Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2012.9.1.03
Kelly Wonder, Ami Christensen
In 2001, the American Association of State Colleges and Universities partnered with the China Center for International Educational Exchange to offer dual-degree programs in which students earn degrees from “two or more partner institutions in different countries” (Helms, 2014, p. 6). These programs are also described as 1+2+1 or 2+2 programs, which refer to the years students spend in their home and host countries. Since their inception, approximately 4,000 Chinese students have earned degrees through these programs (American Association of State Colleges and Universities, 2020). While dual-degree programs promote globalization and increase opportunities for institutions, faculty, and students, challenges arise due to differences in courses, language, and culture as well as in methodologies relating to teaching, grading, and evaluation (Helms, 2014). One frequently mentioned challenge for dual-degree seekers is demonstrating critical thinking skills in their written work in American university classrooms. Upon entry to the U.S. partner institution, learners either test into an Intensive English Program, where they focus exclusively on developing English language skills, or matriculate directly into their program of study, bypassing most general education courses focused on developing critical thinking skills.
{"title":"Using Inquiry Notebooks to Assess Critical Thinking and Writing Among Chinese English Language Learners","authors":"Kelly Wonder, Ami Christensen","doi":"10.37514/dbh-j.2012.9.1.03","DOIUrl":"https://doi.org/10.37514/dbh-j.2012.9.1.03","url":null,"abstract":"In 2001, the American Association of State Colleges and Universities partnered with the China Center for International Educational Exchange to offer dual-degree programs in which students earn degrees from “two or more partner institutions in different countries” (Helms, 2014, p. 6). These programs are also described as 1+2+1 or 2+2 programs, which refer to the years students spend in their home and host countries. Since their inception, approximately 4,000 Chinese students have earned degrees through these programs (American Association of State Colleges and Universities, 2020). While dual-degree programs promote globalization and increase opportunities for institutions, faculty, and students, challenges arise due to differences in courses, language, and culture as well as in methodologies relating to teaching, grading, and evaluation (Helms, 2014). One frequently mentioned challenge for dual-degree seekers is demonstrating critical thinking skills in their written work in American university classrooms. Upon entry to the U.S. partner institution, learners either test into an Intensive English Program, where they focus exclusively on developing English language skills, or matriculate directly into their program of study, bypassing most general education courses focused on developing critical thinking skills.","PeriodicalId":404723,"journal":{"name":"Double Helix: A Journal of Critical Thinking and Writing","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132982592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2021.9.1.07
Darcie Flansburg
In an era of mass-marketed misinformation, research-based writing across the curriculum (WAC) is needed in secondary education. High school students are able not just to access information easily online but to contribute to what is known as participatory culture: the culture of actively engaging via online platforms. Students can make contributions that are meaningful by learning how to research information in a variety of academic subject areas through the use of critical thinking—the ability to evaluate an issue and form a judgement about it—and then being able to communicate that research. Teaching students how to identify credible sources of information and how to avoid plagiarism, as they apply their research to real-world issues, will prepare them to engage in participatory culture with knowledge and integrity, mitigating the spread of misinformation through online platforms. This report describes a grade-12 interdisciplinary project in which students partook in environmental research through the lens of rhetoric (AP Language and Composition), statistics (AP Statistics), environmental studies (AP Environmental Science), and politics (Accelerated Comparative Government and Politics). The project included an imaginary political scenario, in which students roleplayed as fictional candidates, from various points along the American political spectrum, campaigning on social media and debating, with the goal of being elected Head of the Environmental Protection Agency. This project was undertaken by students at an American international school in Ningbo, China and may be applicable in various ways to courses in Western secondary institutions, especially given that participatory culture is a global phenomenon. The school consists primarily of Chinese students who have an interest in attending Western high schools and/or universities but also includes the children of expatriates from Canada, Brazil, America, Korea, Sudan, and Sweden. The school has an English First policy that requires students to speak English (unless a translation is absolutely needed) and to possess a certain level of English proficiency in order to attend literature and composition courses. Students without the required level of proficiency take an English Language Learner (ELL) course as an elective. The school uses AERO (American Education Reaches Out) standards, also known as Common Core Plus standards, and offers Advanced Placement courses audited through the College Board.
{"title":"Shaping Informed Contributors to Participatory Culture: Research-Based Writing Across the Curriculum in an American International School in China","authors":"Darcie Flansburg","doi":"10.37514/dbh-j.2021.9.1.07","DOIUrl":"https://doi.org/10.37514/dbh-j.2021.9.1.07","url":null,"abstract":"In an era of mass-marketed misinformation, research-based writing across the curriculum (WAC) is needed in secondary education. High school students are able not just to access information easily online but to contribute to what is known as participatory culture: the culture of actively engaging via online platforms. Students can make contributions that are meaningful by learning how to research information in a variety of academic subject areas through the use of critical thinking—the ability to evaluate an issue and form a judgement about it—and then being able to communicate that research. Teaching students how to identify credible sources of information and how to avoid plagiarism, as they apply their research to real-world issues, will prepare them to engage in participatory culture with knowledge and integrity, mitigating the spread of misinformation through online platforms. This report describes a grade-12 interdisciplinary project in which students partook in environmental research through the lens of rhetoric (AP Language and Composition), statistics (AP Statistics), environmental studies (AP Environmental Science), and politics (Accelerated Comparative Government and Politics). The project included an imaginary political scenario, in which students roleplayed as fictional candidates, from various points along the American political spectrum, campaigning on social media and debating, with the goal of being elected Head of the Environmental Protection Agency. This project was undertaken by students at an American international school in Ningbo, China and may be applicable in various ways to courses in Western secondary institutions, especially given that participatory culture is a global phenomenon. The school consists primarily of Chinese students who have an interest in attending Western high schools and/or universities but also includes the children of expatriates from Canada, Brazil, America, Korea, Sudan, and Sweden. The school has an English First policy that requires students to speak English (unless a translation is absolutely needed) and to possess a certain level of English proficiency in order to attend literature and composition courses. Students without the required level of proficiency take an English Language Learner (ELL) course as an elective. The school uses AERO (American Education Reaches Out) standards, also known as Common Core Plus standards, and offers Advanced Placement courses audited through the College Board.","PeriodicalId":404723,"journal":{"name":"Double Helix: A Journal of Critical Thinking and Writing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124061097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2022.10.1.05
Cole Bennett
Responding to recent articles on Critical Language Awareness (CLA), this essay considers local linguistic environments alongside attributes of moral philosophy from Adam Smith, humanist scholar and rhetorician. I introduce the term “contextual rhetorical propriety” to describe the significance of rhetors’ local contexts and circumstances, arguing that our field’s top-down emphases on translingual and antiracist pedagogies are eliding important considerations of propriety. I then recommend, as a pedagogical solution, the use of Smith’s Impartial Spectator as a critical interlocutor to help writers employ the appropriate blend of propriety and persuasion for their audiences.
{"title":"Critical Language Awareness and Student Vulnerability: The Case for Contextual Rhetorical Propriety","authors":"Cole Bennett","doi":"10.37514/dbh-j.2022.10.1.05","DOIUrl":"https://doi.org/10.37514/dbh-j.2022.10.1.05","url":null,"abstract":"Responding to recent articles on Critical Language Awareness (CLA), this essay considers local linguistic environments alongside attributes of moral philosophy from Adam Smith, humanist scholar and rhetorician. I introduce the term “contextual rhetorical propriety” to describe the significance of rhetors’ local contexts and circumstances, arguing that our field’s top-down emphases on translingual and antiracist pedagogies are eliding important considerations of propriety. I then recommend, as a pedagogical solution, the use of Smith’s Impartial Spectator as a critical interlocutor to help writers employ the appropriate blend of propriety and persuasion for their audiences.","PeriodicalId":404723,"journal":{"name":"Double Helix: A Journal of Critical Thinking and Writing","volume":"477 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123430423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2021.9.1.08
Adan Katz
{"title":"Teaching Machines: The History of Personalized Learning by Audrey Watters","authors":"Adan Katz","doi":"10.37514/dbh-j.2021.9.1.08","DOIUrl":"https://doi.org/10.37514/dbh-j.2021.9.1.08","url":null,"abstract":"","PeriodicalId":404723,"journal":{"name":"Double Helix: A Journal of Critical Thinking and Writing","volume":"100 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123192599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2019.7.1.07
Adam Katz
{"title":"Memory, Memorization and Memorizers: The Galilean Oral-Style Tradition and Its Traditionists by Marcel Jousse [Review]","authors":"Adam Katz","doi":"10.37514/dbh-j.2019.7.1.07","DOIUrl":"https://doi.org/10.37514/dbh-j.2019.7.1.07","url":null,"abstract":"","PeriodicalId":404723,"journal":{"name":"Double Helix: A Journal of Critical Thinking and Writing","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124861508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/DBH-J.2020.8.1.07
Brian Doyle
The year 2020 introduced the world to the pandemic that is COVID-19. As of October 6, 2020, there were in the United States alone 7,436,278 total cases, with 209,560 deaths (Centers for Disease Control and Prevention [CDC], 2020). This number of positive cases had skyrocketed from under 1,000 in March, making this pandemic unlike any encountered in the past (CDC, 2020). Due to the severity of COVID-19, the United States, along with most of the world, shut down all non-essential public spaces early on in the pandemic. With that, colleges and universities moved to an online model for the end of the Spring 2020 semester, with many schools utilizing either remote or hybrid classes for their Summer and Fall 2020 sessions. These changes have been challenging, as faculty and students have transitioned to teaching and learning in a time of constant anxiety. As a PhD student in the Composition and Applied Linguistics program at Indiana University of Pennsylvania, I am writing this note from the perspective of both a student in the last semester of her coursework and a teacher of first-year composition before the pandemic as well as during the Fall 2020 semester. From this dual perspective, I will reflect on how the changes that have occurred due to COVID-19 can help educators consider empathy in conjunction with critical thinking.
{"title":"Critically Considering Empathy in the Classroom: A Graduate Student�s Perspective on Pandemic Pedagogy","authors":"Brian Doyle","doi":"10.37514/DBH-J.2020.8.1.07","DOIUrl":"https://doi.org/10.37514/DBH-J.2020.8.1.07","url":null,"abstract":"The year 2020 introduced the world to the pandemic that is COVID-19. As of October 6, 2020, there were in the United States alone 7,436,278 total cases, with 209,560 deaths (Centers for Disease Control and Prevention [CDC], 2020). This number of positive cases had skyrocketed from under 1,000 in March, making this pandemic unlike any encountered in the past (CDC, 2020). Due to the severity of COVID-19, the United States, along with most of the world, shut down all non-essential public spaces early on in the pandemic. With that, colleges and universities moved to an online model for the end of the Spring 2020 semester, with many schools utilizing either remote or hybrid classes for their Summer and Fall 2020 sessions. These changes have been challenging, as faculty and students have transitioned to teaching and learning in a time of constant anxiety. As a PhD student in the Composition and Applied Linguistics program at Indiana University of Pennsylvania, I am writing this note from the perspective of both a student in the last semester of her coursework and a teacher of first-year composition before the pandemic as well as during the Fall 2020 semester. From this dual perspective, I will reflect on how the changes that have occurred due to COVID-19 can help educators consider empathy in conjunction with critical thinking.","PeriodicalId":404723,"journal":{"name":"Double Helix: A Journal of Critical Thinking and Writing","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122232579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2021.9.1.05
Peaches Hash
Introduction Assigning out-of-class readings and reflections in my undergraduate rhetoric and composition courses was often one of the more challenging aspects of my curriculum design. Throughout any semester, I was sure to provide students with prompts to reflect, between classes, on their writing processes, but my students often submitted mechanical, voiceless, summarized thoughts on readings and their experiences writing. To me, it appeared that the majority of them viewed these out-of-class assignments as tasks to complete as quickly as possible without pushing themselves to think critically. Csikszentmihalyi (1996/2013) noted that people are “born with two contradictory sets of instructions: a conservative tendency, made up of instincts for self-preservation, self-aggrandizement, and saving energy, and an expansive tendency made up of instincts for exploring, for enjoying novelty and risk—the curiosity” (p. 11). While the first tendency requires few outside influences to motivate behavior, “the second can wilt if it is not cultivated” (p. 11). My out-of-class assignments seemed to encourage students to conserve energy for activities other than critical thinking; thus, I knew something needed to change.
{"title":"Visual Journaling as a Method for Critical Thinking in Writing Courses","authors":"Peaches Hash","doi":"10.37514/dbh-j.2021.9.1.05","DOIUrl":"https://doi.org/10.37514/dbh-j.2021.9.1.05","url":null,"abstract":"Introduction Assigning out-of-class readings and reflections in my undergraduate rhetoric and composition courses was often one of the more challenging aspects of my curriculum design. Throughout any semester, I was sure to provide students with prompts to reflect, between classes, on their writing processes, but my students often submitted mechanical, voiceless, summarized thoughts on readings and their experiences writing. To me, it appeared that the majority of them viewed these out-of-class assignments as tasks to complete as quickly as possible without pushing themselves to think critically. Csikszentmihalyi (1996/2013) noted that people are “born with two contradictory sets of instructions: a conservative tendency, made up of instincts for self-preservation, self-aggrandizement, and saving energy, and an expansive tendency made up of instincts for exploring, for enjoying novelty and risk—the curiosity” (p. 11). While the first tendency requires few outside influences to motivate behavior, “the second can wilt if it is not cultivated” (p. 11). My out-of-class assignments seemed to encourage students to conserve energy for activities other than critical thinking; thus, I knew something needed to change.","PeriodicalId":404723,"journal":{"name":"Double Helix: A Journal of Critical Thinking and Writing","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133554914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2022.10.1.04
J. Nedzesky, Meredith Bennett, Kristin Klucevsekh
Faculty believe that science students should learn a range of critical thinking skills, including interpreting data, designing an experiment, communicating results, and reading and evaluating published research (Coil et al., 2010). Students learn these skills from classroom, lab, and extracurricular experiences as well as from undergraduate research, which allows them to work in collaborative environments towards common objectives (Hunter et al., 2007). Optimally, this research enables students to work as “scientists in training” (Gonyo & Cantwell, 2014), collaborating with their peers and mentors on an authentic project of situated learning, and it is important for this learning to include writing and reviewing research (Hunter et al., 2007). While critical thinking can mean different things across disciplines in terms of writing (e.g., Rademaekers, 2018), in the sciences, it includes evaluating the claims of other scientific literature, which occurs when scientists read or peer review (Rademaekers, 2018). Peer review is, in itself, a critical thinking activity in the sciences, as it has the potential to help students learn about the process of scientific writing and publishing while evaluating the literature (Trautmann, 2009). To this end, lab mentors can include students in the writing and publication process to give them a space to think critically about research. While undergraduate research experiences can provide opportunities to read, write, and peer review in the sciences, research positions may not be accessible to or even desired by all students. Other activities have the potential to drive similar skills to supplement or replace undergraduate research, such as student journals. These journals can immerse students in the process of writing, reviewing, and publishing. However, the pedagogical research on what students learn through these journals is lacking, especially with respect to peer review. In this study, we characterize the peer review comments from undergraduate and graduate students for a student-run scientific journal. We also explore why these students donate their time to peer review as an extracurricular activity. In the following introduction, we review STEM student journals as well as research on peer review relevant to our goals. Our overarching aim is to report on how students peer review in a professional context. Therefore, we contextualize our Peer Reviewers in terms of student and expert peer review, particularly in STEM, and the themes in our data set. On a spectrum of expertise, we speculate that our students might align themselves more with expert than novice peer reviewers because they volunteer for this authentic role.
教师认为理科生应该学习一系列批判性思维技能，包括解释数据、设计实验、交流结果、阅读和评估已发表的研究成果(Coil et al.， 2010)。学生从课堂、实验室和课外经历以及本科研究中学习这些技能，这使他们能够在协作环境中朝着共同目标工作(Hunter et al.， 2007)。最理想的是，这项研究使学生成为“训练中的科学家”(Gonyo & Cantwell, 2014)，与他们的同龄人和导师合作，完成一个真实的情境学习项目，这种学习包括写作和回顾研究(Hunter et al.， 2007)很重要。虽然批判性思维在不同学科的写作中可能意味着不同的东西(例如，Rademaekers, 2018)，但在科学领域，它包括评估其他科学文献的主张，这发生在科学家阅读或同行评审时(Rademaekers, 2018)。同行评议本身就是科学领域的一种批判性思维活动，因为它有可能帮助学生在评估文献的同时了解科学写作和出版的过程(Trautmann, 2009)。为此，实验室导师可以让学生参与写作和发表过程，给他们一个批判性思考研究的空间。虽然本科研究经历可以提供阅读、写作和同行评议的机会，但研究职位可能不是所有学生都能获得的，甚至不是所有学生都想要的。其他活动有可能推动类似的技能，以补充或取代本科研究，如学生期刊。这些期刊可以让学生沉浸在写作、评审和出版的过程中。然而，关于学生通过这些期刊学到什么的教学研究是缺乏的，特别是在同行评审方面。在本研究中，我们描述了本科生和研究生对学生经营的科学期刊的同行评议意见。我们还探讨了为什么这些学生把时间花在同行评议上作为课外活动。在以下介绍中，我们回顾了STEM学生期刊以及与我们目标相关的同行评审研究。我们的首要目标是报告学生如何在专业背景下进行同行评议。因此，我们根据学生和专家同行评议，特别是在STEM领域，以及我们数据集中的主题，将我们的同行评议者置于背景中。在专业知识的范围内，我们推测我们的学生可能会更多地与专家而不是新手同行评议者结盟，因为他们自愿扮演这个真实的角色。
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Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2021.9.1.02
J. Nicholes, Alison A. Lukowski
data-collection
数据收集
{"title":"Assessing Perceptions of Critical Writing Across a Career-Focused Campus","authors":"J. Nicholes, Alison A. Lukowski","doi":"10.37514/dbh-j.2021.9.1.02","DOIUrl":"https://doi.org/10.37514/dbh-j.2021.9.1.02","url":null,"abstract":"data-collection","PeriodicalId":404723,"journal":{"name":"Double Helix: A Journal of Critical Thinking and Writing","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121482304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/dbh-j.2019.7.1.09
N. Davey
a product of education and training. It is a mental habit and power . . . [that] is our only guarantee against delusion, deception, superstition, and misapprehension of ourselves and our earthly circumstances . . . [Those] educated in it cannot be stampeded . . . [since] education in the critical faculty is the only education of which it can truly be said that it makes good citizens. (pp. 632, 633)
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