scholarly journals Relief: Observations on Creative Nonfiction as Pedagogy

2019 ◽  
Vol 12 (1) ◽  
pp. 249-258
Author(s):  
Mark Silverberg
Keyword(s):  
Creative Writing ◽  
Creative Nonfiction ◽  
Nursing Student ◽  
Standard English ◽  
Creative Work ◽  
Aesthetic Appreciation ◽  
Esl Students ◽  
Personal Writing ◽  
Pedagogical Tool

“Relief: Observations on Creative Nonfiction as Pedagogy” offers a case study in the possibilities of using creative writing as a pedagogical tool with ESL students. Analyzing the experience, comments, and creative work of a Chinese nursing student named Wei Wan at Ryerson University, the essay explores the benefits of personal writing and peer workshops as tools for self-exploration, aesthetic appreciation, and confidence building. While urging teachers to see the advantages of this methodology, the paper also reflects on the literary values of creative work in hybrid, non-standard English forms.

scholarly journals Creative Writing and Performance in EFL Teacher Training: A Preliminary Case Study

2015 ◽  
Vol IX (1) ◽  
pp. 1-34
Author(s):  
John Crutchfield
Keyword(s):  
Creative Writing ◽  
English Education ◽  
Preliminary Investigation ◽  
The United States ◽  
Creative Work ◽  
Thick Description ◽  
Efl Teacher ◽  
Theatrical Performance ◽  
Personal Reflections

The following case study was conducted in 2014 in the Department of Didactics of the Institute for English Language and Literature at the Freie Universität Berlin. It was conceived as a preliminary investigation for an ongoing qualitative research project called The Experience of Theatrical Performance in EFL Teacher Education. The purpose of this larger project is to study the effects of the experience of theatrical performance (i.e. live performance before an audience) on EFL teachers-in-training. For this preliminary study, qualitative data were obtained from a group of seven undergraduate English Education students in conjunction with a course focused on the use of creative writing in the EFL classroom. As part of the course work, the students produced a small number of original creative texts in traditional literary genres: a personal essay, two short stories (using 1st and 3rd person point-of-view), a poem and a short play. Each student also kept a Course Journal, in which he or she wrote daily in-class creative writing exercises as well as critical and personal reflections. The course ended with a Public Reading: the students presented their creative work before an audience comprised of peers, faculty, and members of the general public. The following paper considers in particular the students' personal reflections both before and after this Public Reading. What emerges is a coherent emotional and cognitive trajectory, determined in all of its moments by the theatrical event (as future, present, and past experience) of performing original creative work before a live audience. Because the investigation was conducted by a participant in the course (i.e. the teacher himself, a native English speaker born in the United States), the report also includes thick description of the intersubjective and intercultural contexts of the study, as well as ethnographic reflections on its limitations.

scholarly journals A Creative Writing Case Study of Gender-Based Violence in Coach Education: Stacey’s Story

2020 ◽  
Vol 28 (1) ◽  
pp. 72-80 ◽  
Author(s):  
Colin J. Lewis ◽  
Simon J. Roberts ◽  
Hazel Andrews ◽  
Rebecca Sawiuk
Keyword(s):  
Sexual Assault ◽  
Creative Writing ◽  
Creative Nonfiction ◽  
Figurative Language ◽  
Gender Based Violence ◽  
Coach Education ◽  
Education Environment ◽  
Critical Responses ◽  
Gender Based

Creative nonfiction writing is the literary technique employed in this article to explore insights and assist our understanding of an “alleged” sexual assault in a sport coach education environment. Creative nonfiction employs various narrative tools—characters, setting, figurative language, sequences of events, plot, sub-plot, and dialogue—designed to render the sensitive and controversial elements of sexual assault significant. Readers are, therefore, invited to engage with Stacey’s Story and reflect on the actions of both the perpetrator(s) and the victim. While there are risks associated with the sharing of stories, especially those which are considered dangerous, it is envisaged that Stacey’s Story will be viewed as an opportunity to develop more critical responses and advance our understanding of gender-based violence in sport.

scholarly journals INSIDER RESEARCH: REPRESENTING PERIPHERAL VOICES AND MULTIPLE IDENTITIES WHEN WRITING ABOUT PERSONAL TRAUMA

c i n d e r ◽  
2020 ◽  
Author(s):  
Leanne Dodd
Keyword(s):  
Creative Writing ◽  
Writing Process ◽  
Multiple Identities ◽  
Creative Work ◽  
Creative Thesis ◽  
Personal Experiences ◽  
Trauma Survivor ◽  
Personal Trauma ◽  
Research Endeavour

As an ‘insider’ researcher writing about personal trauma, I sought to reconcile my multiple identities in my doctoral thesis: scholar/researcher, creative writing practitioner, and trauma survivor evolving from the process of writing about trauma. Concerns arose about how I could insert these peripheral voices and multiple identities into my creative thesis, while paying attention to the tenets of scholarly rigour and my desire for creativity. This article presents a case study of the design of my thesis, where my research endeavour was to ‘re-story’ my self-narrative through ficto-memoir: a creative writing process whereby my personal experiences were fictionalised, but carried the same emotional affect and benefits as writing about real experiences. This article contends that creativity could still be achieved in a conventional academic thesis structure with a slightly modified format that allows for the insertion of an author’s parallel voices into the research and alignment with the creative work.

scholarly journals INTEGRATING ENGINEERING SCIENCE AND DESIGN: CASE STUDY DEVELOPMENT FOR A FIRST YEAR ENGINEERING SCIENCE COURSE

2015 ◽  
Author(s):  
Lyndia Stacey ◽  
Andre Unger ◽  
Marios Ioannidis ◽  
Steve Lambert
Keyword(s):  
Quantitative Methods ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Science ◽  
Pedagogical Tool ◽  
Design Case ◽  
Design Case Study ◽  
Design Attribute ◽  
Study Development

There is a need in engineering education toimprove the connection between design and engineeringscience. Students should be provided more opportunitiesto practice applying both science and design to a singleproblem in order to be better prepared for challengesthey will face when they enter the workforce. For thisreason, an instructor of a first year engineering sciencecourse was motivated to improve its connection to theCanadian Engineering Accreditation Board (CEAB)Attributes, specifically the Design attribute. The goal wasto revise the course such that the students would berequired to integrate quantitative methods that weretaught during the term through the means of design. Itwas decided that an effective pedagogical tool that couldaccomplish this was a case study, since it would providecomplexity and context using a real-world issue thatrelated to several course concepts. The methodology forcase development, implementation strategy, future steps,lessons learned, as well as the instructor’s observationswill be discussed.

scholarly journals Serious Games to Computer Networks Learning With CyberCIEGE: A Case Study in Brazilian Higher Education

2015 ◽  
Author(s):  
Aliane Krassmann ◽  
Andressa Falcane ◽  
Luiz Da Silva ◽  
Roseclea Medina
Keyword(s):  
Higher Education ◽  
Computer Networks ◽  
Serious Games ◽  
Digital Age ◽  
Educational Support ◽  
Pedagogical Tool ◽  
Education Environment ◽  
Educational Field ◽  
Positive Results

Serious games are becoming emerging tools of educational support in the digital age. In this sense, the objective of this study is to evaluate the game about Computer Networks Security CyberCIEGE, in a higher education environment, to identify strengths and weaknesses in its use as a pedagogical tool. It was applied evaluations of the different game aspects. The research showed positive results that can assist in developing strategies for future serious games’ use in the educational field.

The Google Online Marketing Challenge

E-Marketing ◽  
2012 ◽  
pp. 1289-1308
Author(s):  
Sven Tuzovic ◽  
Lyle Wetsch ◽  
Jamie Murphy
Keyword(s):  
Graduate Students ◽  
The United States ◽  
Online Marketing ◽  
Learning Approach ◽  
Education Students ◽  
Pedagogical Tool ◽  
Advertising Campaign ◽  
Hands On ◽  
Search Engine Advertising

In 2008, a collaborative partnership between Google and academia launched the Google Online Marketing Challenge (hereinafter Google Challenge), perhaps the world’s largest in-class competition for higher education students. In just two years, almost 20,000 students from 58 countries participated in the Google Challenge. The Challenge gives undergraduate and graduate students hands-on experience with the world’s fastest growing advertising mechanism, search engine advertising. Funded by Google, students develop an advertising campaign for a small to medium sized enterprise and manage the campaign over three consecutive weeks using the Google AdWords platform. This article explores the Challenge as an innovative pedagogical tool for marketing educators. Based on the experiences of three instructors in Australia, Canada and the United States, this case study discusses the opportunities and challenges of integrating this dynamic problem-based learning approach into the classroom.

Stories from the Frontier: Bridging Past and Present at Hadrian’s Wall

2019 ◽  
Vol 11 (1) ◽  
pp. 139-160
Author(s):  
Claire Stocks
Keyword(s):  
Video Game ◽  
Similar Function ◽  
Pedagogical Tool ◽  
School Aged Children ◽  
Parallel Processes ◽  
The Past ◽  
Simulated Environment ◽  
Measuring Vessel ◽  
Hadrian's Wall

Abstract A corn modius, excavated in 1915 at Carvoran Roman fort, survives as an enduring testament to the memory sanctions applied to the emperor Domitian after his death. Domitian’s name has been hammered out, even though the rest of the engraved text – which reveals the capacity of this measuring vessel – has been preserved. Taking this case study as its springboard, this article reflects on how artefacts act as battlegrounds for the parallel processes of commemoration and censorship. It exemplifies, moreover, how a modern video-game for school-aged children which Stocks co-designed about Vindolanda, an Imperial-era Roman fort at Hadrian’s Wall, can serve a similar function. By translating the physical realities of that site into virtual images, and challenging players to solve a fictional murder mystery within this simulated environment, the game creates a new means through which students might be led into the past: it allows them to co-create history by selecting narrative paths and engaging intermedially with ancient Vindolanda. Far from being all ‘fun and games’, this process is especially effective as a pedagogical tool: players experience history not as readers, spectators, or listeners, but as visitors, endowed with first-person access to the stories and places of Britain’s Roman past.

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