A Post-Secondary Writing Bridge Program for Incarcerated Learners

This chapter discusses a College Bridge Writing Program piloted by the Petey Greene Program inside the Washington D.C. Department of Corrections (DOC) Jail. The program is designed to foster racial and social justice by addressing some of the barriers that prevent incarcerated students from accessing higher education, from succeeding in college-level courses, and more generally, from finding meaningful employment. After providing an overview of the structure and the objectives of the course, the author focuses on the challenges posed by the pandemic and on two of the main features that contributed to the success of the program – the use of learning technology and the role of volunteer tutors, who provided one-on-one support to incarcerated students.

Design of Microcontroller Programming Learning KIT Using Scratch for Arduino

Based on the results of the researcher's observations, the competence of students' skills in the subjects of Microprocessors and Microcontrollers is still lacking. This is due to the fact that the current learning method is still using the conventional method, and still using conventional program code writing model. It is difficult to understand for students who are beginners in the field of programming. The purpose of this research is to produce Learning KIT products to facilitate learning activities of Microcontroller programming with Plug and Play system, in writing program code was made easy with simply compiling instructions in the form of block puzzles. It can make easy for the beginner to understand programming logic and algorithms. The method steps taken refer to prototyping method, it aims to get an overview of the tool’s designed and built to be shown to the user. The evaluation prototype will be used as a reference to make a tool as the final product as the output of this research.

Facilitating and Assessing Academic Writing to Graduate Students in a Pilot English for Academic Purposes Course: An Activity Theoretical Perspective

This paper reports on a pilot course responding to facilitating academic writing for an academic writing program implemented at a provincial key university in China. Taken from an activity theoretical perspective, it discusses the practical experience collected during a pilot process of designing, implementing, and assessing a genre-based approach to facilitating graduate students’ academic writing and assessing their academic writing competence. It argues that it is essential to take varied student interests into account in the structuring, delivery, and assessment to ensure academic success and that EAP programs are fruitful places for nurturing academic writing.