Cate Weeks

Inside UNLV

No abstract provided.

Inside Unlv, Diane Russell, Cate Weeks, Betty Biodgett

Inside UNLV

No abstract provided.

Inside Unlv, Diane Russell, Betty Biodgett, Cate Weeks

Inside UNLV

No abstract provided.

Inside Unlv, Diane Russell, Cate Weeks, Tom Flagg

Inside UNLV

No abstract provided.

Inside Unlv, Diane Russell, Betty Blodgett, Kevin Force, Jennifer Vaughan, Cate Weeks, Jonathan Paver

Inside UNLV

No abstract provided.

Inside Unlv, Diane Russell, Betty Blodgett, Richard Jensen, Cate Weeks

Inside UNLV

No abstract provided.

Integrating Mathematics, Technical Writing Skills And Authentic Assessment Into A Ninth And Tenth Grade Woodshop Curriculum, John Lawrence Mccarley

Graduate Student Projects

For this project an integrated woodshop curriculum containing elements of procedural writing and mathematics instruction was created. The curriculum design was based on the constructivist concept that students learn more efficiently when personal meaning is attached to the content presented. That concept was used to connect mathematics and writing to realistic applications in a woodshop setting. Support for integration of various content areas into a single curriculum is supported in the academic literature. Specific exercises to attain specific outcomes are discussed in the literature, and adaptations of those processes were incorporated in the project.

Second Language Acquisition In A Content-Based Web Building Course, Scott Degalis

MA TESOL Collection

Content based courses have been shown to provide an effective environment for second language acquisition (Snow, Met and Genesee 1989). In this content based course students learn how to make a website in 48 hours of class time. In doing so, they improve their English in the skill areas of reading, writing, listening and speaking for an authentic need (Sterns 1990). Learners are motivated and enthusiastic about their projects, leading to more success in language acquisition (Gardner 1985). They are given an opportunity to express themselves creatively and artistically using the target language. Graduates leave with a published portfolio that …

Journal Selections: Let’S Support Our Students’ Futures, Eva Stowers, Lesley J. Johnson, Susan L. Meacham

Library Faculty Research

Dietetic educators concur that use of professional journals in the undergraduate curriculum promotes student reading skills, exposes students to current research, enhances computer skills and prepares dietetic students for the real world environment. Those of us in educational institutions are continually asked to review our university library holdings; prioritizing on the basis of department selections, cost, rate of inflation, use by faculty and students and availability through interlibrary loans and other document retrieval procedures. No doubt, those in industry and clinical and private practice are also watching their budgets and are asked to review expenses for professional publications.

Introduction. Volume 20 (2002), Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Introduction to volume 20 (2002) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.