Disability and Equity in Education Commons^™

Echo And Drag As Resistance: Coloniality, Queerness, And Practices Of Reading Student Texts, Joshua Barsczewski, Florianne Jimenez

The Journal of the Assembly for Expanded Perspectives on Learning

In this article, a postcolonial theorist and a queer studies scholar reconsider the role of student resistance in Writing Studies’ social justice turn, arguing for a way of reading student texts that accounts for why students might choose to take up social justice or not in their own writing. Through examples from their ongoing research projects, the writers discuss how students’ resistance surfaced not as visible and explicit signs of a changed epistemological framework or political perspective, but as a series of normative rhetorical choices that made space for more transgressive or subversive possibilities.

Back Matter - Jaepl Volume 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter - JAEPL Volume 29

Full Issue Of The Journal Of The Assembly For Expanded Perspectives On Learning Volume 29, 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 29.

Tear In The Wing, Aspen Balducci

Student Sequential Art and Comics

A short comic based on the author's own experiences with disability and acceptance, as a plus size person with knee problems, growing up.

Thai Americans: A Poem Collection Featuring "Bilingual หมา Standard Poodle" And "Last Name กู Too Long", Simon Boonsripaisal, Ravadee Boonsripaisal

Journal of Southeast Asian American Education and Advancement

This is a co-authored poem collection focusing on Thai American life. In Bilingual หมา Standard Poodle, interactions and observations are made between a Thai American family and their supportive standard poodle named Pumpkin. This poem interjects on the disaggregated Southeast Asian American experience with inclusion of a pet companion. In Last Name กู Too Long, a Thai American graduate student discusses with their mother the challenges of gaining employment. This poem brings attention to hiring bias in the screening and interview process.

With Love, ; An Interdisciplinary And Intersectional Look At Why Creativity Is Essential, Theo Starr Gardner

Whittier Scholars Program

My Whittier Scholars Program self-designed major, Teaching Creativity, is a mixture of Art, Literature, and Education classes. My research and praxis classes have been focused on the ‘how?’s and 'why?’s of creativity, so it felt only right that my project should be a constructivist, generative project. The project I have been working on throughout my time at Whittier, and that has just fully come to fruition on April 11th, 2024, was a solo art gallery/open mic event entitled ‘With Love,’. With Love, was conceptually inspired by the research I’ve conducted on creativity and creative arts education over the past few …

Similes Mini Lesson Plan, Kristen S. Addessi

Open Educational Resources

No abstract provided.

Table Of Contents - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Table of Contents

Rethinking Science Communication: The Need For Dialogic, Transdisciplinary Collaboration, Julia Kiernan

The Journal of the Assembly for Expanded Perspectives on Learning

Rethinking Science Communication: The Need for Dialogic, Transdisciplinary Collaboration

Front Matter - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Science Storytelling Beyond The Dramatic Arc: Narrativity And Little Red Schoolhouse Principles In Science Communication, Daniel A. Newman

The Journal of the Assembly for Expanded Perspectives on Learning

Narrative is widely recommended for improving science communication, yet the main approach to science storytelling is limited and limiting, advocating fixed dramatic arcs and the ideal of narrativehood, the absolute quality of being a coherent narrative. Neglected by this approach, I argue, are the finer grained linguistic patterns that give texts local narrativity, the quality of being narrative in a scalar, adjectival sense. I harmonize narrativity with the well-established principles of clear technical writing developed by Joseph Williams, then demonstrate how these principles might be used and taught through a comparative reading of several texts discussing a single topic in …

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.

Hailey's Hearing Aids, Hailey Marie Garcia

Whittier Scholars Program

Individuals from the deaf and hard-of-hearing community are likely to experience more anxiety and depression due to defective cognitive, social, communicational, and emotional skills (Azizi et al., 2019). The word “disability” is embedded with historical negative connotations with phrases such as “deaf and dumb” because if they were deaf or mute then they were automatically labeled as inferior (Horovitz, 2007). Since the 18th century, the DHH community has been seen as incapable, even inhuman, hence the development of emotional deficiencies that bleed into one’s perception of society and their self esteem (Gallaudet, 1886).

How do you navigate a hearing world …