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Call: Special Issue of JBW - Acceleration, Basic Writing, and Pandemic-Era Pedagogy

  • 1.  Call: Special Issue of JBW - Acceleration, Basic Writing, and Pandemic-Era Pedagogy

    Posted 25-06-2022 11:46 AM

    Dear Colleagues,

    Please find below a call for abstracts for an upcoming special issue of The Journal of Basic Writing (JBW) focused on acceleration, basic writing, and pandemic-era pedagogy. Please feel free to share the information and attachment widely with others who may be interested.

    The Journal of Basic Writing: Call for Abstracts
    Special Issue: Acceleration, Basic Writing, and Pandemic-Era Pedagogy
    Guest Editors: Leah Anderst (QCC, CUNY), Cheryl Comeau-Kirschner (BMCC, CUNY), and Jennifer Maloy (QCC, CUNY)
    The COVID-19 pandemic brought swift and major changes to higher education in the United States and internationally. Nearly all college and university courses shifted to remote formats in the spring semester of 2020 without knowing the duration of that change in modality. For many schools, that move online persists whereas in some cases, the move back to in-person classes has brought with it the need to rethink the effectiveness of pre-pandemic pedagogies, curricula, policies, and program structures. Currently, educators at postsecondary institutions are faced with realities of low enrollment, evolving student populations, and the need to reflect on our experiences over the past two years to inform our teaching practices.

    In this special issue of JBW, we propose to take an in-depth look at the ways that pandemic-era pedagogy impacted students, instructors, and programs specifically linked to accelerated developmental writing and reading courses. Just prior to the pandemic, acceleration was rapidly unseating "traditional," stand-alone models of developmental courses across the US, with the Gates Foundation, RAND, and even state legislatures weighing in on its success. However, for some, accelerated learning was still a new format, and the shift to fully remote instruction came as instructors of Developmental English courses were also in the process of shifting to acceleration. Even for instructors with experience, such unanticipated shifting required significant adaptation of approaches to teaching including interacting with students in ways that were equitable and inclusive. Being forced to shift to online teaching modalities potentially affected the implementation and progress of acceleration.

    We are soliciting abstracts for contributions, in the form of traditional articles (of 15-25 pages) or short reflections (of 5-7 pages) that explore practical approaches to teaching ALP with online components in a time of crisis, which we expect will raise a range of urgent questions and from a variety of perspectives and approaches.
    Contributions may respond to such questions as:
    ● How did co-requisite courses work or not work during the pandemic (from a logistical and
    ideological perspective)?
    ● What is the impact of the digital divide and the health access limitations for certain
    communities or students enrolling in co-requisite and ALP courses?
    ● What challenges did/does remote teaching bring to English Language Learner (ELL) specific courses or ELLs enrolled in ALP?
    ● To what extent has trauma-informed pedagogy impacted acceleration and what are some
    possibilities for determining, assessing, or enacting resilient teaching practices in ALP?
    ● What does the future of co-requisite pedagogy look like with the increased, and likely
    continuing, reliance on remote instruction?
    ● How have changes in college academic support structures, such as tutoring and counseling services, affected faculty and students in co-requisite courses?
    ● What approaches are instructors and program directors taking to assess the effectiveness of accelerated learning, and what can we learn and reflect upon through this assessment?
    ● In what ways can antiracist pedagogies and approaches to writing instruction inform current models of ALP?
    ● How can co-requisite instruction integrate inclusive teaching practices and Universal Design for Learning?
    ● How do we define acceleration in higher education in times of crisis, austerity, and grief?
    We particularly welcome contributions that consider instructional approaches such as antiracist pedagogy; inclusivity and universal design for learning; and trauma-informed and resilient teaching. Please be sure to define student cohorts in view of institutional contexts, as necessary, in order to clarify local settings and populations that may differ across institutions. Ultimately, we hope to expand voices and perspectives on accelerated learning, developmental education, and working with diverse and multilingual student populations.

    Working Timeline:
    June 30, 2022: Abstracts of 500-800 words due to the guest editors (include your name(s), campus affiliation(s), and whether your focus will be reflective or a full-length paper)
    July 30, 2022: Accepted abstracts announced
    January 15, 2023: Full papers submitted
    April 1, 2023: Feedback sent
    July 1, 2023: Revised papers due
    Sept 15, 2023: Second round revisions due (if needed)
    Oct 30, 2023: Final editing for publication

    Send abstracts to the guest editors at the following email address:


    ------------------------------
    Cheryl Comeau-Kirschner
    Associate Professor
    Borough of Manhattan Community College
    United States
    ------------------------------


  • 2.  RE: Call: Special Issue of JBW - Acceleration, Basic Writing, and Pandemic-Era Pedagogy

    Posted 29-06-2022 03:59 AM
    Edited by Jane Hoelker 30-06-2022 06:44 AM
    What a great service this publication will offer the field, Cheryl. All your hard work in completing this will benefit so many Tesolers.
    Cheers,
    Jane

    ------------------------------
    Jane Hoelker
    Writing Instructor
    Nazarbayev University
    Nur-sultan, Kazakhstan