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
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,
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.
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
Jocelyn Amevuvor and Miriam Saxton’s article “Creating
SkillZone: A Tutoring Program for International Students and Scholars” has been
published in the Journal of
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.
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.”
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.
chapter explores and offers evidence of how basic writing courses can be shaped
to attend to habits of mind, learning transfer, and metacognition.
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
Lilia Savova, Department of English, has a chapter on “Local Materials
Development Practices” accepted for publication in the forthcoming Encyclopedia of Teaching English (Liontas, Ed.).
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
article, “Gamification of Nursing Education with Digital Badges,”
offers a way to incorporate game-based pedagogies such as digital badging into
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 professor, Professional Studies in
Education, was published in the AASA Journal of Scholarship
and Practice in July 2017.
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 the
Emily Wender (English Department) has published
an article on preservice teachers' conceptions of racial difference in
the Ohio Journal of English Language Arts.
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.
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
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),
David Downing, English Department, published an essay,
“Higher Education and the Crisis of Care,” in the international online
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.
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
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. Th
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 interactive
Read Stewart’s article online.
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.
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