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Teaching, Learning, and the Holocaust
Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.
Understanding and Teaching the Holocaust
Few topics in modern history draw the attention that the Holocaust does. The Shoah has become synonymous with unspeakable atrocity and unbearable suffering. Yet it has also been used to teach tolerance, empathy, resistance, and hope. Understanding and Teaching the Holocaust provides a starting point for teachers in many disciplines to illuminate this crucial event in world history for students. Using a vast array of source materials—from literature and film to survivor testimonies and interviews—the contributors demonstrate how to guide students through these sensitive and painful subjects within their specific historical and social contexts. Each chapter provides pedagogical case studies for teaching content such as antisemitism, resistance and rescue, and the postwar lives of displaced persons. It will transform how students learn about the Holocaust and the circumstances surrounding it.
Literacy as Social Exchange
Literacy as Social Exchange examines the intersection of culture and literacy education. In particular, it explores the roles that class, race, ethnicity, and gender play in students' learning to negotiate the conventions of academic discourse. It argues that recent literacy scholarship has tended to isolate class, gender, and culture as discrete, marginalizing factors, but such isolation may unintentionally silence voices from non-Western, non-mainstream cultures. Writing program administrators and writing teachers who are interested in constructing programs that address the needs of all students in increasingly multicultural classrooms, will need to examine how cultural factors influence t...
Reading Across the Disciplines
Reading Across the Disciplines offers a collection of twelve essays detailing a range of approaches to dealing with students' reading needs at the college level. Transforming reading in higher education requires more than individual faculty members working on SoTL projects in their particular fields. Teachers need to consider reading across the disciplines. In this collection, authors from Australia and North America, teaching in a variety of disciplines, explore reading in undergraduate courses, doctoral seminars, and faculty development activities. By paying attention to the particular classroom and placing those observations in conversation with scholarly literature, they create new knowledge about reading in higher education from disciplinary and cross-disciplinary perspectives. Reading Across the Disciplines demonstrates how existing research about reading can be applied to specific classroom contexts, offering models for faculty members whose own research interests may lie elsewhere but who believe in the importance of reading.
Border Talk
By intertwining narratives, journals, interviews, and traditional analysis and argument, this book offers an ethnographic account of a diverse group of community college faculty working together to revise their writing center's tutor protocols and expectations for student writing. In doing so, it takes postsecondary writing teachers to the place referred to as the "border"--the sometimes conflicted space occupied by the two-year college, between high schools and universities, between academia and the workplace. In the course of the book, these teachers, including nursing, statistics, history, and English faculty, address many of the unique concerns facing two-year college faculty: reconcilin...
The WPA Outcomes Statement—A Decade Later
The WPA Outcomes Statement—A Decade Later examines the ways that the Council of Writing Program Administrators’ Outcomes Statement for First-Year Composition has informed curricula, generated programmatic, institutional, and disciplinary change, and affected a disciplinary understanding of best practices in first-year composition.
Digital Writing Technologies in Higher Education
This open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field. In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theor...
Gender Influences
Donnalee Rubin examines the responses of thirty-one freshman composition teachers to student writing and shows the negative effects of gender bias on assessment to prove that gender perceptions and expectations can influence assessment decisions that seem neutral on the surface. Arguing that certain pedagogies are more likely to minimize gender bias than others, Rubin believes that teachers are more likely to overcome the influence of gender bias on their teaching if they adopt a process-based method and work intimately with their students through nondirective, supportive conferences. Rubin characterizes the conference/process-centered class as the type of environment in which maternal teach...
Policy Regimes
"This book looks at the rise of accountability as a policy paradigm and offers insights that allow for policy discussions in more meaningful ways and enables better representations of disciplinary knowledge"--
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