Dana Driscoll (English Department) and Bonnie Devet (College of Charleston) are serving as guest editors for the May/June 2018 issue of the WLN: A Journal of Writing Center
This special issue focuses on transfer of learning in the writing center and how tutors may facilitate learning transfer for students writing in a variety of disciplinary contexts. Proposals for the special issue are due by May 1, 2017.
Call for Proposals
for WNL Special Issue
Department of English
Professor L. Savova, English Department, published an article on “Levels of Authenticity: From Exercises to Games” in the SPELT quarterly journal vol. 32 issue No.1, 2017.
In it, Savova differentiates between perspectives on authenticity as a product (e.g., an absolute, context-independent, binary, static, global construct) and as a process (e.g., a relative, context-dependent, multidimensional, dynamic, local construct).
She argues that the former mimetic views of ESL authenticity have limited applications and questionable learning potential, whereas the latter pragmatic view of authenticity could yield better learning outcomes.
More specifically, Savova’s article focuses on ESL task authenticity as it relates to effective learning. In her study, she examines the learning potential of three tasks, i.e., traditional exercises, communicative activities, and communicative events.
She does so by analyzing the extent to which each of these tasks meets three main criteria for authentic communication, i.e., shared context, communicative intention, and communicative message. Furthermore, she compares the learning potential of these
tasks according to the nature of learner language development and production, teacher and student roles, and overall intellectual development each task provides. She concludes that the learning potential of communicative events, such as language games,
surpasses the other two forms of language practice significantly in both quantity and quality.
Jocelyn Amevuvor and Miriam Saxton’s article “Creating SkillZone: A Tutoring Program for International Students and Scholars” has been published in the Journal of
The article discusses the SkillZone tutoring model and reflects on its development during its first two years. The
article can be found online.
An article by Gloria Park, Henderson Lee, and Tanghe, “Critical Reflective Inquiry In TESOL: Voices Of Teacher Scholars," has been accepted for publication in the European
Journal of Applied Linguistics and TEFL, Special Issue on Reflective Practice in ESOL Education.
Gloria Park and Shannon Tanghe published an article titled “‘Build[ing] something which alone we could not have done’: International collaborative teaching and learning in language teacher education.” This article appeared in System, An International Journal of
Educational Technology and Applied Linguistics, Vol. 57.
Building on calls to internationalize teacher education and recognizing the underexplored value of international collaboration, Park and Tanghe discussed an international collaborative project (ICP) developed and facilitated by two teacher-educators in
South Korea and the United States. Their study focuses on the teacher-educators' implementation of the ICP as well as four graduate students' experiences with the collaboration.
Dana Driscoll and three co-authors published a book chapter titled “Bridging high school and college writing: Using the framework to shape basic writing curricula.”
This article appears in the new edited collection on The Framework for Success in
Post-Secondary Writing: Scholarship and Applications edited by Nicholas Behm, Sherry Rankins-Roberson, and Duane Roen.
The chapter explores and offers evidence of how basic writing courses can be shaped to attend to habits of mind, learning transfer, and metacognition.
More information about the book can be found on the Parlor Press website.
Department of English
Lorraine Guth, Counseling, co-authored the article “International Group Work Research: Guidelines in Cultural Contexts” that was published
in the Journal for Specialists in Group
The content of this article was informed by sabbatical research she conducted in Malawi. She collaborated with two primary schools to pilot psychoeducational group lessons that she co-constructed and collected data regarding counseling in Malawi.
This work was funded in part by a Faculty Professional Development Council Grant and University Senate Research Committee Small Grant.
Lilia Savova, Department of English, has a chapter on “Local Materials Development Practices” accepted for publication in the forthcoming Encyclopedia of Teaching English (Liontas,
Her chapter focuses on one of the three core components of teaching English as an additional language that is teaching, learning, and materials. This is the first encyclopedia of its kind and being selected as the author of a major chapter on materials
design is an honor. Her chapter reviews materials development as a socio-cultural pedagogical and linguistic construct that is shaped by materials development's varied geopolitical, economic, and historical contexts. It includes sections on “The Intellectual
and Social Context of Materials Development,” “Distinctive Features of Materials Development,” “Changes Over Time in Local Materials Development,” “Current Emphasis in Local Materials Development,” and “Future Directions in Materials Development.”
Meagan White (PhD nursing student) and Teresa Shellenbarger (Doctoral Nursing Program coordinator) recently published an article in Nurse
The article, “Gamification of Nursing Education with Digital Badges,” offers a way to incorporate game-based pedagogies such as digital badging into nursing education.
of Nursing and Allied Health Professions
“Using whole school cluster grouping to differentiate instruction more effectively in elementary schools: A guide for administrators and teachers,” co-authored by Tanya Morret, Curriculum and Instruction doctoral candidate, and Crystal Machado, associate
Professional Studies in
Education, was published in the AASA Journal of Scholarship
and Practice in July 2017.
Given the wide range of ability (academic, linguistic and cultural) in classrooms, differentiated instruction is often difficult to manage. District and building level leadership can play an important role by providing the vision and support needed to
implement Whole School Cluster Grouping, the innovative scheduling approach described in this paper.
This paper describes the wide variation in grouping practices across schools and the challenges that continue to exist when differentiated instruction is not managed with fidelity. It then describes how WSCG, a scheduling approach that was developed to
serve gifted students, can be used to provide the “good stuff” to all students. Finally, it presents a three-step process, with illustrative examples, that administrators and teachers can use to identify, manage, and evaluate the effectiveness of
Emily Wender (English Department) has published an article on preservice teachers' conceptions of racial difference in the
Ohio Journal of English Language Arts.
The article, titled "Developing Conceptions of Racial Difference: Pre-service Teachers in a Swing State Read Hush During the Fall 2016 Presidential Election," emerged from a study of preservice teachers' writing about racial identity and difference
in young adult literature. Ultimately arguing that whiteness must be part of discussions of racial identity, Wender explores both the roles of perspective-taking and young adult literature in the English Language Arts classroom across grade levels.
The article appears in the latest OJELA (57.1), Summer/Spring 2017.
Emily Wender (Department
of English) has published an article in the Journal of Curriculum Theorizing.
The article, titled "Making a Case for Emotion in the Common Core Understanding of Close Reading," argues that close reading is a more authentic, relevant, and powerful practice for students when emotion in readers and in texts is treated as a rhetorical
category of analysis. Both building off of the Common Core State Standards’ focus on close reading and critiquing its limiting definition, this article both models and analyzes a type of close reading that puts rhetorical analysis of emotion at its
The text under consideration is a reading response composed by a student in a sophomore English class in an urban public school in the South. Ultimately, the article argues that by privileging emotion as a rhetorical category of analysis, emotions gain
significance beyond the individual, pointing to stances on the world and to relationships with others.
The article appears in the latest JCT (32.1), 2017.
David Downing, English Department, published an essay, “Higher Education and the Crisis of Care,” in the international online journal
This article appeared in a special issue, “Saving the Humanities from the Neoliberal University.” Access “Higher
Education and the Crisis of Care” online.
This essay situates the fate of the humanities within the broad perspective of the geopolitical economy of neoliberal capitalism. This article adapts Nancy Fraser’s historical analysis of the three phases of the “crisis of care” to understand our latest
phase (1975–2017) of the capitalist world system. With respect to higher education, the shift towards privatization has had devastating effects, especially for the humanities and social sciences. By reconsidering the public and social benefits of
higher education, we can restore the educational core of the humanities.
Courtney McLaughlin, associate professor, recently published an article in the School Psychology International journal. The purpose of this article was to review the literature on geography and mental health, report on a case example using new
methods for studying this topic, and provide recommendations for future research.
McLaughlin explained in her article that researchers have given little attention to the intersection of geography and mental health problems, and there is a great potential for this research to expand in a way that will be of great benefit to those studying
mental health as well as the many suffering with mental health problems.
Her work was also published in the American Psychological Association’s Monitor publication earlier in 2017, which is distributed to around 80,000 psychologists.
of Educational and School Psychology
Mary Stewart, English
Department, published an essay, “Communities of Inquiry: A Heuristic for Designing and Assessing Interactive Learning Activities in Technology-Mediated FYC” in Computers and Composition.
In her article, Stewart recommends that composition scholars and instructors adopt Randy Garrison, Terry Anderson, and Walter Archer’s (2000) Community of Inquiry (CoI) framework as a heuristic for designing and assessing interactive learning activities.
The CoI framework includes three components: social presence (how real people feel to each other), teaching presence (activity design, facilitation, and feedback), and cognitive presence (the thinking that results from interaction). Applying this framework
as a design heuristic involves an instructor identifying the intended cognitive presence of an activity, and then identifying appropriate teaching and social presences to support that cognitive presence.
Applying the framework as an assessment heuristic involves analyzing whether the three presences support or hinder interactive learning. To illustrate the ways the CoI framework can contribute to computers and composition research and instruction, this
article presents an online, first-year composition student’s experience with three interactive activities: asynchronous discussion, synchronous co-authoring in a Google document, and synchronous webinar chat.
Ultimately, Stewart suggests that the CoI framework creates a lens through which we can more precisely understand the goals and processes of asking students to interact with peers, and thus more effectively develop strategies for designing and assessing
Read Stewart’s article online.
Julie Ankrum and a team of colleagues described the process and features of one PK-16 partnership, developed to improve the clinical experiences for candidates in a teacher preparation program. The article reports on their study, designed to investigate
the critical conditions of a school-university partnership that fosters professional development among its members.
Easley, J.E., Ankrum, J.W., McConnell, B.M., & Girard, N. (2017). Professional learning through P-16 partnership design: Emergent lessons learned toward improving and sustaining partnership development. School-University
Partnerships, 10(1), 46-56.
Professional Studies in Education