Educational Methods Commons^™

A Review Of Books And Borrowing 1750–1830: An Analysis Of Scottish Borrowers' Registers, Sophie Coulombeau

ABO: Interactive Journal for Women in the Arts, 1640–1830

No abstract provided.

A Review Of Deborah Weiss's Women And Madness In The Early Romantic Novel: Injured Minds, Ruined Lives, Jennifer L. Nault Ms

ABO: Interactive Journal for Women in the Arts, 1640–1830

A review of Women and Madness in the Early Romantic Novel by Jennifer Nault.

Learning From The Legacies Of Phillis Wheatley Peters: A Collaborative Pedagogical Public Humanities Project, Sandra Zagarell

ABO: Interactive Journal for Women in the Arts, 1640–1830

“’Learning from the Legacies of Phillis Wheatley Peters’: A Collaborative Pedagogical Public Humanities Project” is an account of a Spring, 2024 Zoom and web-based public humanities project for primary, secondary and post-secondary teachers interested in learning more about African-born American poet Phillis Wheatley Peters (c.1746-1784) and developing writing-based curricular materials about her. Foregrounding the levels of pedagogy the project involved, the essay describes leaders’ planning processes and our sessions with teacher-participants and provides links to the materials the teachers prepared. The instructional approaches the essay details can be adapted by educators working in a wide variety of classroom settings.

Teaching Phillis Wheatley Peters’S “On Being Brought From Africa To America” For The First Time In An Online Undergraduate Women’S Literature Course, Shazia Khan

ABO: Interactive Journal for Women in the Arts, 1640–1830

As one of Phillis Wheatley Peters’ most famous poems, “On Being Brought from Africa to America” is often introduced to undergraduates; however, it is also an often-misunderstood text by undergraduate and graduate students alike when they first read it. Students often believe that Wheatley Peters is happy about her condition as an enslaved person in America and out of Africa. But upon deeper analysis of her word choice, use of punctuation, and biblical references, a reader can see her unique voice as an enslaved person criticizing slavery through sarcasm. Such responses can discourage instructors from teaching the poem, especially in …

Teaching Phillis Wheatley (Peters) As A Working Artist, Lenora Warren

ABO: Interactive Journal for Women in the Arts, 1640–1830

In recent years, the challenge of teaching the poetry of Phillis Wheatley (Peters) has been managing my students’ expectations of what constitutes “representative” African American literature and coming to a more comprehensive idea of constitutes both “political” and black art. In managing some initial confusion around Wheatley’s muted response to her enslavement I have landed on presenting Wheatley’s insistence of her work as a poet as “labour” to be the most interesting tact to take with students. For Wheatley it is the imperative of becoming a poet that allows her access to what might be seen as a more vital …

Teaching Phillis Wheatley Peters’S Morals On Words And Actions In American Literature To 1860, Don Holmes

ABO: Interactive Journal for Women in the Arts, 1640–1830

This article argues that teaching Phillis Wheatley-Peters (c. 1753-1784) as a moral authority during the American Revolution provides a robust historical framework for fostering an empowering humanism in students. When Phillis Wheatley Peters wrote to Indigenous Mohegan Minister Samson Occom (1723-1792) in 1774, she expressed satisfaction with his reasons for recognizing the conditions faced by enslaved Africans in North America. Her didactic perspective aimed to enlighten her readers about the limitations of the human condition: “This I desire not for their Hurt, but to convince them of the strange Absurdity of their Conduct whose Words and Actions are so diametrically …

On Being Brought From Gambia Or Ghana To Colonial Boston: Teaching Phillis Wheatley And Place, D. Quentin Miller

ABO: Interactive Journal for Women in the Arts, 1640–1830

In this pedagogical article, I describe my classroom practice in which the context of place becomes supremely important when introducing Wheatley’s work to students. With the help of experiential learning in the form of a walking tour of Wheatley's Boston and some maps, I call attention to spatiality as a crucial context for framing the poet’s most persistent concerns. The article contains images that can be useful to instructors who do not have the benefit of teaching Wheatley in Boston.

Introduction: Concise Collection On Teaching The Works Of Phillis Wheatley Peters, Part Ii, Mona Narain, Sarah Ruffing Robbins

ABO: Interactive Journal for Women in the Arts, 1640–1830

This short essay introduces part two of a two-part Concise Collections special issue on teaching Phillis Wheatley Peters. It discusses how the life and works of the poet can be taught in various educational settings.

Framing Affect: Close Up To Feeling With Women At The Eighteenth-Century Theatre On The Twenty-First Century Screen, Ros M. Ballaster Professor

ABO: Interactive Journal for Women in the Arts, 1640–1830

Period films and television dramas of the twenty-first century use scenes of attendance at the theatre by women in the (long) eighteenth century as a test of their capacity to feel. Such scenes provide an opportunity to measure the competing affordances of screen and stage regarding affect in the eighteenth century and our present moment. Explored are scenes of theatrical affect from Dangerous Liaisons (1998) to The Duchess (2008), Harlots (2017), Portrait of a Lady on Fire (2019), Bridgerton (2020). The figure of the liberated, educated, and aesthetically sensitive woman serves in period fiction on stage, screen and page more …

Managerial Forms: Narrative, Information, And Household Government In The Diaries Of Sarah Cowper, Robert Stearn

ABO: Interactive Journal for Women in the Arts, 1640–1830

The diary of Sarah Cowper (written 1700-16) is characterized by elaborate techniques of information management and a sustained attention to the fractious emotional dynamics of her household. Bringing together historical scholarship on domestic service and literary analyses of organizing practices in print and manuscript, the article argues that the finding devices in Cowper’s seven-volume diary disclose a practical knowledge both textual and social—one which took the affective dynamics of the household as its object, but which was also shaped by and afloat in those dynamics. The article is in two parts. The first explores how Cowper’s information management practices were …

Epic Anger And Shame In Lucy Hutchinson’S Order And Disorder, Mary Trull

ABO: Interactive Journal for Women in the Arts, 1640–1830

In his didactic epic, De rerum natura, the Roman poet Lucretius rejects the unity of affect and genre in Homeric epic. Instead, in Lucretius anger is anti-heroic: the human race is demeaned by fear, cowering before a fabricated vision of vengeful gods. The gods are not angry, and human fear is therefore absurd, even shameful, since it leads to outrageous acts of appeasement that violate basic human decency. When Lucy Hutchinson, the first English translator of the full De rerum natura, approached the task of writing an epic version of the book of Genesis, affect was already a central, …

Voice And Student Engagement With Writing: Integrating Perspective, Personality, And Style, Sara S. Martin

English Dissertations

The rise of generative AI has many teachers worried about the future of writing classes and students’ desire to learn. However, instructors can motivate students to write by valuing what AI can never replace: their voices. Previous definitions of voice took the concept for granted and left it either vague or reductive, unhelpful for structured lessons. I propose a new, more teachable definition of voice as perspective, personality, and style. Perspective takes priority because it belongs solely to the individual and the unrepeatable moment of composition. Personality infuses passages with emotion, forming a bond between author and reader. Style, the …

“What Am I Reading This Draft For?” Using Reading Filters To Enhance Your Peer Feedback, Kaitlin Clinnin, Mellisa Huffman, Benjamin Keating

English Faculty Research

Reading is a key part of the peer feedback process, and yet how to read peer drafts often receives less attention than other stages of this process.1 As a result, students may ask, “What am I reading this draft for?” Within this question are student concerns about the rhetorical and pedagogical purposes of reading peer drafts as well as the students’ own credibility and ability to read peer work compared to other presumably more “expert” sources of feedback. The chapter helps students grasp the social and rhetorical purposes of reading for peer workshops. It then presents a set of reading …

Establishing And Testing Experiential Critical Theory (Ect), Dolores M. Batten Mrs.

Graduate Studies Theses and Dissertations 2026

There is a current gap in academia which has been largely overlooked in both pedagogy and assessment: the value of personal experience as key evidence of interpretation and meaning-making correlation. Aside from narrative writing, most current methods of literary analysis writing do not place a high value on personal experience beyond the inclusion of brief anecdotes. Yet experience is the major pathway by which an individual forms their worldview, which then informs the ways in which they interpret the world—and by extension, text. This dissertation both establishes and examines the use of Experiential Critical Theory (ECT) in pedagogical application for …

Table Of Contents - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Front Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Full Issue Of The Journal Of The Assembly For Expanded Perspectives On Learning Volume 30, Wendy Ryden, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Writing Without Peter: Reflections On Peter Elbow And His Legacy: Peter Elbow The Philosopher, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

On the occasion of Peter Elbow’s passing, we read many tributes and praises commemorating him and the foundational contributions he made to the multi-faceted field of writing studies. But as we know, even as Peter’s ideas were lauded and embraced, they were also questioned by many, including other renowned members of our profession.

“Narrative Medicine Saved My Life”: Writing Is A Verb As Well As A Noun, Marian M. Maccurdy, Sarah Robinson

The Journal of the Assembly for Expanded Perspectives on Learning

Dedicated to Professor Peter Elbow 4/14/1935 – 2/6/2025

I, Marian, began my career as a graduate student in medieval literature who had a teaching assistantship to fund her degree. As a graduate student I lived in a world that saw writing as a noun, something done and finished, not as a verb, a process that shows us a world that is as ever-changing as we are. But as a writing teacher I found myself sliding into the world that writers inhabit, and

The Giving And The Receiving: Spiritual Traditions And Teaching, Aepl Summer Conference 2025, Estes Park, Co., Bhushan Aryal, Beverly Brannon, Geri Deluca, Nate Mickelson, Laurence Musgrove, Kristin B. Rajan, Adrian Matt Zytkoskee

The Journal of the Assembly for Expanded Perspectives on Learning

Editor’s note: This past year, AEPL held its first full, in-person conference since the pandemic at our beloved Estes Park location in the Rockies. To commemorate the return of this staple event for our organization, here’s a snapshot of one of the workshops, led by immediate past AEPL Chair, Geraldine DeLuca, “Writing Our Spiritual Autobiographies,” in which DeLuca asked attendees to consider, where and how did we begin, spiritually? What sustains us now? Deluca provided three prompts by Wallace Stevens, Karen Armstrong, and Audre Lorde to aid attendees in their reflection and writing processes. These prompts appear at the end …

Review: Williams, Bronwyn T. Literacies In Times Of Disruption: Living And Learning During A Pandemic., Ashna Singh

The Journal of the Assembly for Expanded Perspectives on Learning

This review is structured around three central concepts that Williams develops throughout this book: affect, assemblages, and the connection between memory and identity. In Literacies in Times of Disruption: Living and Learning During a Pandemic, Williams focuses on the narratives of over thirty university students at the University of Louisville to examine how their literacy practices and emerging identities were influenced by physical, emotional, and structural crises.

Bringing Mindfulness Into First-Year Composition, Matt Lemas

The Journal of the Assembly for Expanded Perspectives on Learning

I first stumbled upon the relationship between mindfulness and writing sometime after college. I had been meditating for a few years—not perfectly, but enough to notice the way it softened the inner critic and procrastinator that usually accompanied me to the page.

James Moffett’S Basic Principles, Jonathan M. Marine, Stephen Lafer

The Journal of the Assembly for Expanded Perspectives on Learning

The tricky part about trying to distill James Moffett’s basic principles is that there are so many of them. In literature, the “major” poets are separated form the “minor” for a number of reasons, but one critical criteria is development; major poets have to develop across the span of their careers, either writing in new forms, or about and with new ideas or themes. Suffice to say, Moffett developed a great deal across his career, from a focus on pedagogy to a focus on spirituality and mindfulness along with increasing consideration of educational assessment and policy. Of course, I’m overgeneralizing …

Book Reviews Introduction: Is It Just Me?, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Each of the reviews in this issue of JAEPL focus on a book that was published long before this particular crisis. The books span very different academic fields and very different research methodologies. Yet each reviewer gives a glimpse of how the research behind each book emerged from lived challenges and illustrates how that research sheds light on the daily work and daily struggle that we collectively face.

Contributors: Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors: JAEPL - Volume 30

Review: Cope, Emily M. Evangelical Writing In A Secular Imaginary: The Academic Writing Of Christian Undergraduates At A Public University., Kelly M. Sauskojus

The Journal of the Assembly for Expanded Perspectives on Learning

Emily Murphy Cope’s Evangelical Writing in a Secular Imaginary: The Academic Writing of Christian Undergraduates at a Public University (2024) empirically considers how evangelical students negotiate their identities in their academic writing.

Back Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter - JAEPL - Volume 30

Mindful Administration: Toward A Theory Of Academic Leadership We Can Live With, Sue Doe, Janelle Adsit

The Journal of the Assembly for Expanded Perspectives on Learning

This article names barriers to faculty leadership and identifies specific ways that faculty can harness tools and resources needed to lead well. Through mindful and relational leadership practices, faculty can ensure that the values that academic communities espouse are made manifest.

Review: Poetter, Thomas S. Curriculum Fragments: A Currere Journey Through Life Processes., Joseph Wiederhold

The Journal of the Assembly for Expanded Perspectives on Learning

Poetter’s book Curriculum Fragments—and the stories shared within— have changed the way I think about education. Redefined it. Recentered it on what matters most—the human experience, the life processes at the center of Poetter’s book: losing, knowing, forgiving, relating, hoping, growing, loving. Each of Poetter’s fragments—reflective narratives written following the Currere methodology (Pinar)—caused me to reevaluate my practice.

Beyond Instrumentalization: Adventures In Crafting A Community-Engaged Education, Katherine Kruger, Beth Brown

International Journal of Lifelong Learning in Art Education

This article explores the design, functions and experiences of a community-engaged education from the points of view of a university student and a lecturer. Whilst experiential learning is currently being presented as fundamental to university employability agendas in the UK, we reflect on the other important consequences of creating a more porous educational community. We suggest that taking arts and humanities pedagogies – archival research and collage in particular – outside of the classroom, positively impacts belonging and social justice, elements that are less easily captured by university metrics. Moreover, we propose that these pedagogies can be utilised to challenge …