Title

Exploding Pedagogy: Incorporating Innovative and Creative Assignments in College Courses to Promote Inclusivity

Document Type

Oral Presentation

Campus where you would like to present

Ellensburg

Event Website

https://digitalcommons.cwu.edu/source

Start Date

16-5-2021

End Date

22-5-2021

Keywords

Student-Centered Learning, Innovative Pedagogies, Inclusivity, Diversity

Abstract

This presentation navigates the website version of my Douglas Honors College capstone project, which explores ways of increasing accessibility and inclusivity in college writing assignments. My critical introduction draws on pedagogical theory and practices to examines how student-centered projects can sometimes stand in for the traditional academic essay assignment, addressing the issue of how scholarly language can be exclusionary to students whose dialects differ from Standard American English (SAE) or who struggle with academic writing for other reasons. I propose that creative and innovative writing projects can offer better assessment and learning measures for students of diverse backgrounds, identities, and learning styles. As a case study, I move to a portfolio of my own creative and hybrid projects–poems, illustrations, a lecture, and an interactive game–from my undergraduate courses, explaining in a précis for each project how I integrate analysis and research. The presentation showcases one such example: an ekphrastic poetry series for which I created the assignment guidelines and rubric. By revisiting comments from my instructors and analyzing my own work, I demonstrate how creative and innovative genres require intentional decisions about using form and course content, thus promoting critical thinking and interdisciplinary learning. Lastly, I invite instructors to consider how they might include more innovative and student-led projects in their courses.

Faculty Mentor(s)

Maya Zeller and Matthew Martinson

Department/Program

Communication

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May 16th, 12:00 PM May 22nd, 12:00 PM

Exploding Pedagogy: Incorporating Innovative and Creative Assignments in College Courses to Promote Inclusivity

Ellensburg

This presentation navigates the website version of my Douglas Honors College capstone project, which explores ways of increasing accessibility and inclusivity in college writing assignments. My critical introduction draws on pedagogical theory and practices to examines how student-centered projects can sometimes stand in for the traditional academic essay assignment, addressing the issue of how scholarly language can be exclusionary to students whose dialects differ from Standard American English (SAE) or who struggle with academic writing for other reasons. I propose that creative and innovative writing projects can offer better assessment and learning measures for students of diverse backgrounds, identities, and learning styles. As a case study, I move to a portfolio of my own creative and hybrid projects–poems, illustrations, a lecture, and an interactive game–from my undergraduate courses, explaining in a précis for each project how I integrate analysis and research. The presentation showcases one such example: an ekphrastic poetry series for which I created the assignment guidelines and rubric. By revisiting comments from my instructors and analyzing my own work, I demonstrate how creative and innovative genres require intentional decisions about using form and course content, thus promoting critical thinking and interdisciplinary learning. Lastly, I invite instructors to consider how they might include more innovative and student-led projects in their courses.

https://digitalcommons.cwu.edu/source/2021/CAH/4