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Design at the Graduate Level: Preparing Graduate Teaching Assistants to Teach Visual Literacy
Title
Design at the Graduate Level: Preparing Graduate Teaching Assistants to Teach Visual Literacy.
Creator
Galin, Jeffrey R., Swartz, Haley, Gleyzer, Marianna, Copley, Rachel, Marino, Nicholas Mennona
Abstract/Description
While much has been written about visual literacy and multimodal teaching, almost nothing has been published on preparing instructors and graduate teaching assistants to provide students with the mechanics of visual design, rhetoric, and cultural criticism to help them build complex, multimodal projects that go beyond visual inclusion and critique. This chapter focuses on a graduate course on visual literacy, rhetoric, and design that was taught by one of the authors and taken by the other...
Show moreWhile much has been written about visual literacy and multimodal teaching, almost nothing has been published on preparing instructors and graduate teaching assistants to provide students with the mechanics of visual design, rhetoric, and cultural criticism to help them build complex, multimodal projects that go beyond visual inclusion and critique. This chapter focuses on a graduate course on visual literacy, rhetoric, and design that was taught by one of the authors and taken by the other four. Grounded in previous claims for visual literacy in the field, the authors open by introducing how and why students can be helped to develop visual arguments. It then introduces the graduate course, and 10 strategies for successful multimodal, project-based teaching, which are exemplified by graduate and undergraduate project examples. The chapter concludes with example assignments from two of the graduate authors and a call for a dedicated cross-disciplinary graduate course for multimodal pedagogy.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FAUIR000224
Format
Citation
Writing nation(s): A trans-Atlantic analysis of academic writing instruction
Title
Writing nation(s): A trans-Atlantic analysis of academic writing instruction.
Creator
Cirillo-McCarthy, Erica., Florida Atlantic University, Galin, Jeffrey R.
Abstract/Description
Only recently have US scholars looked at the rest of the world to see how other countries deal with the writing classroom, mainly because many other countries did not have a writing program or academic writing classes. However, the formation of the European Union (EU), particularly in 1992, brought about specific political and educational integration between member countries. The formation of the EU has changed the composition of the classroom in most continental European countries. In the US...
Show moreOnly recently have US scholars looked at the rest of the world to see how other countries deal with the writing classroom, mainly because many other countries did not have a writing program or academic writing classes. However, the formation of the European Union (EU), particularly in 1992, brought about specific political and educational integration between member countries. The formation of the EU has changed the composition of the classroom in most continental European countries. In the US, the effects of globalization in our classroom will change composition studies. Bringing in perspectives from countries that are dealing with globalization in a different manner will further the focus and research in the field. Government intervention, language barriers, student involvement, and multi-disciplinary influences continue to shape composition studies. By examining these issues in both national and international context, we can anticipate the results of a cross-national pedagogical exchange.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/13374
Subject Headings
Academic writing--Criticism and interpretation, English language--Cross-cultural studies, English language (Rhetoric)--Study and teaching
Format
Document (PDF)
From Bhopal to Cold Fusion: A Case-Study Approach to Writing Assignments in Honors General Chemistry
Title
From Bhopal to Cold Fusion: A Case-Study Approach to Writing Assignments in Honors General Chemistry.
Creator
Chamely-Wiik, Donna M., Haky, Jerome E., Galin, Jeffrey R.
Date Issued
2012-03-13
PURL
http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1021_ed101129v_1521555359
Format
Citation
Combining Chemistry and College Writing: A New Model for an Honors Undergraduate Chemistry Course
Title
Combining Chemistry and College Writing: A New Model for an Honors Undergraduate Chemistry Course.
Creator
Chamely-Wiik, Donna M., Haky, Jerome E., Galin, Jeffrey R., Kasdorf, Krista
Date Issued
2009
PURL
http://purl.flvc.org/fau/fd/FAUIR000231
Format
Citation
The dilemma of the language-minority stud
Title
The dilemma of the language-minority stud.
Creator
Ruiz, Maegan, Galin, Jeffrey R., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
If we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home...
Show moreIf we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home Discourse is non-dominant. The dominant Discourse that these students encounter in school generates two documented paths: Richard Hoggart’s scholarship boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these students within academia. In order to counteract this delimiting of student agency, this project proposes a progressive shift towards a post-modern conception of identity formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA0004053
Subject Headings
Discourse analysis, Language and education, Language and languages -- Variation, Linguistic minorities -- Education, Multilingualism, Sociolinguistics
Format
Document (PDF)
IMPROVING STUDENT WRITING WITH PEER TUTORS: INITIATING A WRITING FELLOWS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY
Title
IMPROVING STUDENT WRITING WITH PEER TUTORS: INITIATING A WRITING FELLOWS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY.
Creator
Domansky, Shaelyn, Galin, Jeffrey R., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
Writing Fellows Programs (WFP) are in effect among college campuses across the country, including the University of Wisconsin-Madison and Nova Southeastern University; however, Florida Atlantic University has yet to establish a peer tutoring program that is tied to writing-intensive courses that would enable disciplines across campus to share the responsibility of improving student writing instead of delegating the task to the English Department or college writing center. There is also an...
Show moreWriting Fellows Programs (WFP) are in effect among college campuses across the country, including the University of Wisconsin-Madison and Nova Southeastern University; however, Florida Atlantic University has yet to establish a peer tutoring program that is tied to writing-intensive courses that would enable disciplines across campus to share the responsibility of improving student writing instead of delegating the task to the English Department or college writing center. There is also an apparent disconnect between the writing skills being taught within the non-English Department courses and the work being done within the University Center for Excellence in Writing (UCEW) to teach the effectiveness of strong, academic writing to students. This disconnect can be eliminated with the help of peer tutors acting as the bridge connecting the faculty across the disciplines to the UCEW.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013299
Subject Headings
Writing--Study and teaching (Higher), Tutors and tutoring, Peer teaching, Florida Atlantic University
Format
Document (PDF)