Open Society University Network Media Literacy Module compiled by Daniel Calingaert and Meggan Houlihan The attached Media Literacy Module is a 1-hour and 20-minute class originally designed to slot into OSUN Online and Network Collaborative Courses. Aimed at introductory and intermediate students, it provides context on how news spreads on social media and drills down […]
Category: Resources
In Praise of the Open-Ended Process Note Jane Wanninger, Bard College at Simon’s Rock Introduction In his 1993 essay “Ranking, Evaluating, and Liking: Sorting Out the Three Forms of Judgment,” Peter Elbow makes a provocative point about the value of “liking” in the assessment of writing. While he acknowledges that the concepts of liking and […]
How Do Teachers and Students Conceptualize Writing? Narratives from an Undergraduate Law Degree Program in London.Mayur Suresh, SOAS University of London Introduction How do students and teachers in an undergraduate law program in London conceive of writing? What are the values and purposes associated with writing in an undergraduate law degree program? How do these […]
Cultivating Community, Comfort, and Creativity Empowering Curiosity Through Writing Based Teaching Practices Julia Carey Arendell, Bard Early College New Orleans Comfort, creativity, and community are necessary to foster curiosity in a classroom environment, without which students cannot learn or grow. This concept is not new—the David P. Weikert Center for Youth Program Quality has long […]
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Innovative Newark
Innovative Newark Creating Engaged Citizens in the Global City Jazmin Puicón, Bard Early College Newark This primary form of this project is a website: innovativenewark.org. A brief introduction, overview of the course, and research findings are in the article linked below. For more details and to connect with the project, please visit the website. […]
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Writing Practices for Learning
Writing Practices for Learning Embedding Writing-Based Learning Activities to Develop Students’ Reflective & Critical Thinking Skills for Engaged LearningDale Mineshima-Lowe, Birkbeck: University of London Abstract This paper examines a pilot study undertaken during the 2022-2023 academic year within a first-year undergraduate comparative government module at Birkbeck College, University of London, United Kingdom. The study investigates […]
A Case Study of Writing as Active Learning in Gateway Undergraduate Mathematics Model in Calculus IAmanda Landi, Bard College at Simon’s Rock Abstract In Fall 2022, I implemented a writing-to-learn curriculum in [two sections of] a college-level Calculus I course. In this paper, I will briefly describe the design of the curriculum and report on […]
Writing as Research and Research through Writing Reflections from Piloting an Academic Writing Workshop in English for Doctoral Research Scholars in a Multilingual University in IndiaSanjay Kumar, Central European University Abstract This project reflects on the processes and products of designing a pilot course in academic and research writing in English for PhD research scholars […]
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Capstone Project
Capstone Project Senem Konedareva, American University in Bulgaria Introduction The main purpose of the project is to illustrate and highlight the implementation and effectiveness of experimented writing-based teaching practices in the context of a home institution and classes taught there. The scope of the project will be definition of the research question, methods used, experimented […]
Spotting the Central Legal Issue and Reflecting On It Using Writing in the Zones to Help Students Become Competent in Legal Reasoning in a Problem-Based Learning Contract Law CourseJuan Carlos Durán-Uribe, Universidad de los Andes Introduction How can Writing in The Zones (WiTZ), as an informal writing pedagogy, help Contract Law students to become competent […]