Across the Disciplines最新文献

{"title":"Mapping the Relationship of Disciplinary and Writing Concepts: Charting a Path to Deeper WAC/WID Integration in STEM","authors":"Suzanne Lane, Atissa Banuazizi, M. Effron, Leslie Roldan, Susan Ruff, Jessie Stickgold-Sarah, M. Trice, A. Karatsolis","doi":"10.37514/atd-j.2022.19.1-2.08","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.08","url":null,"abstract":": Studies have shown that students learning to write in engineering fields struggle to integrate subject matter and communication expertise, and that STEM faculty’s communication knowledge often remains tacit, rather than being explicitly taught to students. Here we show a method for eliciting and revealing tacit communication knowledge using what we call disciplinary reasoning diagrams. We offer diagrams we have developed for Materials Science and Engineering, Brain and Cognitive Science, proof-based Mathematics, and Computer Systems, and explain how they function as instructional tools that can help students integrate knowledge domains from STEM and from writing, and to scaffold their ability to think critically and communicate effectively in their field.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132712181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Embodiment through the Rhetoric of Health and Medicine: An Arts-Based, Transgenre Pedagogy","authors":"Kristin LaFollette","doi":"10.37514/atd-j.2022.19.3-4.02","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.3-4.02","url":null,"abstract":": This article proposes an arts-based pedagogy that highlights embodiment in first-year composition (FYC). In particular, this pedagogy focuses on “transgenre composing,” or the intersecting of visual art and writing. I argue that, when embraced alongside the rhetoric of health and medicine (RHM), transgenre composing facilitates inclusive classroom spaces where embodiment is celebrated. In addition to providing context for this pedagogy in FYC, I also bring in possibilities for adopting this approach in other disciplines, including the social sciences and health professions. Further, to provide tangible representations of this arts-based, embodied pedagogy, I discuss two transgenre compositions: one is an original project that outlines my own embodied experience through RHM, and the other is a student project that was created in an FYC class where this approach was enacted. To think about rhetoric, we must think about bodies. – Johnson et al. (2015) While I recognize the embodied nature of the work I do as a teacher, writer, and artist, embodiment is not always acknowledged in the academy. Despite work being done to shift this mindset, students in the writing classes I teach frequently resist writing like they are embodied individuals with embodied experiences. Even when they are encouraged to do so, they ask if they are allowed to use first-person point of view or if they can include stories and details","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"356 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114836418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"�Types of Writing,� Levels of Generality, and �What Transfers?�: Upper-Level Students and the Transfer of First-Year Writing Knowledge","authors":"John H. Wicker","doi":"10.37514/atd-j.2022.18.3-4.05","DOIUrl":"https://doi.org/10.37514/atd-j.2022.18.3-4.05","url":null,"abstract":"Transfer-focused pedagogies like Writing about Writing (WAW) or Teaching for Transfer (TFT) have claimed to better facilitate transfer of writing knowledge from first-year composition (FYC) courses. These pedagogies have emerged alongside research indicating that students in upper-level writing intensive courses often do not transfer FYC knowledge. While research has suggested that these transfer-focused pedagogies do improve transfer during subsequent semesters, research has not sought to determine whether students’ long-term attitudes toward FYC knowledge is affected by these pedagogies. This article presents the results of an IRB-approved pilot survey study of what students enrolled in upper-level writing intensive courses at a small, private, Catholic, suburban university in the Midwestern United States remembered learning in their FYC courses, and whether they perceived that knowledge as having been useful for their writing. Results seem to indicate that some transfer-focused pedagogies do have significant effects on students’ perceptions of the usefulness and transferability of what they recall learning in FYC. Additionally, many students identify conceptual knowledge of genre and discourse communities as useful for their upper-level writing, though often using alternative terms, particularly types, styles, forms, or formats of writing. To a large extent, this is true regardless of whether students enrolled in a transfer-focused course or not, but responses from those who experienced a transfer-focused course give indications of a more sophisticated understanding. These results might indicate that students may be predisposed to remember and connect knowledge at intermediate levels of generality that could lead to new possibilities for teaching for transfer. In the last decade and a half, writing transfer has become a focus for teachers, scholars, and administrators (Anson & Moore, 2017; Nowacek, 2011; Yancey, Robertson, & Taczak, 2014). Much of this interest came in response to several studies that found that students do not transfer knowledge from their first-year composition classes (FYC) to writing in their majors either because they do not believe what they learned is useful (Bergmann & Zepernick, 2007; Jarrat et al., 2009), or, even when they do believe that what they learned was useful, do not make use of that knowledge because they don’t feel it is necessary (Wardle, 2007). In response to these findings, transfer research has investigated how instructors might better facilitate transfer of writing knowledge, and researchers seem to agree that it is possible to more effectively teach for transfer (Moore & Anson, 2017; Yancey, Robertson, & Taczak, 2014). Supported by this research, pedagogies that claim to better facilitate transfer are gaining in popularity (see Bird et al., 2019; Downs and Wardle, 2007; Yancey, Robertson, & Taczak, 2014). Researchers, however, have not attempted to ascertain whether transfer-focused pedagogies improv","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114644561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of Syllabus: The Remarkable, Unremarkable Document that Changes Everything","authors":"Andrea Williams","doi":"10.37514/atd-j.2022.18.3-4.09","DOIUrl":"https://doi.org/10.37514/atd-j.2022.18.3-4.09","url":null,"abstract":"Across the Disciplines is an open-access, peer-reviewed scholarly journal published on the WAC Clearinghouse and supported by Colorado State University and Georgia Southern University. Articles are published under a Creative Commons BY-NC-ND license (Attribution-NonCommercial-NoDerivs) ISSN 1554-8244. Copyright © 1997-2022 The WAC Clearinghouse and/or the site's authors, developers, and contributors. Some material is used with permission. ATD Reviews","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117127300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reparative Processing of the Luis Alberto S�nchez papers: Engaging the Conflict between Archival Values and Minimal Processing Practices","authors":"Alexandra deGraffenreid","doi":"10.37514/atd-j.2021.18.1-2.04","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.04","url":null,"abstract":"This essay uses the reprocessing of the Luis Alberto Sánchez papers, the collection of a prominent Peruvian politician and author housed at Penn State University, to argue that ethical and reparative processing needs should be prioritized within an archives’ overall extensible processing program. The author explores the tension between two differing threads within the archival literature of 1) using minimal or extensible processing practices to efficiently process backlogs and 2) of acknowledging the power of archivists in shaping the historical record and their ethical responsibilities towards communities represented within their collections. This essay argues that archivists should prioritize collections where archival practices have perpetuated in obfuscating or marginalizing the records of traditionally underrepresented communities. It also argues that prioritizing this work capitalizes on the inherent flexibility within an extensible processing framework.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127795847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing with Research: Understanding How Students Perceive Sources in the Sciences","authors":"K. Klucevsek","doi":"10.37514/atd-j.2022.19.1-2.06","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.06","url":null,"abstract":": Students in the sciences learn to engage with primary research articles as a fundamental part of their discipline, essential to both writing and research. These sources are difficult to navigate, leading students to use (and misuse) these sources in a variety of complex ways. As instructors and researchers, we are aware of these challenges, but less aware of why they happen. Here, I analyze surveys, student papers and reflections to understand how students perceive primary research articles across science majors at one institution, as well as their challenges in citing these sources. Together, these results suggest that students gradually develop an understanding of a primary source as a model of the scientific process. To teach source use in the sciences and develop thresholds concepts, there must be an iterative approach that combines instruction and research from writing, STEM education, and information literacy.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132508697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community First: Indigenous Community-Based Archival Provenance","authors":"Krista McCracken, Skylee-Storm Hogan","doi":"10.37514/atd-j.2021.18.1-2.03","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.03","url":null,"abstract":"Archives contain records that document the lives, cultures, and histories of Indigenous communities that are often organized within a governmental or colonial creation structure. This structure can create barriers to access for Indigenous communities and researchers that depend on those records. This article re-imagines archival methods of organization and proposes archival provenance based on Indigenous community needs and understanding. Institutional, religious, and government archives across Canada contain the records which document the lives, cultures, and histories of First Nation, Inuit, and Métis communities. These archives are often hundreds of miles away from the Indigenous communities described in their holdings, and these archival records are frequently organized based on government or colonial structures. For example, Library and Archives Canada (LAC) is located in Ottawa, Ontario, contains records from Indigenous communities from every province and territory in Canada. This distance and how institutional archives organize records are barriers to Indigenous communities’ access to their own history. This article reimagines archival methods of organization and proposes models for archival provenance based on Indigenous community needs and understanding.1 We examine entrenched archival practice and emerging archival innovations such as community-based arrangement and community-guided organization of archives as a means of proposing alternative approaches to archival organization. We do this by rethinking archival ownership and provenance through the lens of Indigenous legal traditions, community ownership, and prioritizing Indigenous communities’ needs to have access to their records and the ability to care for their information in a culturally appropriate way. This article and our reflections on archival practice are rooted in our experiences working in community archives and witnessing individual and community frustration with archival organization and record location. Krista McCracken is a settler who lives and works in Baawating (Sault Ste. Marie, Ontario, Canada). McCracken has worked at an Indigenous-centered archives, the Shingwauk Residential Schools Centre (SRSC), since 2010. They are grateful for the opportunities they have had to work alongside residential school Survivors and Indigenous communities and continue to learn by listening to Elders and Survivors. Skylee-Storm Hogan is Kahnawà:ke Kanien'kehá:ka on their father’s side with settler heritage on their mother’s side. Skylee-Storm began working with the SRSC as an assistant in 2015. Their work with the SRSC and Survivors’ resilience shaped their approach to and advice on public history projects. We recognize that our recommendations and reimagining of provenance are rooted in our relationships with specific Indigenous communities and nations. These ideas will not be universally true across Indigenous peoples internationally. Archivists and archival organizations should do","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129689290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The �Nature� of Ethics while (Digitally) Archiving the Other","authors":"Bibhushana Poudyal","doi":"10.37514/atd-j.2021.18.1-2.14","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.14","url":null,"abstract":"The article begins with an introduction to my digital archival project, the deconstructive approach in it, and the questions that are guiding both the project and the article. Then, I present the ethical dilemmas I encountered after I decided to build a digital archive. I connect these dilemmas with the—witting or otherwise—orientalist pattern behind two of the West-based digital archival projects about Nepal and South Asia. I also introduce the metaphor of pharmakon and argue for the need to interrogate archival performances through the questions of ethics. Through the discussion of my project, I attempt to offer, not a manifesto on ethical digital archives, but a possibility of making digital archives hospitable to the Other by building a dialectical relationship with the communities. My project, Rethinking South Asia from the Borderlands via Critical Digital A(na)rchiving, is a Nepali researcher’s humble, stubborn, and sincere effort/experiment of building a digital archive by bringing together community-praxis and deconstructive approaches. I aim to see if a dialogic room in digital archives can be built for and with the Other. I use the discussion of my project to raise some of the hardest questions and to offer a glimpse at the “nature” of ethics that archivists must unconditionally pursue while (digitally) archiving the Other.1 [Impossible archival imaginaries] explain[] how archival imaginaries may work in situations where the archive and its hoped-for contents are absent or forever unattainable. —Anne Gilliland & Michelle Caswell, “Records and Their Imaginaries: Imagining the Impossible, Making Possible the Imagined” Yes, the archive is an instrument of power. It is a technology of rule. A set of apparatuses producing and reproducing dominant narratives. An omnipotence-other. But it is also a subversive space. It is about a feigning and a fomentation, a resisting. It is a domain hospitable to resistance. — Verne Harris, Archives and Justice: A South African Perspective Figure 1: Image of Commuters in a public vehicle in","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130830408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}