Event Title

10 - Embodied Composition Pedagogy

Faculty Mentor

Molly Daniel

Proposal Type

Poster

Start Date

3-11-2018 3:20 PM

End Date

3-11-2018 4:30 PM

Location

Nesbitt 3110

Abstract

This study evaluates the relevance and effectiveness of embodied composition pedagogies. The current literature argues the benefit of incorporating the body into the classroom, especially for racially marginalized students. Through literary analysis, three indicators of embodied pedagogy were identified: 1) discussion based learning, 2) multimodality, and 3) process oriented writing assessments. The methods for implementing embodied pedagogy can be identified by these indicators and evaluated for effectiveness. In spring 2019, I will begin the second phase of my research which will analyze applied embodied pedagogy in composition 1101 and 1102 classrooms. Through student surveys and professor interviews, the effectiveness of these embodied practices will be analyzed. I expect to uncover the positive impact of embodied pedagogy on student experiences in the classroom, specifically on their sense of success. By analyzing the professor’s implementation of embodied pedagogy, I will also compile a resource of best practices when incorporating this pedagogy into the composition classroom. I anticipate other interesting data will emerge about attitudes toward embodied pedagogy, especially from the professor interviews. Ultimately, my research aims to define embodied pedagogy, observe the implementation of embodied practices, and evaluate the effect of this pedagogy on the classroom.

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Nov 3rd, 3:20 PM Nov 3rd, 4:30 PM

10 - Embodied Composition Pedagogy

Nesbitt 3110

This study evaluates the relevance and effectiveness of embodied composition pedagogies. The current literature argues the benefit of incorporating the body into the classroom, especially for racially marginalized students. Through literary analysis, three indicators of embodied pedagogy were identified: 1) discussion based learning, 2) multimodality, and 3) process oriented writing assessments. The methods for implementing embodied pedagogy can be identified by these indicators and evaluated for effectiveness. In spring 2019, I will begin the second phase of my research which will analyze applied embodied pedagogy in composition 1101 and 1102 classrooms. Through student surveys and professor interviews, the effectiveness of these embodied practices will be analyzed. I expect to uncover the positive impact of embodied pedagogy on student experiences in the classroom, specifically on their sense of success. By analyzing the professor’s implementation of embodied pedagogy, I will also compile a resource of best practices when incorporating this pedagogy into the composition classroom. I anticipate other interesting data will emerge about attitudes toward embodied pedagogy, especially from the professor interviews. Ultimately, my research aims to define embodied pedagogy, observe the implementation of embodied practices, and evaluate the effect of this pedagogy on the classroom.