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The Languages of Belonging: Heritage Language and Sense of Belonging in Clubs and Organizations
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In: World Languages and Cultures (2020)
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Being everything to everyone: the lived experiences of first-generation college students and how colleges can better support them
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A Case Study: How Do We Compensate Minoritized Social Justice Authors and Still Use an Open License?
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In: CTL Teaching Gallery (2020)
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Academic advising first-generation college students ; Academic advising FGCS
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A Credited Support Course: Corequisite Writing Course at Boise State University
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In: English Faculty Publications and Presentations (2020)
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Abstract:
In 1981, when I began teaching at Boise State University, the institution still filled the community college function, the teaching load was heavy (five or even six courses per term), and preparing students for first year writing was the goal of basic writing. I felt immersion in a full, rich writing and reading experience, not primarily grammar review, was essential. I entered Boise State with experience teaching at a small college in western North Carolina where I first encountered Mina Shaughnessy; I admired how she took basic writing seriously. After four years in North Carolina, in 1980-81, I participated in a year-long National Endowment for the Humanities (NEH) seminar titled “Literature and Literacy,” led by W. Ross Winterowd of the University of Southern California. During the seminar we read 1970s writing and reading theory, both conceived of as process, and worked to connect writing with reading. We read thinkers like James Britton, Donald Murray, and Peter Elbow on writing; and Louise Rosenblatt, Frank Smith, and Norman Holland on reading; and others who studied and wrote about full texts, response, revision, and writing and reading as mirror image acts. Thus, when I came to Boise State, I was excited to try these ideas.
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Keyword:
Creative Writing; English Language and Literature; Higher Education
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URL: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1345&context=english_facpubs https://scholarworks.boisestate.edu/english_facpubs/346
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Greetings from Nanning and Qinzhou!: Student reflections on an Australian university study tour to China as an experience of critical interculturality
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In: Danaher, MJ, (2020). Greetings from Nanning and Qinzhou!: Student reflections on an Australian university study tour to China as an experience of critical interculturality. Mulligan, DL, Danaher, PA (Eds.), Researching within the education margins: Strategies for communicating and articulating voices, p. 179-193 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-48845-1_11 (2020)
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Overleaf LaTeX: An online tool for synchronous, collaborative scholarly writing
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In: Hassan, JA, Islam, N, Bokani, A, (2020). 'Overleaf LaTeX: An online tool for synchronous, collaborative scholarly writing', 2020 Scholarship of Tertiary Teaching Online Conference, 3rd Scholarship of Tertiary Teaching Online Conference (2020), Online, CQUniversity Australia, p. 44-44, https://www.eventbrite.com.au/e/scholarship-of-tertiary-teaching-online-conference-registration-107516795630?aff=eml (2020)
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Making the student voice count: Using qualitative student feedback to enhance the student experience
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In: Shah, M, Pabel, A, (2020). Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education, Vol. 12, No. 2, p. 194-209 http://dx.doi.org/10.1108/JARHE-02-2019-0030 (2020)
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Student reflections on doctoral learning: Challenges and breakthroughs
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In: Owens, AR, Brien, DL, Ellison, ER, Batty, C, (2020). Student reflections on doctoral learning: Challenges and breakthroughs. Studies in Graduate and Postdoctoral Education, Vol. 11, No. 1, p. 1-16 http://dx.doi.org/10.1108/SGPE-04-2019-0048 (2020)
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Reflections on COVID-19 and impacts on equitable participation: The case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education
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In: Mupenzi, A, Mude, WW, Baker, S, (2020). Reflections on COVID-19 and impacts on equitable participation: The case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education. Higher Education Research and Development, Vol. 39, No. 7, p. 1337-1341 http://dx.doi.org/10.1080/07294360.2020.1824991 (2020)
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Students as partners in assessment (SaPiA): a literature scoping review
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In: Ní Bheoláin, Ruth orcid:0000-0001-6334-7501 , Lowney, Rob orcid:0000-0002-8866-4367 and O'Riordan, Fiona orcid:0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3 (2020)
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Facilitation of information literacy through a multilingual MOOC considering cultural aspects
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Barriers to academic help-seeking: the relationship with gender-typed attitudes
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Redesigning Community College Student Onboarding Through Guided Pathways
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Equity and Higher Education: Essays on Performance-based Financial Aid, Community College Degree Completion, and Dual Enrollment
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Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
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An Ethnonarrative Inquiry Approach to Understand the Role of Context-Specific Languages in the Socio-Academic Experiences of Culturally and Linguistically Diverse College Students
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Writing Centers and Students’ Experiences with Writing in College
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Chen, Vicky. - : eScholarship, University of California, 2020
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Walking the walk: How Writing, Rhetoric, and Composition doctoral programs prepare their graduate students for intersectional Writing Studies research
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