Curriculum and Social Inquiry Commons^™

Dear Search Applicant Committee, Naomi C. Gades

The Journal of the Assembly for Expanded Perspectives on Learning

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Werk At Play: Exploring The Creative Play Of A Graduate Student Writer To Reimagine Graduate Writing In The Humanities, Michelle Lafrance, Jay Hardee

The Journal of the Assembly for Expanded Perspectives on Learning

This nontraditional essay poses the imaginative possibilities of fostering creative, intellectual play in graduate classes in the Humanities. Exploring the case study of a vlog produced by a student in a graduate seminar, the essay traces how the hybrid, multimodal writing—writing that meshes the digital conventions of creative and scholarly genres—in the course enabled this student to “reimagine” the purpose and stock moves of effective “scholarly” writing as the student blended voices, identities, and genres in his work. Creative play can be understood as an important pedagogical tool that allows graduate students to resist coercive and exclusionary processes of socialization, …

“Weaving All Of Them Together”: How Writing Majors Talk About Creative Writing, T J. Geiger

The Journal of the Assembly for Expanded Perspectives on Learning

The labels “creative” and “creative writing” serve several purposes in the discourses of undergraduate writing majors. In a study of students in two writing major programs, students often exerted significant effort to negotiate among diverse writing experiences and to integrate different understandings of writing. Their efforts mirror scholars’ conversations about negotiation and integration at the level of curricula and programs. Writing majors in this study raised issues relevant to the well-established curricular domains of theoretical knowledge, professional expertise, and civic action. They explained their insights using a mix of idiosyncratic, institutional, and disciplinary language that frequently relied on forms of …

The Pandemic Forces Us Back To Our Roots: Book Reviews Introduction, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

Book Reviews Introduction

Can We Flourish?, Christy Wenger

The Journal of the Assembly for Expanded Perspectives on Learning

Teachers and students alike can agree on one shared truth of this past academic year: it was tough. Even though many of us found our way back into classrooms, sometimes masked and sometimes not, Covid continued to present new hurdles to our tried-and-true active teaching methods. Students struggled to keep up with the social and emotional demands of the face-to-face classroom after so many pandemic interruptions over the past two years, and teachers struggled to foster engagement and make meaningful learning gains in their classes. I met weekly with the instructors in my writing program to talk through classroom engagement …

Standards Do Not Happen In A Vacuum: Local, State, And National Influences On Kentucky Academic Standards For The Social Studies And Curriculum Development, Ryan Douglas New

Theses and Dissertations--Curriculum and Instruction

This dissertation includes three articles that focus on local, state, and/or national influences on the development and implementation of state standards for social studies. Each article provides insights into how external influences at various levels can mediate the enactment, understanding, and/or adhering of state-level standards.

Article One, “The State of Social Studies Standards: What Is the Impact of the C3 Framework?” (2021) is a national case study that examines the impact the C3 (College, Career and Civic Life) Framework had in influencing the development of fifty state standards and the District of Columbia. The C3 framework pulls together content, concepts, …

Back Matter, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

An Encomium For Community College Students In Five Scenes, James Gallagher

The Journal of the Assembly for Expanded Perspectives on Learning

Books start arriving at my apartment by the boxful. As part of the committee judging the CCCC Outstanding Book Contest, I am inundated with books, and I am excited to get down to reading them. I feel like a graduate student all over again, reading things I would never read if I weren’t “made” to (New Materialisms, anyone?). Most of the books excite me and make me think about how I can move forward as a teacher of first year writing. Some of them hurt my brain. Some of them annoy me.

Review Of Pars In Practice: More Resources And Strategies For Online Writing Instructors, Jessie Borgman And Casey Mcardle, Editors, Madeline Crozier

The Journal of the Assembly for Expanded Perspectives on Learning

The charge that “we are all online writing instructors” should resonate with any composition instructor who has taught during the Covid-19 pandemic (Borgman and McArdle 3). This exigent universal truth gives rise to the compilation of this volume. The well-timed collection builds on Borgman and McArdle’s co-authored book Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors, which earned the 2020 Computers and Composition Distinguished Book Award and introduced the PARS approach to online writing instruction—Personal, Accessible, Responsive, Strategic.

Review Of Creativity And The Paris Review Interviews: A Discourse Analysis Of Famous Writers’ Composing Practices By Rhonda Leathers Dively, Heidi M. Williams

The Journal of the Assembly for Expanded Perspectives on Learning

Only by fate and fortune would an apprentice receive the opportunity to review the work of a master. Nearly 14 years after sitting as a doctoral student in her Creativity Theory course, I am pleased to review Dr. Ronda Leathers Dively’s text, Creativity and The Paris Review Interviews: A Discourse Analysis of Famous Writers’ Composing Practices. Dively has written and published on the topic of Creativity Theory since the late 90s and is notably one of the pioneers for applying Creativity Theory in the composition and expository writing classrooms.

Review Of Teaching The Way: Using The Principles Of The Art Of War To Teach Composition By Steven T. Nelson, Christian Smith

The Journal of the Assembly for Expanded Perspectives on Learning

First, an admission, or perhaps a confession: my enthusiasm for teaching composition has been waning in the last year or two. I don’t know if it was the pandemic coupled with the resulting year on Zoom or the cumulative effect of teaching writing for the last decade and a half, but somewhere along the way it became a different experience. All too often after grading or having a lesson plan fall flat, I would repeat the first two lines from Geoffrey Sirc’s underappreciated review article, “Resisting Entropy,” when he says “Teaching writing is impossible. You have ten to fifteen weeks …

Contributors To Jaepl, Vol. 27, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors

Review Of Creativity And Chaos: Reflections On A Decade Of Progressive Change In Public Schools, 1967-1977 By Charles Suhor, Stan Scott

The Journal of the Assembly for Expanded Perspectives on Learning

In the title of Charles Suhor’s engaging memoir, the words progressive, change, and creativity—even chaos—will I suspect light fires of the imagination for many progressively inclined teachers and other readers. That goes all the more for those of us who lived through the upheavals and exciting breakthroughs of the late ‘60s and ‘70s, who may also have fought battles, like the ones recounted by Suhor, on behalf of our own students and children, to bring progressive changes to schools and colleges. As a former professor of English and philosophy and co-chair (with my friend and colleague Irene Papoulis) of the …

Review Of Self+Culture+Writing: Autoethnography For/As Writing Studies, Rebecca Jackson And Jackie Grutsch Mckinney, Editors, Amanda E. Scott

The Journal of the Assembly for Expanded Perspectives on Learning

This volume brings together a compendium of works that explore autoethnography and its emerging applications. A qualitative approach that first appeared in the social sciences, autoethnography has recently gained traction within other disciplines over the last two decades, including rhetoric and composition studies. However, due to its theoretically and methodologically amorphous qualities, over the years researchers have struggled to firmly define autoethnography, especially as the field continues to evolve. Still, many within writing studies have championed the method and now understand it as a recursive tool for studying “the relationship between self and other and all of its dimensions” (Kafar …

A View From Somewhere: Situating The Public Problem In Creative Writing Workshops, Erika Luckert

The Journal of the Assembly for Expanded Perspectives on Learning

This essay is an effort to better situate the creative writing workshop in the diverse perspectives of its participants, by drawing on parallels between critiques of the writing workshop and critiques of the idealized public sphere. Habermas’s idealized public sphere has been critiqued for privileging dominant identities, much as creative writing workshops have been critiqued for privileging white writers like me. In this essay, I begin by listening to the critiques and testimony of BIPOC writers, which reveal that workshops are hegemonic spaces that reproduce and magnify racist, sexist, and classist systems. By reading these testimonies in conversation with critiques …

Review Of Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy By Christy Wenger, Matthew Overstreet

The Journal of the Assembly for Expanded Perspectives on Learning

When given the chance to review a book for JAEPL, I immediately suggested Christy Wenger’s Yoga Minds, Writing Bodies. Not only is this a book I highly respect, but one of its themes is perhaps more relevant than ever today, some six years after its publication.

Review Of On The End Of Privacy: Dissolving Boundaries In A Screen- Centric World By Richard E. Miller, Kandace Knudson

The Journal of the Assembly for Expanded Perspectives on Learning

Although I no longer grade student papers, I work closely with students and my faculty colleagues in support of the online learning environment. Need some advice about how to design your online course to increase student engagement? Need to know what the institution’s rules are as they relate to online teaching? Yes, I’m that person: accessibility laws, copyright laws, college policy, how to get this photocopied article into the learning management system, where to click to do this or that.

Online Speech & Debate: Should We Zoom Into The Future?, Parker E. Hopkins

Graduate Theses/Dissertations

This study uses quantitative analysis of survey responses to identify and explain individuals’ motivations for or against online Speech & Debate competition. This study used a 51-question survey to generate multiple variables to explore the issue of online participation from a variety of angles including: financial costs, feelings of community, cultural experiences, sub-community, age, familial status, role in the community, feelings of work/life balance, technology, access, and tournament or season structure. This study found that there are few single determinants for online participation, rather all the factors listed above were motivating factors, for various individuals, for various reasons, and at …

The Writing’S On The Wall: Using Multimedia Presentation Principles From The Museum World To Improve Law School Pedagogy, Cecilia A. Silver

Dickinson Law Review (2017-Present)

Law school pedagogy is a relic. Nearly 150 years after Christopher Langdell pioneered the case method, the typical doctrinal course remains predominantly a verbal domain, featuring lectures, Socratic dialogue, and final exams. But the visual disconnect between legal education and legal practice does students a disservice. Under the proliferating influence of laptops, iPads, smartphones, and Zoom, students now read, work, and study electronically more than they ever have before. So instead of business as usual, it’s time to embrace “visualization”—using multimedia to enhance, or even supplant, the near-exclusive reliance on language—to build a more vibrant and inclusive learning environment.

Law …

Choral Music Educator Pedagogies For Multilingual Learner Inclusion: A Critical Multiple Case Study, Austin Cole Norrid

Theses and Dissertations--Music

Multilingual learners are the fastest growing student population in US public schools. The purpose of this critical multiple case study was to discover three music teachers’ and one Multilingual Learner resource teacher’s perspectives on the strengths and areas of growth in pedagogies for teaching Multilingual Learners in choral music ensembles. Common areas of strength included: student-centered learning, culturally responsive teaching, and positive classroom environment. Common areas of growth were: multilingual teaching strategies, knowledge of diverse repertoire, community and culture, and multilingual learner empowerment.

“¿Te Acuerdas?” An Anecdotal And Critical Analysis Of Storytelling As A Pedagogical Tool For Chicano Nationalism And Pride, Lesley Chavarria

CMC Senior Theses

This thesis examines the validity of storytelling as a pedagogical tool for students, particularly students of color. The project begins by presenting the value of storytelling and communal education using Zapatista philosophy and indigenous examples. The goal of this theoretical foundation is to begin to critically think about what education is, versus what it can be. Then, the main case study is introduced in the next section: Escuela Tlatelolco. Escuela Tlatelolco is a Chicano centric school in Colorado that closed in 2017. Through numerous primary sources, my discussion of the school will illuminate how this community used storytelling to support …

Improving Empathy Of Occupational Therapy Students Through Reading Literary Narratives, Cavenaugh Kelly

Journal of Occupational Therapy Education

This study explored the impact of teaching empathy to occupational therapy students through the close reading of literary narratives. The study defined empathy as a dynamic process involving Theory of Mind (ToM), emotional resonance, and empathy as a willful act. Empathy is an espoused value of occupational therapy challenged by the modern demands of the market-driven health care system, and research suggests reading literary narratives, or stories with qualities of literature, facilitates greater empathy. Prior studies have also indicated that practicing with greater empathy improves health outcomes and makes occupational therapy sessions more client centered. In this study, a quasi-experimental …

Changing My Language And Understanding: An Autoethnography Of My Dumb-Upness, Eric Hogan

Curriculum, Foundations & Reading: Faculty Publications

Education, in its many forms, is an institution that mirrors the society around it, including its patterns of privilege and marginalization (Marx, et al., 2017). The purpose of this article is to provide a reflection of my experiences while working alongside four interns from an alternative school hired to work for an agricultural internship. I highlight my shifting perspectives through an autoethnography. Autoethnographic projects use selfhood, subjectivity, and personal experience (“auto”) to describe, interpret, and represent (“graphy”) beliefs, practices, and identities of a group or culture (“ethno”). (Adams and Herrmann 2020). After working with four interns, I was confronted with …

Through The Looking Glass: Assessing And Enhancing The Effectiveness Of Bourdieu’S Theory Of Practice To Understand The Achievement Gap In British Columbia's Inner-City Schools, Victor Brar

Journal of Practitioner Research

This paper emerges from a 2016 conceptual study borne out of an ongoing practitioner inquiry in which I, as a practicing K-12 inner-city Canadian teacher, tried to understand, on a theoretical level, why the children at my inner-city school in Vancouver consistently underperform in an academic sense in spite of being provided with additional learning resources. The achievement gap that exists between British Columbia’s inner-city children and their more affluent peers cannot be adequately explained by differences in finances alone, but it has sociological roots, which I explored in this study. To understand the achievement gap, I chose to filter …

Complete Puzzle Picture For 'Stories That Mattered', Peter London

Artizein: Arts and Teaching Journal

Complete Puzzle Picture for 'Stories that Mattered.
' This art piece brings the whole story together as made from the many pieces of the stories in this issue's articles.

Fashion, Identity And The Muslim-American Narrative, Shireen Soliman

Artizein: Arts and Teaching Journal

In this pivotal time, assumptions, boundaries, power structures and relationships within society are being reconsidered and reimagined. My research project, “Fashion, Identity and the Muslim- American Narrative” builds off of well-established prior models and responds to this moment. Through this multidisciplinary, multimedia design workshop series geared towards Muslim American female adolescents, we are able to leverage the powerful intersection of design, technology, community, social media and social justice. In this affirming, enlightening space, we use fashion, dress and personal narrative as the springboard and means of exploring the intrinsic connection between social and emotional issues surrounding identity development, social justice …

A Story Without End..., Holly Edwards

Artizein: Arts and Teaching Journal

This article traces the impact of 9/11 on my teaching style as an art historian. That trauma has left its marks on all of us, and yet life goes on. My own ‘story’ ranges across time and space, from Kabul decades ago through years in the studio since then. The tale is punctuated with contemplative questions about the therapeutic role of art in a troubled world. Art matters! And the way that we teach it makes a difference by fostering mindfulness in students with interdisciplinary pedagogical techniques, asking them to look, read, make, and talk collaboratively in order to transcend …

Do Teachers Know This?, David L. Pike

Artizein: Arts and Teaching Journal

A Communication Arts instructor in a Calgary Technical Institute discovers an opportunity to enlarge his vocation when a student asks him a simple four-word question. Methods of thinking and learning are soon integrated into the communications curriculum, and students, together with their instructors, are invited to develop more and better “TLC” capabilities as they study and practice their chosen disciplines. The article closes by suggesting, given the challenges we’re facing in working, learning, and living well together now, that we ask leaders in our communities and beyond the same question; and to encourage them to expand their leadership roles and …

Aesthetic And Pedagogical Compasses: The Self In Motion, Liora Bresler

Artizein: Arts and Teaching Journal

This is a story of composing and being composed by “Aesthetics and curriculum”, a course I taught for 28 years at the University of Illinois. The course aimed at living with questions, as Rilke famously suggested, rather than seeking ultimate answers; heightened experience, wonder and exploration rather than mastery; creating openings rather than pre-destined knowledge. Tuning inward and outward were complementary processes that supported each other in a dynamic conversation involving artworks, the self, and aesthetic theories. We learned about ourselves in the process of encountering artworks and aesthetic theories, and, in turn, the encounter with our individual selves was …

The Bridge, Bonnie Berkowitz

Artizein: Arts and Teaching Journal

Abstract “The Bridge”

Stories That Mattered: Inspirited Stories and the Unfolding Arts Curriculum as a call for papers for Fall 2021 issue inspired this Art Therapy educator to consider and re-examine past teaching beliefs and practices, to underscore and understand with more clarity, how the dissonance between two styles of a classical Fine Arts and an Art Therapy Education became apparent in an Art Therapy graduate studio course. With a sharing of past experiences and ideology, Berkowitz writes about how the examination of quality and fears, about a fine arts critique and the nonjudgmental art discussion, highlight the need to …