Curriculum and Social Inquiry Commons^™

Scipp: An Expanded Community Of Practice - Community Publishing, Juan Delgado, Kelly (Kl) Straight Dortch, Daiana Rodriguez, Alex Avila, William Beshears, Juliana Cruz, Gina Hanson, Frank Houlihan, Lacey Kendall, Larry Light, Cati Porter, Molly Tor, Timothy "Isaac" Pieper, Bianka Sanchez, Sara Trowbridge, Daniel Aguilar, Bernardo Benigno, Arely Bernal, Alejandra Bueno, Emily Campos, Jason Cannon, Griselda Caudillo Gallo, Joshua Clemente, Sarah Coblentz, Diana D'Arcangelo, Georgia Darwin, Mary Grace Deasis, Kaylan Els, Keith Fernandez, Maria Flores, Khiyara Frontela, Anthony Galvan, Monica Galvez, Martin Garcia, Jessica Godin, Freda Guzman, Madison Hall, Diana Huitron Munoz, Jennifer Ledesma, Maria Lias Chacon, Rebekah Linares, Prisma Loya, Elijah Magana, Alberto Mancillas, Lorinda Maya, Jennifer Pimentel, Nancy Ramirez, Angelica Rodriguez, Alexis Ruvalcaba, Sandra Sandoval De Rosas, Emily Stoddard, Andrea Tinajero, Lesly Velez Montenegro, Saulo Velez Montenegro, Matthew Vigil, Sergio Zamora, Marylou Alvarez, Roxanna Cervantes, Tenaya Fuentes, Wendy Moreno, David Valenzuela, Philip Colunga, Augustine "Auggie" Fuentes, Nadia Fuentes, Olive Fuentes, Sophia Fuentes, Miraya Martinez, Diego Mercado, Iker Valenzuela, Roma Valenzuela

Q2S Enhancing Pedagogy

SCIPP redefines and expands the existing notions about what makes for a vibrant and robust community of practice by partnering CSUSB students and professors with K-12 students, parents, and educators, along with committed community partners. SCIPP encourages curiosity in ways that leads to critical thinking, exploration, "risk taking", confidence building, open-mindedness, and other personal traits that equip them with the softskills to be active, critical, and creative contributors to our communities. SCIPP pedagogy embraces our students' collective wisdom and focuses on relational building where multi-directional communication is promoted and students are viewed as equal stakeholders in their own educations. SCIPP …

A Fiction Of Fragmented Falsehoods: Curriculum Of Unwanted Roads Traveled, Katherine Wyatt

College of Graduate Studies: Theses & Dissertations

This is an inquiry centered on lived ‘otherness’ in different social experiences. Fiction and illustrations are both creative outlets that provide opportunities of curriculum growth by offering the viewer realistic portrayals dealing with truth and factors that make us fundamentally human. “Fiction elicits an interpretation of the world by being itself a worldlike object for interpretation” (Dillard, 1988, p. 155). This study uses fiction and illustrations as vehicles of communication to provide an awareness regarding social issues in everyday lived experiences, exposing the reader to the social, cultural and historical realities persistently impeding the shared constructs of human experiences. Structuring …

Microaggressions Within The Lgbtq+ Community: An Autoethnography, Erika A. Perez Montes

Capstone Projects and Master's Theses

This autoethnography is about different points in my life where I committed microaggressions towards the LGBTQ+ community specific to different genders, sexual orientations and/or how people in the community present themselves. I use “thick intersectionality” ‒ an embodied exploration of the complex particularities of individuals’ lives and identities associated with their race, class, gender, sexuality, and national locations ‒ as a means of portraying my message, voicing the emotions that I felt, and the identity I occupied at that moment. I show that the intersectionalities of queer folks’ identities create unconscious microaggressions towards other queer folks. The purpose of my …

Yorba Times: Standing Up, Speaking Out, Noah Asher Golden, Caroline Jenner, Lisbet Wences, Leslie Tehuastle-Zamora, Veronica Aguilar, Ryan Guzman, Aida Calderon, Cassandra Gomez, Aileen Arriaga, Toni Guesnon, Dana Canning, Zoe Bonfield, Emmery Llewellyn, Sylvia Tavetian, Emily Hernandez, Areli Vazquez, Leslie Arriaga, Kaitlyn Zeigler, Karly Bokosky, Kristi Kayoda, Abby Galletti, Arianna Gama, Ashley Diaz, Alyssa Kaplan, Jodi Payne, Sammy Hurst, Montana Mcintyre, Ansley Wong, Kiaya Estes, Chloe Kardasopoulos

Yorba-Chapman Writing Partnership Anthology of Journalistic Writing

During the Spring 2018 semester, Dr. Noah Asher Golden's Teaching of Writing K-12 students partnered with the Journalism class at Yorba Academy for the Arts. Through collaboration over a four-month period, Chapman's future teachers and Yorba's junior high journalists engaged a deep writing process to write a series of features, editorials, and news articles related to a number of global issues. Thank you to Ms. Andrea Lopez, Ms. Kori Shelton, Mr. Nick Sepulveda, Ms. Tracy Knibb, and the Lloyd E. and Elisabeth H. Klein Family Foundation for supporting this project.

Front Matter, Joonna Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Jaepl, Vol. 23, Winter 2017-2018, Joonna Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Editors’ Parting Message

Essays

The Politics of Consciousness, Kurt Spellmeyer

Writing, Silence, and Well-being, Robert P. Yagelski

Writing as a Liberal Art in an Age Neither Artful nor Liberal, Douglas Hesse

The Tyranny of ‘Best Practices,’ Roger Thompson

SPECIAL SECTION: TEACHING AND LEARNING AS BODILY ARTS

Corporal Pedagogies: An Introduction, Wendy Ryden

Embodied Databases: Attending to Research ‘Places’ through Emotion and Movement, Kati Fargo Ahern

Embodied Ethos and a Pedagogy of Presence: Reflections from a Writing Yogi, Christy I. Wenger

Rhetorics of Reflection: Revisiting Listening Rhetoric through Mindfulness, Empathy, and Non-Violent Communication, Renea Frey

Performance and the Possible: Embodiment, Privilege, …

Performance And The Possible: Embodiment, Privilege, And The Politics Of Teaching Writing, Lesley Erin Bartlett

The Journal of the Assembly for Expanded Perspectives on Learning

An astute examination of the roles students often expect their teachers to assume prompts questions and challenges for those whose bodies do not correspond with those expectations.

Connecting, Christy I. Wegner, W. Keith Duffy, Sheila Kennedy, Jen Consilio, Carl Vandermeulen, Robert Randolph

The Journal of the Assembly for Expanded Perspectives on Learning

Christy I. Wenger, The Emotional Labor of Our Work

W. Keith Duffy, Interdisciplinary Dangers: A Small Caveat

Sheila Kennedy & Jen Consilio, One Mindful Step

Carl Vandermeulen, The Way to the Falls

Robert Randolph, A Good Rain

Back Matter, Joonna Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Your Iphone Cannot Escape History, And Neither Can You: Self-Reflexive Design For A Mobile History Learning Game, Owen Gottlieb

Articles

This chapter focuses on the design approach used in the self-reflexive finale of the mobile augmented reality history game Jewish Time Jump: New York. In the finale, the iOS device itself and the player using it are implicated in the historical moment and theme of the game. The author-designer-researcher drew from self-reflexive traditions in theater, cinema, and nonmobile games to craft the reveal of the connection between the mobile device and the history that the learners were studying. Through centering on this particular design element, the author demonstrates how self-reflexivity can be deployed in a mobile learning experience to …

The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell

Occasional Paper Series

Kate Abell shares a poem following September 11. It is a criticism of the requirement of pledging allegiance to the flag in school.

Live. Tell. Resist., Angel Vazquez, Kyle Liang, Anthony Zelaya-Umanzor, Rosie Mejia, Patricia Gutierrez, Kayla Hampton, Mariacarolina Gomez, Melissa Martinez-Sanchez, Harman Brah, Victoria Arevalo, Tyra Cecilio, Dion Dang, Camila De Pierola, Noemi Fernandez Luna, Isabelle Marin, Mackenzie Mead, Jason Munoz, Daniel Penuela, Andrei Pineda, Patrick Pozon, Larissa Ramirez, Jasmine Segovia, Julien Stone Zachary, Aira Wada, Jiaxing Yu, Ariana Siordia, Jazmin Quezada

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

This edition of First-Gen Voices features the stories and work of 24 first-generation college students at multiple higher education institutions. The aim is to disseminate a story about us, for us, and consequently, the dominant cultures that have yet to learn from our power.

Dignidad, Poder, Resistencia // Dignity, Power, Resistance, Michael Munoz, Alanis Gonzalez, Tallie Spencer, Isabelle Marin, Lesly Juarez, Christopher Reynoso, Antonia Garcia, Abigail Goad, Athena Martinez, Ruth Gomez, Angel Vazquez, Jazmin Quezada, Jasmine Segovia, Jordyn Wedell, Yulisa Gonzalez, Laura Mena Hernandez, Keiri Fernandez

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

First To Go Abroad" is a partnership between the Loyola Marymount University First To Go Program, LMU Study Abroad, and the Council on International Educational Exchange (CIEE), which seeks to increase study abroad opportunities for first-generation college students. In May 2017, fifteen first-gen students and two first-gen faculty mentors traveled together to Santiago, Dominican Republic, where they spent ten days exploring the country and learning about the local cultures, customs, and histories of the people who call the DR home.

Travel is a privilege not all students have the same access to; for some students, this trip was the first …

Time Travel, Labour History, And The Null Curriculum: New Design Knowledge For Mobile Augmented Reality History Games, Owen Gottlieb

Articles

This paper presents a case study drawn from design-based research (DBR) on a mobile, place-based augmented reality history game. Using DBR methods, the game was developed by the author as a history learning intervention for fifth to seventh graders. The game is built upon historical narratives of disenfranchised populations that are seldom taught, those typically relegated to the 'null curriculum'. These narratives include the stories of women immigrant labour leaders in the early twentieth century, more than a decade before suffrage. The project understands the purpose of history education as the preparation of informed citizens. In paying particular attention to …

Girls Are Us: A Collection Of Oral Histories From The Jmu Community, Anne M. Sherman

Senior Honors Projects, 2010-2019

On a campus where women make up a majority of the student population, it is especially important that female voices are heard and given a platform on which they can control their own narrative. I wanted to give those female-identifying voices that platform. I conducted a series of interviews to examine how college-aged female-identifying students feel about their identity and how they construct that identity within the climate of the JMU community. I was particularly interested in the intersections of gender, race, ethnicity, class, sexual preference, and ability. I asked each person to share their stories of times when they …

A Wood Comes Toward Dunsinane: The Synthesis Of Traditional And Constructivist Methodologies, Randall L. Kaplan

Language Arts Journal of Michigan

Education professionals now favor Constructivist and project-based strategies for learning over Traditional methods, which include such frowned upon practices as rote memorization and recitation. The Constructivist approach is being taken to its natural apex by educators like Larry Rosenstock who have created Constructivist utopias such as High Tech High in San Diego, the school put under the microscope in the 2015 documentary film Most Likely to Succeed. Project-based, experiential units of study are effective, exciting, and edifying for both students and teachers. They promise to prepare students for the type of world they will inhabit, a world whose economy …

The City From Above, Guadalupe Astorga Contreras

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

The city of Tijuana, Mexico has become a second home to many LMU students through programs like De Colores, which introduce students to issues of immigration, poverty, and education. The city varies from L.A.-style skyscrapers and paved roads to shacks along dirt paths. This image shows some of the diversity and growth of the city as it continues to develop, and provides a different perspective on the crowded communities that make up Tijuana.

Tourist To My Own Culture, Guadalupe Astorga Contreras

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

After nine years of living in the U.S. and staying away from her cultural homeland of Mexico, photographer Astorga returned to some of the places she remembered visiting as a child in her native country. Throughout the trip, the unthinkable change from intimacy to unfamiliarity was clear. These pictures show that progression and invite the viewer to become a tourist alongside Astorga as she visits a place she once considered home.

Only 45 Minutes Away, Guadalupe Astorga Contreras

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

Being a part of an immigrant family, photographer Astorga has not had the chance to travel much even within her home state of California. Trips through class, clubs and events sponsored by Loyola Marymount University have provided her with the opportunity to visit places like Catalina Island right off the coast of L.A. and see things she and her family had only talked and dreamed of.

Hereisthefamilymotherfatherdickandjane: An Analysis Of Parenting And The Dick And Jane Readers In Morrison’S The Bluest Eye, Rachel Roseman

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

First-generation college student Rachel Roseman has found the American educational and cultural systems to privilege the white, upper to middle classes. As Toni Morrison demonstrates in The Bluest Eye, those who do not fit this mold often lack educational support and have to learn how to navigate cultural systems on their own. Unlike the character of Pecola, who features in the following essay, Roseman had a strong community and family who supported her decision to attend college and, as a result, achieved success.

Understanding School, Tiffany P. Ta

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

As a first-generation college student in the Silicon Valley, author Tiffany Ta grew up in a high-achieving academic culture that she only really began to unpack and understand in college. Upon being exposed to more diverse cultures and backgrounds, Ta began to realize that her upbringing was vastly different than many others, and that some of her classmates' behaviors were unnatural. This poem reflects how she now feels about the experience looking back.

Did You?, Tiffany P. Ta

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

This poem is a reflection on first-generation college student Tiffany Ta's family heritage. The piece focuses on the author's grandmother, who Ta never really got to know.

Sheep In A Grotto, Laken D. Brooks

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

Many first-generation college students undergo feelings of inadequacy in what is known as "impostor syndrome." This piece of fiction is born from such feelings of identity confusion and formation. The story functions as a written snapshot of an otherwise normal teenager whose life is threatened by a sexual assault; she faces and overcomes trauma at the cusp of her coming of age. Brooks' tale incorporates a raw focus upon the protagonist's ability to persevere and thrive in the face of violence. Ultimately, this text transcends a single character's journey into womanhood to reflect a message of hope and growth.

The Beauty Within Us, Areli C. Hernandez

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

This piece of prose, inspired by Chapter 23 of John Steinbeck's The Grapes of Wrath, tells the story of a simple, yet vivacious get-together of migrant Latino workers, exploring the beauty within us--members of the migrant farm worker community.

Reconsidering Virtue, John M. Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

Re-appropriating the Aristotelian concept of virtue in composition classes could become the means of transforming the polarized state of public discourse in America.

Being There: Mindfulness As Ethical Classroom Practice, Paula Mathieu

The Journal of the Assembly for Expanded Perspectives on Learning

Incorporating mindfulness practices in teacher training for writing programs is supported by disciplinary scholarship in composition, spiritual writing, and research in neuroscience.

Jaepl, Vol. 21, Winter 2015-2016, Joonna Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Fond Farewells: Judy Halden-Sullivan and Helen Walker

SPECIAL SECTION: RHETORIC AND ETHICS

John M. Duffy - Reconsidering Virtue

Lois Agnew - Why Rhetoric and Ethics? Revisiting History/Revising Pedagogy

Paula Mathieu - Being There: Mindfulness as Ethical Classroom Practice

Scott Wagar - Composition as a Spiritual Discipline

Erec Smith - Buddhism’s Pedagogical Contribution to Mindfulness

Peter H. Khost - “Alas, Not Yours to Have”: Problems with Audience in High-Stakes Writing Tests and the Promise of Felt Sense

TEACHING AND LEARNING

Sheri Rysdam & Lisa Johnson-Shull - Introducing Feedforward: Renaming and Reframing Our Repertoire for Written Response

Mark Noe - Autoethnography …

Buddhism’S Pedagogical Contribution To Mindfulness, Erec S. Smith

The Journal of the Assembly for Expanded Perspectives on Learning

Considering the rhetorical elements in the Buddhist text “The True Aspect of All Phenomena” opens the possibility of teaching students a more mindful approach to writing.

Why Rhetoric And Ethics? Revisiting History/Revising Pedagogy, Lois Agnew

The Journal of the Assembly for Expanded Perspectives on Learning

Coupling rhetoric and ethics has helped create a coherent undergraduate writing major in one of the nation’s first free-standing composition programs.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.