Studies in Student-Centered Teaching and Learning around the Globe
Volume 2: Spring 2025
Spring 2025 Contents
Fostering a Sense of Community through the Dialectical Notebook
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Giovany Alsaint, Haitian Education and Leadership Program
Eerie Silence: On Negotiating Student Silence and Critical Inquiry in the Black Speculative Fictions Classroom
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Edmund Ankomah, Ashesi University
Towards Border-Writing: Guided Shifts of Attention in Freewriting
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Fouad Asfour, University of the Witwatersrand
Liberal Arts and Sciences Education as Pedagogy in Central Asia
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Görkem Atsungur, American University of Central Asia
Field Notes on an Ethnographic Writing Experiment
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Ayşe Çavdar, American University of Central Asia
The Deeply Rooted Body
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Jennifer M. Eccher, Bard High School Early College – Cleveland
Writing for Connection: Lessons from a Course on War and Storytelling in a Divided Country
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Lorenzo Morales, Universidad de los Andes
Use of Cover Letters & Radical Revision as Part of Formative Written Feedback
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Neada Mullalli, European Humanities University
Designing an Interdisciplinary Course out of Thin Air
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Pușa Năstase, Central European University
Unlocking Academic Excellence: A Comprehensive Guide for Unpacking “How to Write” Policy Briefs
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Fahmida Rahman, BRAC University
Writing-meditation or Meditation-writing: Guiding Trauma on a Path to Meaning
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S M Mahfuzur Rahman, BRAC University
Innovative Pedagogies for Social Science Thesis Writing: Enhancing Student Skills through Reflection, Storytelling, and Peer Collaboration
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Jarkyn Shadymanova, American University of Central Asia
Nurturing Reflection: Personal Insights from an Instructional Support Integrating Writing-based Teaching
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Andrea Solano, Universidad de los Andes
Feedback through Dialectical Notebooks
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Krasimir Spasov, American University in Bulgaria
Volume 1: Spring 2024
Spring 2024 Contents
Cultivating Community, Comfort, and Creativity
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Empowering Curiosity Through Writing Based Teaching Practices
Julia Carey Arendell, Bard Early College New Orleans
In the Field with Writing and Thinking (Literally)
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How does the pedagogy of the Institute of Writing and Thinking (IWT) contribute to the ethos and delivery of Black Mountains College (BMC), Wales?
How can IWT reinforce/engage with students and tutors with a more embodied and creative approach, initially focusing upon the delivery of further education programs offered at BMC?
Lynn Clausen, Black Mountains College
Focused Freewriting, Writing by Hand and Reading Aloud as used in a Text and Meaning Classroom
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Makafui Aku-Sika Cudjoe, Ashesi University
Connected and significant learning through meaningful writing experiences
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The case of a small Liberal Arts and Sciences university in Burma
Romina de Jong, Parami University
Spotting the Central Legal Issue and Reflecting On It
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Using Writing in the Zones to Help Students Become Competent in Legal Reasoning in a Problem-Based Learning Contract Law Course
Juan Carlos Durán-Uribe, Universidad de los Andes
Improving Communication Skills Through Virtual Discussions
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Ekaterina Galimova, American University of Central Asia
Emilienne Idorenyin Akpan, American University of Nigeria
Mia Sasaki, Parami University
Writing About and Beyond Palestine
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How Writing Practices Impact Thinking Among Palestinian Students About Their Cause for Liberation
Issam Khoury, Al-Quds Bard College of Arts and Sciences
Capstone Project
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Senem Konedareva, American University in Bulgaria
Writing as Research and Research through Writing
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Reflections from Piloting an Academic Writing Workshop in English for Doctoral Research Scholars in a Multilingual University in India
Sanjay Kumar, Central European University
A Case Study of Writing as Active Learning in Gateway Undergraduate Mathematics
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Model in Calculus I
Amanda Landi, Faculty of Mathematics, Bard College at Simon’s Rock
Writing Practices for Learning
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Embedding Writing-Based Learning Activities to Develop Students’ Reflective & Critical Thinking Skills for Engaged Learning
Dale Mineshima-Lowe, Birkbeck, University of London
Innovative Newark
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Creating Engaged Citizens in the Global City
Jazmin Puicón, Bard Early College Newark
How Do Teachers and Students Conceptualize Writing?
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Narratives from an Undergraduate Law Degree Program in London.
Mayur Suresh, SOAS University of London
In Praise of the Open-Ended Process Note
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Jane Wanninger, Bard College at Simon’s Rock
Cover art: Amanda Landi, Bard College at Simon’s Rock
IWT CLASP
