Maya Zeller (English Professional and Creative Writing), Matthew Martinson (Douglas Honors College)
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.
Keywords: Student-Centered Learning, Innovative Pedagogies, Inclusivity, Diversity
View Website: https://explodingpedagogy.com/