The Scholarship of Teaching and Learning

Contributions by Rhode Island College Faculty and Staff

This volume presents a new feature highlighting published papers and presentations by faculty and staff related to teaching and learning. We extend our thanks to Ellen Bigler, Leslie Bogad, Robert Carey, Meg Carroll, Marianne Castana, Christine Marco, Mark Motte, Mustafa Ozcan, Karen Paley, Marjorie Roemer, Kathryn Sanders, Jane Williams and Julie Wollman-Bonilla for submitting this information. This list is not intended to be a comprehensive list of all faculty and staff work in this area.

Book Reviews

Carroll, Meg. 2002. Review of Tutoring Writing: A Practical Guide for Conferences, by Donald A. McAndrew and Thomas J. Reigstad. The Writing Center Journal. Fall/Winter 2002: 73-76.

Conference Papers, Presentations and Workshops

Carroll, Meg and Marjorie Roemer. “Re- Reading and Re-Writing Ourselves: Lifestorying as Academic Work.” “Breaking the Mold: Experimenting with Nonfiction,” 28 September 2002. University of New Hampshire.

Carroll, Meg and Karen Paley. “Jaded Professor Seeks Well-Written, Scholarly, Engaging Term Papers.” “Cultures of Literacy: Voices from the Academy,” 15 January 2003. Rhode Island College.

Carroll, Meg and Writing Center Staff. “If the Writing Center’s So Safe, How Come I’m Bleeding?” Northeast Writing Centers Association, 4-5 April 2003. Nashua, NH.

Marco, C. (2003, April). Making Connections: Students, Psychology, and the Real World. Annual Meeting of the Rhode Island Teachers of Psychology (RITOP). Providence, RI.

Marco, C., and Beins, B. (2002, October). Developing Your Teaching Philosophy and Style. Nationwide workshops sponsored by the American Psychological Association’s Preparing the New Psychology Professoriate (PNPP). Nashua, NH. With Barney Beins.

Marco, C., and Beins, B. (2002, June). Teaching Research: Methods that Fly and Methods that Flounder. Project Kaleidoscope Summer Teaching Institute, Williamsburg, VA. With Barney Beins.

Ozcan, M. (2003, August 16-19). Racial attitudes of elementary and secondary students: Variations through grades. Presented on August 17, 2003 in the American Sociological Association Annual Meeting, Sociology of Education Section, Atlanta, Georgia.

Ozcan, M. and Maxey, J. (2002, August 16-19). The effects of teacher incentive programs on student outcomes. Presented in the American Sociological Association Annual Meeting, Sociology of Education Section, Chicago, Illinois.

Paley, Karen Surmann. September, 2002: The paper, "'Humanely Significant': Braiding the Caduceus of Logos and Pathos" at the University of New Hampshire Conference, "Breaking the Mold: Experimenting with Academic Writing."

Paley, Karen Surmann. October, 2002: The paper, "'Expressivist' Where Art Thou?" at the Western States Composition Conference, "Writing and Disciplinary: Rhetorics, Discourses, and Literacies" at the University of Washington in Seattle.

Saltana, E. G., and Marco, C. A. (2003, April). A classroom research experience in psychology and language. Presented at the annual meeting of Teaching of Psychology: Ideas and Innovations. Ellenville, NY. March 2003.

K.E. Sanders and R. D. McCartney. Program Assessment Tools: a report from the trenches. Proceedings of the 34th Technical Symposium on Computer Science Education (Reno, NV, February 2003), pp. 31--35.

Articles and Book Chapters

Bigler, Ellen. 2003. Hispanic Americans/Latinos. in Race and Ethnicity: An Anthropological Focus on the United States and the World. Edited by Raymond Scupin. Prentice Hall, 2003, pp. 208-241

Bigler, Ellen. 2003. White Teachers, Race Matters: Preparing Teachers for the New Millennium. Electronic Magazine of Multicultural Education.

Castana, Marianne. 2003. Researcher’s Voice in Web-based Course Management Systems presented an article in the recent American Education and Research Association (AERA) 2003 Annual Meeting (April 21-25)

Harste, J. and Carey, R. 2003. Pursuing diversity. In Flood, J., Lapp, D., Squire, J. and Jensen, J. (Eds.) Handbook of research on teaching the English language arts. Mahwah, NJ: Lawrence Erlbaum Associates, pp.491-498.

Luschen, Kristen and Lesley Bogad. Bodies that Matter: Transgenderism, Innocence and the Politics of 'Unprofessional' Pedagogy. in Sex Education, vol. 3, #2, 2003.

Motte, Mark and Steven Corey. “Renaissance In Our Own Backyards: Institutional Collaboration for Teaching Urban Policy in Two New England Cities” (Mark Motte and Steven Corey), Political Science and Politics, Cambridge University Press, July 2003.

Williams, Jane and Maureen Newman. 2003.Educating Nurses in Rhode Island: A Lot of Diversity in a Little Place. Journal of Cultural Diversity 10(3), September.

Wollman-Bonilla, J. E. (2003). E-mail as Genre: A Beginning Writer Learns the Conventions. Language Arts, 81, 126-134.

Wollman-Bonilla, J. (July 2003) Teaching (Authentically) To(ward) the Test?: Students Learning (and Appropriating) the Genres of Power. 32nd Annual Literacy Institute of Fordham University’s Graduate School of Education. New York, NY.

Wollman-Bonilla, J. (2003) Letter poems deliver: Experimenting with Line Breaks in Poetry Writing. (National Council of Teachers of English Read-Write-Think Lesson Plan)

Wollman-Bonilla, J. E. (2003) Persuasive writing: What can writing in family message journals do for students? (National Council of Teachers of English Read-Write-Think Lesson Plan)

Wollman-Bonilla, J. (2003) Family message journals teach many purposes for writing. (National Council of Teachers of English Read-Write-Think Lesson Plan)

Wollman-Bonilla, J
. (2002) Launching family message journals. (National Council of Teachers of English Read-Write-Think Lesson Plan)

Wollman-Bonilla, J. (2002) What Makes Poetry: Exploring Line Breaks. (National Council of Teachers of English Read-Write-Think Lesson Plan)

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