Results by title

Most think of an émigré as one who leaves her native land to find home in another. Claudia Keelan, in essays both personal and critical, enlists poetic company for her journey, engaging both canonical and common figures, from Gertrude Stein to a prophetic Las Vegas cab driver named Caesar. Mapping her own peripatetic evolution in poetry and her nomadic life, she also engages with Christian and Buddhist doctrines on the virtues of dispossession.
​
Ecstatic Émigré pays homage to poets from Thoreau and Whitman to Alice Notley, all of whom share a commitment to living and writing in the moment. Keelan asks the same questions about the growth of flowers or the meaning of bioluminescence as she does about the poetics of John Cage or George Oppen. Her originality is grounded by the ways in which she connects poetic principles with the spiritual concepts of via negativa demonstrated both in St. John of the Cross and Mahayana Buddhism. In addition, her essays demonstrate an activist spirit and share a commitment to the passive resistance demonstrated in Martin Luther King, Jr.’s concept of the “beloved community” and philosopher Simone Weil’s dedication to “exile.”

Drawn from quantitative and qualitative work of practitioners in the field, this edited collection provides an update to the Staples and Ornatowski's influential Foundations of Teaching Technical Communication (1997). The collection is organized around the broad themes of expanding pedagogy, shaping curriculum, incorporating technology, and engaging community. In each section, authors illustrate their experiences with teaching in the university technical communication classroom, addressing topics such as rethinking the role of internships, redesigning student learning outcomes for assessment practices, incorporating ethics into the technical communication classroom, using visual communication in community context, and engaging plain language. These sixteen chapters, taken as a whole or individually, provide readers with insights and examples into teaching technical communication in the 21st century.

Humanities scholars, in general, often have a difficult time explaining to others why their work matters, and eighteenth-century literary scholars are certainly no exception. To help remedy this problem, literary scholars Bridget Draxler and Danielle Spratt offer this collection of essays to defend the field’s relevance and demonstrate its ability to help us better understand current events, from the proliferation of media to ongoing social justice battles. 

The result is a book that offers a range of approaches to engaging with undergraduates, non-professionals, and broader publics into an appreciation of eighteenth-century literature. Essays draw on innovative projects ranging from a Jane Austen reading group held at the public library to students working with an archive to digitize an overlooked writer’s novel. 

Reminding us that the eighteenth century was an exhilarating age of lively political culture—marked by the rise of libraries and museums, the explosion of the press, and other platforms for public intellectual debates—Draxler and Spratt provide a book that will not only be useful to eighteenth-century scholars, but can also serve as a model for other periods as well. This book will appeal to librarians, archivists, museum directors, scholars, and others interested in digital humanities in the public life. 

Contributors: Gabriela Almendarez, Jessica Bybee, Nora Chatchoomsai, Gillian Dow, Bridget Draxler, Joan Gillespie, Larisa Good, Elizabeth K. Goodhue, Susan Celia Greenfield, Liz Grumbach, Kellen Hinrichsen, Ellen Jarosz, Hannah Jorgenson, John C. Keller, Naz Keynejad, Stephen Kutay, Chuck Lewis, Nicole Linton, Devoney Looser, Whitney Mannies, Ai Miller, Tiffany Ouellette, Carol Parrish, Paul Schuytema, David Spadafora, Danielle Spratt, Anne McKee Stapleton, Jessica Stewart, Colleen Tripp, Susan Twomey, Nikki JD White, Amy Weldon

From climate to vaccination, stem-cell research to evolution, scientific work is often the subject of public controversies in which scientists and science communicators find themselves enmeshed. Especially with such hot-button topics, science communication plays vital roles. Gathering together the work of a multidisciplinary, international collection of scholars, the editors of Ethics and Practice in Science Communication present an enlightening dialogue involving these communities, one that articulates the often differing objectives and ethical responsibilities communicators face in bringing a range of scientific knowledge to the wider world.

In three sections—how ethics matters, professional practice, and case studies—contributors to this volume explore the many complex questions surrounding the communication of scientific results to nonscientists. Has the science been shared clearly and accurately? Have questions of risk, uncertainty, and appropriate representation been adequately addressed? And, most fundamentally, what is the purpose of communicating science to the public: Is it to inform and empower? Or to persuade—to influence behavior and policy? By inspiring scientists and science communicators alike to think more deeply about their work, this book reaffirms that the integrity of the communication of science is vital to a healthy relationship between science and society today.

Describes the techniques used to determine the extent to which social goals are being achieved, to locate the barriers to these goals, and to discover the unanticipated results of social actions. The book is divided into three main sections: the conceptual, methodological, and administrative aspects of evaluation.

The Everyday Writing Center challenges some of the most comfortable traditions in its field, and it does so with a commitment and persuasiveness that one seldom sees in scholarly discussion. The book, at its core, is an argument for a new writing center consciousness--one that makes the most of the writing center's unique, and uniquely fluid, identity.

Writing center specialists live with a liminality that has been acknowledged but not fully explored in the literature. Their disciplinary identity is with the English department, but their mission is cross-disciplinary; their research is pedagogical, but they often report to central administration. Their education is in humanities, but their administrative role demands constant number-crunching. This fluid identity explains why Trickster--an icon of spontaneity, shape-shifting, and the creative potential of chaos--has come to be a favorite cultural figure for the authors of this book.

Adapting Lewis Hyde and others, these authors use Trickster to develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger's concept of "community of practice" into an ethos for a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center.

Through Trickster, they question not only accepted approaches to writing center pedagogy, but conventional approaches to race, time, leadership, and collaboration as well. They encourage their field to exploit the creative potential in ordinary events that are normally seen as disruptive or defeating, and they challenge traditions in the field that tend to isolate a writing center director from the department and campus.

Yet all is not random, for the authors anchor this high-risk/high-yield approach in their commitment to a version of Wenger's community of practice. Conceiving of themselves, their colleagues, student writers, and student tutors as co-learners engaged together in a dynamic life of learning, the authors find a way to ground the excess and randomness of the everyday, while advancing an ethic of mutual respect and self-challenge.

Committed to testing a region beyond the edge of convention, the authors of The Everyday Writing Center constantly push themselves and their field toward deeper, more significant research, and more reflective, dynamic teaching.

This volume grew out of a National Bureau of Economic Research conference on exchange rates held in Bellagio, Italy, in 1982. In it, the world's most respected international monetary economists discuss three significant new views on the economics of exchange rates - Rudiger Dornbusch's overshooting model, Jacob Frenkel's and Michael Mussa's asset market variants, and Pentti Kouri's current account/portfolio approach. Their papers test these views with evidence from empirical studies and analyze a number of exchange rate policies in use today, including those of the European Monetary System.