This document summarizes a case study that investigated the development of Deaf academics' academic writing skills during a five-day writing retreat. The retreat provided mentoring and support to Deaf scholars as they worked on publishing papers from their dissertations. Barriers Deaf academics often face in publishing include a lack of mentoring, challenges with written English, and internalized discrimination (audism). At the retreat, participants received guidance on the publishing process, peer reviews, revisions, and rejections. The results were positive, with 75% of papers worked on being successfully published in peer-reviewed journals afterwards. The retreat helped address gaps Deaf academics face in developing academic writing skills and building research communities.
Approaches in teaching reading to children with intellectual disability by An...AnthonyOkoye5
The study was conducted to determine the approaches in teaching reading to the students with intellectual disability. Also, this study aimed at discovering the best practices of teachers in teaching functional literacy in terms of instruction and materials production. The researcher utilized the case study of mixed type data. Three teachers of students with intellectual disability (ID) were the subjects of this case study. Data were gathered through interviews and survey questionnaire. The study found out that teachers of students with ID are trained and have acquired units/degree in special education. It was also found out that teachers teach functional literacy in terms of phonological awareness and letter knowledge to students with ID through integral approach which includes the use of flashcards and CDs. Teachers identified students with ID through assessment and evaluation conducted by the teacher and developmental pediatricians. Also, teachers conducted one-on-one reading remedial and sessions to help students with ID cope with the lessons. Teachers found issues and challenges such as not all materials needed are provided by the school; funds are not enough to buy or procure materials; and absenteeism of the students affects the production of the instructional materials because their absences will result to waste of materials prepared and affect the curriculum. Based on the findings, teachers of students with special needs should innovate more interesting strategies or techniques in teaching students with disabilities; and that teachers should collaborate with their guidance officer or concern local agencies officials to update their assessment or evaluation tools in identifying intellectual disabilities among students.
Writing Apprehension Among English as a Foreign Language Postgraduate StudentsSarkawtMuhammad2
This study examines writing apprehension among English as a foreign language (EFL) postgraduate students in North Cyprus. The researchers administered Daly and Miller's Writing Apprehension Test to 37 EFL postgraduate students to measure their level of writing apprehension. The study also analyzed whether variables like age, gender, academic level, and socioeconomic status correlated with writing apprehension levels. The results showed that nearly half of students experienced high writing apprehension, but most had moderate apprehension. Additionally, the relationships between writing apprehension and the demographic variables were not statistically significant, meaning those factors did not influence apprehension levels. This study helps address gaps in understanding writing apprehension in this context and educational level.
An Analysis Of Students Speaking Anxiety In Academic Speaking ClassAngie Miller
This document summarizes a study that analyzed speaking anxiety among 52 students in an Academic Speaking class at a private university in Central Java, Indonesia. The study found that students' speaking anxiety was mainly caused by three factors: communication apprehension, test anxiety, and fear of negative evaluation. Additionally, lack of vocabulary, underestimating abilities, lack of preparation, fear of mistakes, and worry about embarrassment in front of peers also contributed to students' anxiety. The findings suggest that teachers play an important role in creating a positive classroom environment to help students overcome speaking anxiety.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses some challenges faced by Chinese students in their academic writing. It describes three main problems observed by the author in teaching first-year students at China Agricultural University: overreliance on formulaic expressions, making false assumptions presented as facts, and instances of plagiarism. To address these issues, the author advocates for increasing emphasis on extensive reading programs to expand students' vocabularies, as well as greater focus on developing critical thinking skills to improve understanding of when and how to hedge statements. The complexities surrounding what constitutes plagiarism are also examined.
This document provides an overview of a booklet titled "A Focus on Vocabulary" published by Pacific Resources for Education and Learning. The booklet examines what research tells us about how students acquire vocabulary and what effective instruction must do to help students develop vocabulary knowledge to support reading comprehension. It defines vocabulary, discusses the importance of vocabulary for reading comprehension, and how many words students need to know.
The document provides instructions for structuring an essay, including analyzing the question, grouping source materials, taking notes, constructing a thesis statement, writing an outline, finalizing references and citations, editing drafts, getting feedback, and writing a first draft. It discusses developing a thesis statement that takes a stance and is narrow enough to fully support, and includes examples of a reading grid, synthesis grid, and paragraph structure for writing the body of an essay.
Approaches in teaching reading to children with intellectual disability by An...AnthonyOkoye5
The study was conducted to determine the approaches in teaching reading to the students with intellectual disability. Also, this study aimed at discovering the best practices of teachers in teaching functional literacy in terms of instruction and materials production. The researcher utilized the case study of mixed type data. Three teachers of students with intellectual disability (ID) were the subjects of this case study. Data were gathered through interviews and survey questionnaire. The study found out that teachers of students with ID are trained and have acquired units/degree in special education. It was also found out that teachers teach functional literacy in terms of phonological awareness and letter knowledge to students with ID through integral approach which includes the use of flashcards and CDs. Teachers identified students with ID through assessment and evaluation conducted by the teacher and developmental pediatricians. Also, teachers conducted one-on-one reading remedial and sessions to help students with ID cope with the lessons. Teachers found issues and challenges such as not all materials needed are provided by the school; funds are not enough to buy or procure materials; and absenteeism of the students affects the production of the instructional materials because their absences will result to waste of materials prepared and affect the curriculum. Based on the findings, teachers of students with special needs should innovate more interesting strategies or techniques in teaching students with disabilities; and that teachers should collaborate with their guidance officer or concern local agencies officials to update their assessment or evaluation tools in identifying intellectual disabilities among students.
Writing Apprehension Among English as a Foreign Language Postgraduate StudentsSarkawtMuhammad2
This study examines writing apprehension among English as a foreign language (EFL) postgraduate students in North Cyprus. The researchers administered Daly and Miller's Writing Apprehension Test to 37 EFL postgraduate students to measure their level of writing apprehension. The study also analyzed whether variables like age, gender, academic level, and socioeconomic status correlated with writing apprehension levels. The results showed that nearly half of students experienced high writing apprehension, but most had moderate apprehension. Additionally, the relationships between writing apprehension and the demographic variables were not statistically significant, meaning those factors did not influence apprehension levels. This study helps address gaps in understanding writing apprehension in this context and educational level.
An Analysis Of Students Speaking Anxiety In Academic Speaking ClassAngie Miller
This document summarizes a study that analyzed speaking anxiety among 52 students in an Academic Speaking class at a private university in Central Java, Indonesia. The study found that students' speaking anxiety was mainly caused by three factors: communication apprehension, test anxiety, and fear of negative evaluation. Additionally, lack of vocabulary, underestimating abilities, lack of preparation, fear of mistakes, and worry about embarrassment in front of peers also contributed to students' anxiety. The findings suggest that teachers play an important role in creating a positive classroom environment to help students overcome speaking anxiety.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses some challenges faced by Chinese students in their academic writing. It describes three main problems observed by the author in teaching first-year students at China Agricultural University: overreliance on formulaic expressions, making false assumptions presented as facts, and instances of plagiarism. To address these issues, the author advocates for increasing emphasis on extensive reading programs to expand students' vocabularies, as well as greater focus on developing critical thinking skills to improve understanding of when and how to hedge statements. The complexities surrounding what constitutes plagiarism are also examined.
This document provides an overview of a booklet titled "A Focus on Vocabulary" published by Pacific Resources for Education and Learning. The booklet examines what research tells us about how students acquire vocabulary and what effective instruction must do to help students develop vocabulary knowledge to support reading comprehension. It defines vocabulary, discusses the importance of vocabulary for reading comprehension, and how many words students need to know.
The document provides instructions for structuring an essay, including analyzing the question, grouping source materials, taking notes, constructing a thesis statement, writing an outline, finalizing references and citations, editing drafts, getting feedback, and writing a first draft. It discusses developing a thesis statement that takes a stance and is narrow enough to fully support, and includes examples of a reading grid, synthesis grid, and paragraph structure for writing the body of an essay.
Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
Anatomy Word-Learning In Undergraduate Speech-Language Pathology StudentsRenee Lewis
This document discusses research on teaching complex material like anatomy and physiology to undergraduate speech pathology students. It finds that introducing students to key vocabulary words before lectures or readings helps prepare them. A study examined teaching anatomy vocabulary to undergrads and found that having students learn the pertinent words first improved their later understanding of related material. The document advocates introducing students to novel terms as a simple way to boost comprehension of difficult topics and help students learn independently from textbooks.
A Systematic Review Of The Thesis On Language And Communication Skills Of Ind...Pedro Craggett
This document summarizes the results of a systematic review of 17 Turkish theses published between 2014-2019 on teaching language and communication skills to individuals with autism spectrum disorder (ASD). The theses were analyzed based on year of publication, thesis level, supervisor title, university, institute, department, research method, participants, references, location, and research topic. The review found most theses were master's theses published in recent years, supervised by associate professors, conducted at Ankara University using single-subject research methods with individuals with ASD as participants. The review aims to identify trends in this area and guide future research on supporting the language development of individuals with ASD.
An Analysis of Students Body Language Responses to Teacher Talk in Speaking ...Karla Long
This document summarizes a study on students' use of body language in response to teacher talk in English speaking classes at Makassar State University in Indonesia. The study aims to analyze why students frequently use body language even in speaking classes, which typically focus on oral communication. Previous research has not fully explained the reasons for and implications of students mixing body language with oral language. The study seeks to provide additional information for teachers on this trend and determine whether the use of body language is beneficial for improving students' speaking skills.
The Effect of Listening Activities on Students' Listening Comprehensionijtsrd
The document discusses the effect of different listening activities (pre-listening, while-listening, and post-listening) on students' listening comprehension. It describes each type of activity and analyzes the results of a test administered to 30 students, which found that while-listening activities had the strongest positive impact on listening comprehension scores. Specifically, the group that listened to a text and questions twice during the activity scored highest on average. The document concludes that various listening activities can help improve EFL students' development of the important listening skill.
English - Majored Juniors’ attitudes towards learning the academic writing co...AJHSSR Journal
This document summarizes a research study that investigated the attitudes of English-majored juniors at TraVinh University towards their academic writing course. The study found that students had positive attitudes about the course and recognized its benefits. However, students also faced challenges, with grammar being a prominent difficulty due to their native language influence. The study suggests implications to help students improve their academic writing skills.
Health Habits
Doctoral Writing Assessment
Monique D Brown
Walden University
DRWA 8880G/8881G
May 31, 2022
Assignment Prompt
Prompt: By starting your doctoral program at Walden, you are joining a group of career professionals in pursuit of the Walden University mission to "transform themselves as scholar-practitioners so that they can effect positive social change." This is a pursuit that comes with joy, challenges, and rewards. While many begin a doctoral program, not all successfully complete their program. One way to increase your chance of success is by understanding and reflecting on the challenges many doctoral students face and identifying and employing the strategies that will work best for you.
The excerpted reading provided below is from the article "Dissertation completion: No longer higher education's invisible problem," published in the Journal of Educational Research and Practice by Marshall et al. (2017). In this article, the authors conduct a literature review and qualitative interview study in order to better understand the challenges and supports that impact doctoral student success. The reading below includes the literature review portion of the article which focuses on "Challenges to Completion" and "Supports to Completion" as well as the "Implications" section which offers reflections on the findings of the authors' qualitative study.
As you read and engage with this excerpt from Marshall et al. (2017), determine what content from the reading is relevant to your doctoral journey; then, compose an essay in response to the questions listed below:
What challenges to completion do you anticipate you will encounter in your doctoral program?
What strategies for successful completion do you anticipate will be the most useful for you, and how will you work toward implementing these strategies to meet your goals?
In your essay, include relevant paraphrased and cited information from this Marshall et al. (2017) reading excerpt, using your preferred citation style:
Challenges to Completion
Cassuto (2013) identified three different types of doctoral completers: (a) those who cannot complete because of time commitment, lack of research skills, personal challenges, and other outside factors; (b) those who can complete but choose not to, leaving the program for personal or professional reasons; and (c) those who successfully reach dissertation completion. How the personal and professional challenges impact those who do complete the dissertation became the focus of this study.
Personal or Environmental Factors
To successfully reach dissertation completion, the impact of outside factors such as managing work and family (Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012) must be mitigated to ensure student progress. This is particularly true for practitioner scholars who negotiate both the professional and academic spheres. A frequent challenge to completion is the needs of families (Cassuto, 2013; Dominguez, 200 ...
The use of scaffolding to motivate adult learners in vus presentationPhan Huong
The document discusses using scaffolding to motivate adult learners at Vietnam USA Society Language Centers. It defines adult learners and their characteristics, including that they are more motivated by internal pressures than external rewards. Scaffolding is defined as temporary support provided to help learners accomplish tasks beyond their abilities. Scaffolding can motivate adult learners by allowing them to achieve new knowledge and learn independently over time. The document recommends using scaffolding and creating a relaxed environment to address difficulties adult learners face at VUS, such as anxiety about making mistakes.
This document provides an introduction and background for a dissertation proposal examining the effectiveness of an off-model READ 180 literacy program in an urban high school setting. It discusses the importance of literacy and challenges facing urban students. The school district implemented a modified 50-minute version of READ 180 after receiving a grant but is questioning its effectiveness compared to the standard 90-minute model. The problem statement indicates a need to determine if this modified version yields different results than research on the full program. The purpose is to help the district address the intervention's impact and decide whether to continue it. The introduction provides context on political demands, adolescent literacy challenges, and guidelines for effective literacy programs.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Vocabulary instruction is important for reading comprehension. Students need to learn an average of 2,000-3,000 new words per year. Direct vocabulary instruction should include defining words, using them in contexts, and having multiple exposures. Indirect instruction like wide reading is also important. The gap in vocabulary knowledge between strong and weak readers grows over time. Effective instruction includes promoting word consciousness, pre-teaching words before reading, and using strategies like context clues.
The document discusses a reading program called SAS Read Aloud that aims to enhance shared reading experiences for early readers. It provides an interactive tool with over 50 story titles that are pre-recorded so children can listen along. The program incorporates research-based design elements like reading modes, leveled content, and word highlighting. Shared reading is highlighted as an important practice for developing early reading skills, but the quality and frequency of shared reading experiences can be improved. SAS Read Aloud aims to supplement shared reading time and optimize children's learning through its interactive features.
(1) The document contains a literature review on effective communication between students and student affairs departments. It discusses trends in the literature around providing helpful information to students and barriers to communication.
(2) The methodology section describes a survey given to 30 students, 15 local and 15 international, to understand their needs and experiences with the student affairs department. Quantitative data from the survey is presented in a table.
(3) Key findings from the survey include international students preferring to handle problems themselves rather than contact the school. The orientation program was rated as average quality, and students provided suggestions for improvement.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
This document describes approaches to teaching reading to students with intellectual disabilities. It discusses three main approaches: sight word instruction, phonics instruction, and comprehensive instruction. While sight word and phonics instruction can be parts of a program, only comprehensive instruction that teaches all three cueing systems (phonological, semantic, syntactic) through meaning-based strategies will allow students to reach their full literacy potential. The document recommends a comprehensive approach using six categories of strategies: writing, word work, cloze/maze, fluency activities, comprehension, and self-selected reading.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
This study focused on fostering learning experiences and improving students’ oral communicative potential by lowering their anxiety through technology. The participants were EFL students at the Zand Higher Education Institute in Shiraz, Iran. Their responses to the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) proved that they were suffering from some emotional factors; particularly anxiety interfering with their second language acquisition process. Voice Thread, an on-line program was introduced to them as a tool to achieve the above-mentioned goals. An oral survey based on items used by Von Worde (2003) showed this group of EFL language learners’ anxiety was alleviated by using the proposed tool. As speaking is one of the main productive skills in second language learning, the pedagogical implications of the study can be beneficial to both teachers and learners. The results can help teachers match instruction to learners’ needs.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Peterson et al. (2016). teachers' expliicit and implicit biasesNelly Zafeiriades
This document summarizes a research article that examined the relationship between teachers' explicit expectations, implicit prejudiced attitudes, and student achievement and the ethnic achievement gap. The study found that:
1) Students in classrooms of teachers with high explicit expectations for all students performed better in reading, but teachers' explicit expectations were unrelated to mathematics achievement.
2) Teachers' implicit prejudiced attitudes, as measured by an implicit association test, predicted student mathematics performance, with students benefiting most when their teacher implicitly favored their own ethnic group.
3) The findings suggest teachers' explicit expectations and implicit prejudiced attitudes differentially influence student achievement and may underlie the persistence of ethnic achievement gaps.
EDIT 7320 Literature Review PresentationAndy Plemmons
This presentation compliments my literature graphic found at andy.plemmons.googlepages.com In my applied research project, I am looking at ways that elementary students select books in the media center and how I, as the the media specialist, can support this process.
Short Paper Description Page 1. Online assignment writing service.Samantha Martinez
This document provides three examples of how natural disasters can be viewed differently than just frightening events caused by nature. First, it suggests we may have partial responsibility for natural disasters due to how we influence and treat the earth's environments. Second, it discusses how literature can provide an alternative perspective on natural disasters. It then summarizes one poem from the book "Black Nature" that depicts a natural disaster, an earthquake, from the perspective of how it impacts people rather than just being a natural event.
PPT - Parts Of An Argumentative Essay PowerPoint Presentation, FreeSamantha Martinez
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It emphasizes original, high-quality work and refunds for plagiarism.
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Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
Anatomy Word-Learning In Undergraduate Speech-Language Pathology StudentsRenee Lewis
This document discusses research on teaching complex material like anatomy and physiology to undergraduate speech pathology students. It finds that introducing students to key vocabulary words before lectures or readings helps prepare them. A study examined teaching anatomy vocabulary to undergrads and found that having students learn the pertinent words first improved their later understanding of related material. The document advocates introducing students to novel terms as a simple way to boost comprehension of difficult topics and help students learn independently from textbooks.
A Systematic Review Of The Thesis On Language And Communication Skills Of Ind...Pedro Craggett
This document summarizes the results of a systematic review of 17 Turkish theses published between 2014-2019 on teaching language and communication skills to individuals with autism spectrum disorder (ASD). The theses were analyzed based on year of publication, thesis level, supervisor title, university, institute, department, research method, participants, references, location, and research topic. The review found most theses were master's theses published in recent years, supervised by associate professors, conducted at Ankara University using single-subject research methods with individuals with ASD as participants. The review aims to identify trends in this area and guide future research on supporting the language development of individuals with ASD.
An Analysis of Students Body Language Responses to Teacher Talk in Speaking ...Karla Long
This document summarizes a study on students' use of body language in response to teacher talk in English speaking classes at Makassar State University in Indonesia. The study aims to analyze why students frequently use body language even in speaking classes, which typically focus on oral communication. Previous research has not fully explained the reasons for and implications of students mixing body language with oral language. The study seeks to provide additional information for teachers on this trend and determine whether the use of body language is beneficial for improving students' speaking skills.
The Effect of Listening Activities on Students' Listening Comprehensionijtsrd
The document discusses the effect of different listening activities (pre-listening, while-listening, and post-listening) on students' listening comprehension. It describes each type of activity and analyzes the results of a test administered to 30 students, which found that while-listening activities had the strongest positive impact on listening comprehension scores. Specifically, the group that listened to a text and questions twice during the activity scored highest on average. The document concludes that various listening activities can help improve EFL students' development of the important listening skill.
English - Majored Juniors’ attitudes towards learning the academic writing co...AJHSSR Journal
This document summarizes a research study that investigated the attitudes of English-majored juniors at TraVinh University towards their academic writing course. The study found that students had positive attitudes about the course and recognized its benefits. However, students also faced challenges, with grammar being a prominent difficulty due to their native language influence. The study suggests implications to help students improve their academic writing skills.
Health Habits
Doctoral Writing Assessment
Monique D Brown
Walden University
DRWA 8880G/8881G
May 31, 2022
Assignment Prompt
Prompt: By starting your doctoral program at Walden, you are joining a group of career professionals in pursuit of the Walden University mission to "transform themselves as scholar-practitioners so that they can effect positive social change." This is a pursuit that comes with joy, challenges, and rewards. While many begin a doctoral program, not all successfully complete their program. One way to increase your chance of success is by understanding and reflecting on the challenges many doctoral students face and identifying and employing the strategies that will work best for you.
The excerpted reading provided below is from the article "Dissertation completion: No longer higher education's invisible problem," published in the Journal of Educational Research and Practice by Marshall et al. (2017). In this article, the authors conduct a literature review and qualitative interview study in order to better understand the challenges and supports that impact doctoral student success. The reading below includes the literature review portion of the article which focuses on "Challenges to Completion" and "Supports to Completion" as well as the "Implications" section which offers reflections on the findings of the authors' qualitative study.
As you read and engage with this excerpt from Marshall et al. (2017), determine what content from the reading is relevant to your doctoral journey; then, compose an essay in response to the questions listed below:
What challenges to completion do you anticipate you will encounter in your doctoral program?
What strategies for successful completion do you anticipate will be the most useful for you, and how will you work toward implementing these strategies to meet your goals?
In your essay, include relevant paraphrased and cited information from this Marshall et al. (2017) reading excerpt, using your preferred citation style:
Challenges to Completion
Cassuto (2013) identified three different types of doctoral completers: (a) those who cannot complete because of time commitment, lack of research skills, personal challenges, and other outside factors; (b) those who can complete but choose not to, leaving the program for personal or professional reasons; and (c) those who successfully reach dissertation completion. How the personal and professional challenges impact those who do complete the dissertation became the focus of this study.
Personal or Environmental Factors
To successfully reach dissertation completion, the impact of outside factors such as managing work and family (Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012) must be mitigated to ensure student progress. This is particularly true for practitioner scholars who negotiate both the professional and academic spheres. A frequent challenge to completion is the needs of families (Cassuto, 2013; Dominguez, 200 ...
The use of scaffolding to motivate adult learners in vus presentationPhan Huong
The document discusses using scaffolding to motivate adult learners at Vietnam USA Society Language Centers. It defines adult learners and their characteristics, including that they are more motivated by internal pressures than external rewards. Scaffolding is defined as temporary support provided to help learners accomplish tasks beyond their abilities. Scaffolding can motivate adult learners by allowing them to achieve new knowledge and learn independently over time. The document recommends using scaffolding and creating a relaxed environment to address difficulties adult learners face at VUS, such as anxiety about making mistakes.
This document provides an introduction and background for a dissertation proposal examining the effectiveness of an off-model READ 180 literacy program in an urban high school setting. It discusses the importance of literacy and challenges facing urban students. The school district implemented a modified 50-minute version of READ 180 after receiving a grant but is questioning its effectiveness compared to the standard 90-minute model. The problem statement indicates a need to determine if this modified version yields different results than research on the full program. The purpose is to help the district address the intervention's impact and decide whether to continue it. The introduction provides context on political demands, adolescent literacy challenges, and guidelines for effective literacy programs.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Vocabulary instruction is important for reading comprehension. Students need to learn an average of 2,000-3,000 new words per year. Direct vocabulary instruction should include defining words, using them in contexts, and having multiple exposures. Indirect instruction like wide reading is also important. The gap in vocabulary knowledge between strong and weak readers grows over time. Effective instruction includes promoting word consciousness, pre-teaching words before reading, and using strategies like context clues.
The document discusses a reading program called SAS Read Aloud that aims to enhance shared reading experiences for early readers. It provides an interactive tool with over 50 story titles that are pre-recorded so children can listen along. The program incorporates research-based design elements like reading modes, leveled content, and word highlighting. Shared reading is highlighted as an important practice for developing early reading skills, but the quality and frequency of shared reading experiences can be improved. SAS Read Aloud aims to supplement shared reading time and optimize children's learning through its interactive features.
(1) The document contains a literature review on effective communication between students and student affairs departments. It discusses trends in the literature around providing helpful information to students and barriers to communication.
(2) The methodology section describes a survey given to 30 students, 15 local and 15 international, to understand their needs and experiences with the student affairs department. Quantitative data from the survey is presented in a table.
(3) Key findings from the survey include international students preferring to handle problems themselves rather than contact the school. The orientation program was rated as average quality, and students provided suggestions for improvement.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
This document describes approaches to teaching reading to students with intellectual disabilities. It discusses three main approaches: sight word instruction, phonics instruction, and comprehensive instruction. While sight word and phonics instruction can be parts of a program, only comprehensive instruction that teaches all three cueing systems (phonological, semantic, syntactic) through meaning-based strategies will allow students to reach their full literacy potential. The document recommends a comprehensive approach using six categories of strategies: writing, word work, cloze/maze, fluency activities, comprehension, and self-selected reading.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
This study focused on fostering learning experiences and improving students’ oral communicative potential by lowering their anxiety through technology. The participants were EFL students at the Zand Higher Education Institute in Shiraz, Iran. Their responses to the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) proved that they were suffering from some emotional factors; particularly anxiety interfering with their second language acquisition process. Voice Thread, an on-line program was introduced to them as a tool to achieve the above-mentioned goals. An oral survey based on items used by Von Worde (2003) showed this group of EFL language learners’ anxiety was alleviated by using the proposed tool. As speaking is one of the main productive skills in second language learning, the pedagogical implications of the study can be beneficial to both teachers and learners. The results can help teachers match instruction to learners’ needs.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Peterson et al. (2016). teachers' expliicit and implicit biasesNelly Zafeiriades
This document summarizes a research article that examined the relationship between teachers' explicit expectations, implicit prejudiced attitudes, and student achievement and the ethnic achievement gap. The study found that:
1) Students in classrooms of teachers with high explicit expectations for all students performed better in reading, but teachers' explicit expectations were unrelated to mathematics achievement.
2) Teachers' implicit prejudiced attitudes, as measured by an implicit association test, predicted student mathematics performance, with students benefiting most when their teacher implicitly favored their own ethnic group.
3) The findings suggest teachers' explicit expectations and implicit prejudiced attitudes differentially influence student achievement and may underlie the persistence of ethnic achievement gaps.
EDIT 7320 Literature Review PresentationAndy Plemmons
This presentation compliments my literature graphic found at andy.plemmons.googlepages.com In my applied research project, I am looking at ways that elementary students select books in the media center and how I, as the the media specialist, can support this process.
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Short Paper Description Page 1. Online assignment writing service.Samantha Martinez
This document provides three examples of how natural disasters can be viewed differently than just frightening events caused by nature. First, it suggests we may have partial responsibility for natural disasters due to how we influence and treat the earth's environments. Second, it discusses how literature can provide an alternative perspective on natural disasters. It then summarizes one poem from the book "Black Nature" that depicts a natural disaster, an earthquake, from the perspective of how it impacts people rather than just being a natural event.
PPT - Parts Of An Argumentative Essay PowerPoint Presentation, FreeSamantha Martinez
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It emphasizes original, high-quality work and refunds for plagiarism.
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014 Home Essay 10018 Thumb. Online assignment writing service.Samantha Martinez
Here are the key points this introduction should cover:
- Define the model of perfect competition and its key assumptions (many small firms, homogeneous products, perfect information, free entry and exit)
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Virginia Woolf's A Room of One's Own argues that women need economic independence and a space of their own to achieve their full creative potential. Through stories, Woolf reflects on how lack of economic freedom and social norms have hindered women's ability to think independently. She realizes men have more freedom to pursue their interests and form their own opinions. Woolf's concept of independent thought stems from questioning gender differences in independence and from her newfound economic freedom through inheritance. She concludes that to create important literary works, women need at least a room of their own.
Professional Essay Anxiety Challenge By Another NamSamantha Martinez
The document discusses how to request essay writing help from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form providing instructions, sources, and deadline for the paper. 3) Writers will bid on the request and the client can choose a writer. 4) The client will receive the paper and can request revisions if needed. 5) HelpWriting.net promises original, high-quality content and refunds for plagiarized work.
The document provides instructions for using the HelpWriting.net service to have essays written. It outlines a 5-step process: 1) Create an account; 2) Submit a request with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. It emphasizes that original, high-quality work is guaranteed or a full refund will be provided.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It notes the site offers original, high-quality content or a full refund if plagiarized.
The document provides instructions for creating an account and submitting a request on the website HelpWriting.net to have a paper written. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with paper details, sources, and deadline. 3) Writers will bid on the request and the client chooses one based on qualifications. 4) The client reviews the paper and pays if satisfied. 5) Revisions are allowed to ensure satisfaction, and plagiarized work results in a refund.
How To Cite A Newspaper Article In MLA With Examples Bibliography.ComSamantha Martinez
The Mental Health Intensive Case Management program (MHICM) provides support to veterans suffering from severe mental illnesses like schizophrenia and mood disorders, helping them build skills to live independently in the community. Referrals to the program typically involve males and females ranging in age from their early twenties to eighties. The goal of MHICM is to improve clients' quality of life and ability to successfully live outside of an institutional setting.
Cause And Effect Paragraph. Cause And Effect TechnolSamantha Martinez
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Free Printable Stationery, Book Stationery, PrintableSamantha Martinez
Charles W. Moore argues in his essay that music piracy is not a victimless crime. While many people view downloading music without paying as harmless, it actually hurts artists and the music industry. Seventy percent of online users do not care if the media they consume, like music, is legally obtained or pirated. Moore asserts that stealing music through illegal downloading is still stealing, and harms the livelihoods of musicians and others in the music industry.
Relatively Few Individuals Have Heard The Medical AdSamantha Martinez
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The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with the option of a full refund for plagiarized work.
How To Write A Conclusion Of An Informative Essay Bid4PapersSamantha Martinez
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Quality Writing Paper Writing Paper. Online assignment writing service.Samantha Martinez
The document provides instructions for submitting a writing assignment request to the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work.
The document discusses a nonprofit organization called Breaking the Cycle of Absentee Father that was started by Sheldon Smith in Chicago. The organization aims to help African American men become better fathers through meetings and discussions to address problems and find solutions. The video relates to Catholic teachings about using wisdom and guidance when making decisions. It also discusses how absentee fathers can negatively impact children and continue intergenerational cycles of poverty. The organization works to break this cycle by aiding fathers.
Just Wild About Teaching 100Th Day Writing Packet ASamantha Martinez
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Free Printable Teddy Bear Writing Paper 97A In 2021Samantha Martinez
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3. Review bids from writers based on qualifications, history, and feedback, then place a deposit to start the assignment.
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
2. A. E. Marchut et al.
DOI: 10.4236/ce.2021.121013 177 Creative Education
in peer-reviewed journals in order to keep their jobs, as well as earn raises and
promotions. While they are underrepresented, more Deaf professionals are ac-
cepting jobs in postsecondary programs and face the “publish or perish” dictum,
as excelling at teaching is not enough. Deaf faculty are held to the same stan-
dards and must publish to survive in academia. Unfortunately, for Deaf profes-
sionals, this standard has become a barrier for tenure, promotion and raises
(Smith & Andrews, 2015). In other cases, this has led to lawsuits because Deaf fa-
culty are discriminated against and not provided with consistent mentoring as are
hearing faculty (Collier v. Texas Tech University, 2011). The situation at hand is
that few Deaf faculty who are teaching are publishing their work in peer-reviewed
journals (Smith & Andrews, 2015; Woodcock et al., 2007). While increasing num-
bers of Deaf individuals complete their dissertation, few publish their findings in
peer-reviewed journals (Andrews et al., 2015). One reason seems to be the trau-
ma associated with years of drill on auditory phonology while learning to read (a
skill that is typically not accessible; Paul & Wang, 2012) while another reason
may be that Deaf academics find it a struggle to find the “right” writing mentor
who can provide them with support and guidance to think, write, rewrite, re-
write, and rewrite again; hence, the impetus for this writing retreat.
Academic journal writing is a specific kind of technical writing that requires
mentoring (Kempenaar & Murray, 2017; Thein & Beach, 2010), including mu-
tual engagement in collaborative research, co-authored research, reciprocal re-
view and evaluation, and networking. However, as noted by Andrews et al.
(2015), this type of mentoring is often not provided to Deaf doctoral students for
several specific reasons. First, few doctoral programs in the U.S. are bilingual,
providing content in American Sign Language (ASL) with written content in
English. Therefore, most Deaf doctoral students are required to access content in
spoken English through accommodations, limiting their ability to engage in both
formal and informal doctoral discussions using direct communications. Given
this situation, Deaf students are less likely to be invited to engage in collabora-
tive and co-authored research with faculty mentors. Next as noted in Braun et
al. (2017), Deaf doctoral students who had Deaf or Deaf Know (those who
could communicate in ASL) mentors gained more social capital in terms of
publications and navigation capital than those with mentors who were unable
to directly communicate with them in ASL. Without this type of mentor, Deaf
students tend not to be seen as someone who can contribute to reciprocal review
and evaluation of their advisors or peers’ work. Another important component
is networking at conferences (Listman & Dingus-Eason, 2018; Thein & Beach,
2010), which is frequently not accessible to Deaf doctoral students. Importantly
in terms of navigation capital, many conferences will provide interpreters for
sessions that Deaf individuals request to be interpreted prior to coming to the
meeting but most conferences do not provide interpreters for sessions not re-
quested early or for informal networking opportunities (Braun et al., 2017). Fi-
nally, many Deaf individuals do not trust their ability to produce products in
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DOI: 10.4236/ce.2021.121013 178 Creative Education
written English (Houston, 2018).
These are barriers that could plausibly interfere with Deaf academics in
learning how to write for an academic publication. Two frequently written about
barriers are the hidden curriculum and audism, both of which are belief systems
that are detrimental to Deaf students’ learning (Ballenger, 2013; Foster, 1989).
The Hidden Curriculum
The hidden curriculum refers to the unwritten rules typically learned through
interactions with peers and supervisors (Acker, 2001; Acker & Haque, 2017;
Margolis & Romero, 2002). Learning this hidden curriculum leads to success in
academia; however, not having access to the hidden curriculum maintains the
status quo of higher education and serves to block success for those not typically
represented within the academy. A lack of mentoring to provide Deaf students
access to this hidden curriculum from hearing faculty is often supported by aud-
ism.
Audism
Audism is defined as a group of people who use their hearing status to “dis-
criminate ... against individuals based on hearing ability” (Bauman, 2004: p.
240). Like the hidden curriculum, audism is a belief system that blocks oppor-
tunities for Deaf academics to thrive in a university environment. Similar to fe-
male academics and administrators who hit the “glass ceiling” and have taken
decades to break through the “good old boy” network, Deaf academics often face
prejudicial attitudes and belief systems which keep them out of academic com-
munities of practice (Houston, 2018; Kensington-Miller, 2018; Lave & Wenger,
1991; Wenger et al., 2002).
Most hearing professionals are not aware of their own audist beliefs. Many do
not realize that these perceptions form low expectations about Deaf learners
(Braun et al., 2017). These attitudes may lead to the exclusion of Deaf research-
ers’ perspectives that can provide an essential lens using the frame of Deaf his-
tory, its heritage and collective experiences of Deaf individuals (Hauser et al.,
2010; Reagan et al., 2020). Thus, as originally defined by Humphries (1975),
audism functions in a parallel manner to racism where beliefs and expectations
lead to the belief that Deaf people “can’t” write. Contrary to such audist beliefs,
Hauser et al. (2010) and his team found that a Deaf perspective provides resi-
lience against this audistic perception. Unfortunately, many Deaf individuals
have internalized audism. Then these audist beliefs intertwine with the hidden
curriculum, creating the imposter syndrome (Bothello & Roulet, 2019) and a
lack faith in these Deaf professionals of their own abilities.
Spooner (2020) noted that one comment frequently given to Deaf writers, is
that they are told they are “good writers” with the unstated follow up “for a deaf
person.” Such microaggressions lead to reduced motivation and self-doubt about
their writing abilities (Sezer et al., 2018). Therefore, Deaf students miss the oppor-
tunities to learn and become comfortable with academic writing, which prevents
them from publishing articles. Thus, we can see that the hidden curriculum and
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DOI: 10.4236/ce.2021.121013 179 Creative Education
audism effectively prevents opportunities for developing mentoring relationships
in a safe and friendly environment. This gap can be “bridged” through the creation
of a collective writing community (Bauman, 2004; Kensington-Miller, 2018; Lave
& Wenger, 1991; Wenger et al., 2002) that includes Deaf academics within a
structure often referred to as a community of practice.
Community of Practice
A community of practice is a social learning environment composed of three
parts: a domain (knowledge), community (groups of experts and students), and
practice (shared expertise of experts; Wenger & Snyder, 2000). The domain is a
competence that is developed and shared by the community. This community
learns from each other to increase their expertise, to help and support each oth-
er, while building relationships to promote the domain. The practice develops
from shared stories and practices that build the expertise of the domain. Com-
munities of practice develop professional skills, solve problems quickly, transfer
best practices, and as noted by Wenger and Snyder (2000) these communities
renew themselves and therefore “give … the golden eggs and the goose that lays
them” (p. 143).
By developing a community of practice for Deaf academics for purposes of
learning to write for academic publications, this effort can provide access to the
hidden curriculum of academia, which can help to overcome audism regarding
the criticism around written English while creating the knowledge of how to
publish peer reviewed articles (Kensington-Miller, 2018; Lave & Wenger, 1991;
Thein & Beach, 2010; Wenger et al., 2002). The community teaches these aca-
demics how to solve problems and minimizes the stress of technical writing
(Andrews, 2003).
Another added value to creating a community of practice is to provide addi-
tional mentoring to Deaf scholars in order to fill in the gaps not addressed dur-
ing their doctoral programming (Thein & Beach, 2010). Moreover, Deaf scholars
can network with other Deaf scholars and mentors and plan for future research
collaborations (Listman & Dingus-Eason, 2018).
To our knowledge, there are no publications on the formation of writing re-
treats that are designed specifically for Deaf scholars. To meet this void in the li-
terature and taking into consideration features such as the barriers and the need
for the establishment of writing retreats for Deaf academics, this study was con-
ceptualized and implemented. In designing the PAH! Academic Writing Retreat,
it was important to infuse elements of Deaf culture into everyday teaching dur-
ing the workshop by ensuring that ASL was the language of instruction and dis-
cussion, that a Deaf-friendly environment was set up, and that rules related to
DeafSpace were followed. DeafSpace refers to removing architectural barriers
such as making sure that there is sufficient lighting in the room, furniture is ar-
ranged so all students are in view of each other to see their signing, and the Deaf
rules of discourse were followed during interactions (Edwards & Harold, 2014).
Due to the inclusion of these factors in other contexts, this retreat was developed
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DOI: 10.4236/ce.2021.121013 180 Creative Education
to determine the efficacy of this type of niche on publications.
Purpose
The PAH! Academic Writing Retreat was formed specifically to create a
community of practice that is conducted in sign language to create a Deaf centric
curriculum (Hauser et al., 2010) to overcome audism and the microaggressions
often experienced by Deaf writers. To further explore its efficacy we queried the
participants, both mentors and mentees during and after the retreat. Using ob-
servations, reviews of documents, and interviews with mentors and mentees who
participated in the retreat we addressed the following two research questions:
1) What barriers did the mentors and mentees see to the writing/publishing
process for Deaf academics?
2) How did the PAH Academic Writing Retreat build a “community of prac-
tice” among mentors and mentees?
2. Method
Design
A case study approach was used that investigates a real-life contemporary
context or setting (Baxter & Jack, 2008; Creswell & Poth, 2018). The design of
this study was a holistic single case study (Yin, 2017). The boundaries for this
case study was the development of the PAH! Academic Writing Retreat, the
mentors, the mentees, and the products that resulted from this event (Stake,
1995; as cited in Baxter & Jack, 2008). This case study used document reviews
regarding the development of the retreat, observations during the retreat, and
interviews with the mentors and mentees. As such, it was based on a construc-
tivist paradigm where truth is relative, and the meaning comes from the percep-
tions of the individuals involved in the case itself.
Setting
The study took place at Lamar University in Beaumont, Texas. This university
is classified by Carnegie as a Doctoral/Professional university (Carnegie Classi-
fication, 2019).
Recruitment and sampling strategy
Deaf academics who had data to be written up for publication were recruited
through purposeful and snowball sampling (Creswell & Poth, 2018). Lamar
University Deaf Studies and Deaf Education’s Facebook page served as an addi-
tional recruiting vehicle with both English text and an ASL video to inform
people of the opportunity to participate in the retreat. Participant selection was
based on the following characteristics: Deaf individuals who used sign language
as their primary language, who were in a graduate program or had a graduate
degree, and who had data that they had already collected and wanted to write up
for publication.
After participants signed up for the PAH! Writing Retreat, they were sent an
email with instructions to ensure that the participants were prepared for the in-
tensive writing retreat. The first instruction was to ask that everyone coming to
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DOI: 10.4236/ce.2021.121013 181 Creative Education
the retreat write up a brief abstract or summary of their project to share with
other participants to give everyone the opportunity to review and become famil-
iar with their projects. The second expectation for the writers was to use Google
Documents as the platform to share our work. This platform allowed everyone,
especially the mentors, to give feedback while the mentees wrote. Third, we were
expected to meet twice or three times during the evenings after 5 pm. outside of
our 8 am to 5 pm writing sessions to discuss, brainstorm, and provide feedback
on our work. The ultimate goal of the writing retreat was for each participant to
complete their project.
Participants
Ten individuals participated in the retreat: four mentors and six Deaf mentees.
The mentees included four Lamar University doctorate students/candidates, and
the other two participants already had doctorate degrees, one from Lamar
University and the other from Gallaudet University. One doctoral candidate
worked on the method section of his dissertation, and the other three candi-
dates/students worked on compiling a manuscript from a recent project. Finally,
the two other mentees’ goal was to publish an article from their dissertation. All
but one mentee was working on writing up their first manuscript for submission
to a peer reviewed journal. The mentors included the first author and the last two
authors as well as another Deaf faculty member from Lamar University. Given that
the last two authors are hearing and used ASL as a primary mode of communica-
tion during the retreat, it was critical that they recruit Deaf faculty to join in this
project. They invited two Lamar University Deaf faculty members, who had re-
cently graduated and are strong writers, to join the team.
Logistics of the PAH! Academic Writing Retreat
One of the implicit goals of this retreat was for mentees to later become men-
tors and continue to mentor other Deaf researchers to increase the number of
Deaf academics who are successful in climbing the tenure ladder. The logistics of
the day included four mentors working closely with six mentees. All projects
were posted on Google Documents so that multiple people could work on the
same manuscript.
Positionality of the Research Team
The five authors, all faculty members, comprise a collaborative team of three
Deaf and two hearing individuals. Each has ties to the Deaf Studies and Deaf
Education doctoral program at Lamar University in Beaumont, Texas, either as
an active faculty member, retired faculty volunteer, or as an alumnus. Besides
three faculty members at Lamar University, one author is a current faculty
member at Gallaudet University in Washington, DC, and another author is cur-
rently a faculty member at the University of Houston as an instructional assis-
tant ASL professor, thus providing a diversity of university perspectives.
3. Results
The retreat resulted in several products, reflections, a presentation, and this pa-
7. A. E. Marchut et al.
DOI: 10.4236/ce.2021.121013 182 Creative Education
per. Mentees either submitted their work or continued their work after the re-
treat, which reflects that sometimes more time is needed for publishing. The ref-
lections highlight considerations, categorized by themes along with an over-
arching theme, discussed below, and provide insights regarding future retreats.
Due to the need for more mentoring models, we presented at a conference to
share our model, and that presentation led to this paper.
Final Products
At the end of the five days, we had several products. The mentee working on
his dissertation had changed his methodology and learned how to redesign his
dissertation. The alumni had created a draft paper that she continued to work on
with the two more senior mentors who she had asked to become authors on the
paper. This paper received feedback, was rewritten, and has been published. The
other faculty member submitted her manuscript, and it was accepted; however,
she never completed the revisions, and the paper was not published. The final
group of three students continued to work on their paper after the retreat due to
the unexpected complex analysis, and that paper has now been published. As
most of the mentors and mentees were local, this was noted as being an effective
context. However, as this event was the first retreat, there were areas that needed
work and that include strengthening mentors, improving logistics, and provid-
ing structure.
What worked during the retreat?
As a part of reflections, mentors and mentees were asked what worked during
the retreat, and two themes emerged: providing support and guidance, and con-
venience. Mentees found support and guidance from mentors beneficial in pro-
viding them with the capital or resources needed for academic writing and pub-
lishing. Additionally, as several mentors and mentees lived locally, they found
attending the retreat convenient and that it kept costs down while it fit into their
schedules.
Providing support and guidance. Providing support and guidance appeared
as the primary benefits of the workshop. A mentee shared, “It was always helpful
when a mentor sat with us discussing our papers, providing us with some ideas
and guided us in writing using a more structured way.” Another mentee stated,
“The critical key was the face-to-face interactions during the retreat; that was a
huge benefit for me. This retreat was designed for me to invest my time to focus
on my writing with my mentor.” A mentor shared, “Revisions for the novice
writer are often hard to take as no one likes criticism. But peer feedback is a
hallmark of peer-reviewed journal writing and learning ‘how’ and ‘what’ to ac-
cept in reviews is a lesson that all experienced writers must learn.” Therefore, the
overarching goal of the retreat was successful.
Convenience. The quotes below reflect the benefits of having a local retreat
and may be more feasible for certain purposes. A mentee shared, “When it
ended up being hosted at Lamar University; it was feasible for me to attend as I
lived in the town and did not need to pay additional cost for travel, food, lodg-
8. A. E. Marchut et al.
DOI: 10.4236/ce.2021.121013 183 Creative Education
ing, and pet sitting.” Another mentee shared, “It made sense for me to attend
since I was living in the same city and I wouldn’t have to pay for any of the trav-
eling cost.” One mentor shared, “The project would be ‘local’ so I could fit it into
my schedule in my retirement to volunteer a week to assist as a mentor.” This
reflects an important consideration when establishing a retreat, especially if a
concern is in how to keep costs down.
What needs to be improved? Another part of the reflections asked mentors
and mentees what needed to be improved during the retreat, and three themes
emerged: strengthening mentors, providing structure, and retreat logistics.
Mentors and mentees agreed that the mentors need to be clearer regarding their
roles and that the retreat needed to be structured differently to maximize the
mentoring experience. Additionally, mentors and mentees agreed about the im-
portance of having a DeafSpace to ensure that they were in an environment that
included windows, bright lights without direct lighting, and where everyone is
visible to each other.
Strengthening mentors. The dynamics of the group with both the mentors
and mentees appeared not to be as effective as it could have been if it were
structured differently. The challenge emerged due to two mentors who were
quite experienced compared to two faculty members who were new and less fa-
miliar with the role of mentoring. A mentee shared, “There were a total of four
mentors, two were experienced hearing faculty members and the other two were
two inexperienced Deaf faculty members. These two younger mentors seemed to
be unsure of themselves, the mentees really picked up on that.” Another mentee
shared, “...I think the retreat should have been staffed with four experienced
mentors...I think the two junior faculty members should have attended as men-
tors-in-training to learn the ropes first.” These concerns reflect a need to ensure
enough mentoring resources are provided for the mentees.
Clearly, we need to provide more training for junior mentors. In the first re-
treat, the senior mentors had a lot of experience mentoring, and entered into the
retreat expecting everyone to already understand how the writing and collabora-
tive process worked. One senior mentor stated that she expected that she “would
work with a mentee and lead her/him to publication. Also, to provide mentor-
ship to others by reviewing their work.” While the two senior mentors had al-
ready developed a collaborative writing style, the junior mentors had not yet ac-
quired as much experience. One senior mentor simply “expected the junior
mentors to be able to observe and jump into the process.” Therefore, it never
crossed her mind “to set up expectations or a structure to guide the junior mentors
into the process.” Just because the junior mentors had successfully completed their
dissertation and had some publications under their belts, did not mean they were
ready to assume all the challenges in the writing retreat. In short, they needed sup-
port in teaching about writing (i.e., mentoring writers) just as the mentees needed
support in learning to write for academic journals.
The two junior mentors expressed concerns about the rank and age of partic-
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DOI: 10.4236/ce.2021.121013 184 Creative Education
ipants as some were older than them. One who thought it would be simply
helping with writing became concerned when learning of who was attending,
stating that his concerns “were (with) age and rank, (as) many of the participants
were older than me, which made it a little awkward.” Another mentor was
nervous because “many of them (mentees) already had well-developed English
skills and may not see me as … being beneficial.”
This information highlights the impact of needing to “prove” that one has the
skills by the junior mentors while the more senior mentors simply assumed that
they had those skills. One junior mentor stated in reflections “that I don’t think
hearing mentors have these power dynamic challenges or may not be aware of
them as they are automatically seen as the ’superior’ due to age and the status
quo of the system that has always showcased hearing people as academics.” Im-
portantly, the senior mentors had selected the junior mentors because they be-
lieved that they did have the skills needed and as noted, above did not notice
these power dynamics. Therefore, more preparation and discussion of how to
approach the task would have benefited the junior mentors as they would have
gained more confidence in what they brought to the retreat.
Providing structure. Writing is not an easy endeavor for even prolifically
published fluent English writers. It is a myth that published writers simply sit
down and write a piece, send it off, and it becomes published. One mentee
stated, “I did feel frustrated because I thought I would complete the paper within
a day or two.” Writing is a thinking process that involves time, effort, persistence
as well as language skills. Writing requires grit.
Some mentees noted what to them was a lack of structure, which was difficult
for those who were new to this process and unfamiliar with collaborative or
co-writing. Some mentees seemed to have a difficult time making structure for
themselves, rather they wanted an externally provided one. One mentor com-
mented how the lack of structure influenced some individuals to wander off
point, noting; “chatting did become a bit of a problem at the end for my team,”
and also commented that she was not “an early bird” and wanted to have more
flexible hours.
A mentee stated that the experience of collaborative writing with both hearing
and Deaf mentors was rewarding as she was able to receive direct feedback and
genuine compliments about her work. She shared that this experience was dif-
ferent from what she had experienced in the past where she felt that her work
was being minimized or that the mentor changed the entire content of her work.
However, she felt that the structure needed to be clearer on how to provide
feedback without “taking over” writing the paper. As such, we decided to add
more structure in future retreats.
Retreat logistics. Logistics refers to proper management of space, resources,
and time. For example, having a comfortable space or environment with re-
sources such as Internet, computers, white boards, pen, pencil, paper are critical
resources that must be factored in the logistics planning for the retreat. A men-
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DOI: 10.4236/ce.2021.121013 185 Creative Education
tee had expressed that the internet was not easily accessible as her laptop was
owned and restricted by her University. Therefore, it became a problem for her
to obtain internet access on campus.
For a workshop with Deaf participants, the mentors must be sensitive to
DeafSpace, an architectural term that relates to making the space visually ac-
cessible to Deaf participants. Tables and chairs must be set up so all can visually
see other participants for communication. Attention needs to be made to the
quality of the lighting where the lights should strategically be placed upward ra-
ther than down to avoid issues for the participants’ eyes, glare, and the reduction
of “visual noise.” Therefore, an area that needed improvement was to find a
room that had windows, in addition to providing natural light. A mentor shared,
“The working environment was in my opinion not conducive to creativity. We
were in an enclosed room, no windows, and it was claustrophobic with lots of
intensity going on.” The mentor added a quote by Virginia Woolf, “I need ‘a
room with a view’”.
Regarding the schedule of a 9 - 5 workday throughout the entire week without
official breaks, a mentee shared, “I think there needs to be an official schedule
with built in breaks and at least 1 - 2 nights off or a later start in the morning.
Perhaps to accommodate the early birds and night owls, schedule a common
time in the middle of the day and those who want to work early can show up
early. Those who want to work late can stay later.” Feedback regarding the logis-
tics of physical layout and schedule have been taken into consideration to meet a
larger range of preferences among mentors and mentees.
Overarching Theme
Throughout data analysis the overarching theme, either implicit in comments
or explicitly stated, was thoughts and feelings about what it means to be a Deaf
person who is bilingual and experiencing diverse issues with English including
fluency, systematic oppression, a self-fulfilling prophecy, and societal perspectives.
Impact of audism and hidden curriculum. There is a general perspective
that to succeed in a career, you must have excellent English skills. As such is the
case for Deaf persons, having excellent English skills is oftentimes perceived as
that individual being more intelligent and competent. However, over time cer-
tain Deaf individuals have realized, especially with the recognition of ASL as a
language, that this idea is not necessarily true. Unfortunately, the belief in the
superiority of English skills is still prevalent and influential, which seems to jus-
tify the belief that having English skills is superior to having ASL skills. Such
discriminatory thinking is audism. Such audistic thinking is often internalized
by Deaf persons themselves as shown in these reflections. One stated:
I feel like an imposter by trying to be a scholar, it does have a huge impact
on personal perspective and insecurity ... to have the courage to take the
next step ... to create, and to innovate.
These concerns had already emerged before the retreat and carried over to the
retreat itself. One mentor shared:
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Many of our participants have a fear of judgment that comes with writing. I
suspect this is the product of years of audism. You can only be told you are
‘no good’ so many times before it becomes part of one’s reality. I think the
blocks Deaf writers have are largely psychological. They are not actual
blocks as a matter of ability.
Another mentee noted the following as reflecting audism.
Deaf people are generally very sensitive about their writing, so it needs to be
framed in a manner that belies a warm, nurturing, and supportive envi-
ronment for writers of ALL levels. I know that working with experienced
mentors during the writing process (whether official retreats or not) was
greatly beneficial to me.
But these insights about combating audism arose from discussing writing ab-
ilities. For instance, one mentor asked, “Is a Deaf person’s article really their own
work? How do we know?” Then, another mentor responded, “I don’t see any-
thing wrong with a Deaf person signing what they want to have written down
and a hearing person writing it down; that would be using both individuals’
strengths.” These interactions were interesting in terms of how Deaf and Hear-
ing collaborative teams can work taking advantages of both languages to develop
an academic paper.
Conference Presentation
The full team was invited to submit an abstract to a Deaf conference for possi-
ble presentation. The presentation was accepted but given the luck of the draw, it
was scheduled during the last session of the conference. The team knows that
this time period is simply luck, and everyone is scheduled for that slot at some
point; therefore, our expectation was that few, if anyone, would show up for the
presentation. In contrast, the room was full. The audience was highly engaged
with the presenters, and when time was up, only the monitor left the room. The
responses to this presentation were overwhelming for this team. One of our
alumni offered to financially support this project in the future. A young Ph.D.
student stated that she had chills in response to the presentation. In addition, she
was crying as she was so touched that we would provide this opportunity for
Deaf researchers. During this meeting, numerous members of the audience
asked if we planned to write up this activity as a paper; the three of us who were
there looked at each other and stated, “No, we had not planned on that.” How-
ever, after these responses we decided to analyze this event as a case study in the
hope that others can replicate our process and provide this type of opportunity
to develop a community of practice for more future Deaf researchers.
4. Discussion
Overall, the retreat was successful as can be seen in the comments from both the
mentors and the mentees. Additionally, all but one project has been completed.
The dissertation was defended this spring, the one article with the two mentors
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DOI: 10.4236/ce.2021.121013 187 Creative Education
and one mentee is published, and the group project is also published. The one
manuscript accepted and not revised is the only project that will not be com-
pleted. This leads to two insights; the first is that audism is a persistent and inva-
sive struggle for Deaf people (Bauman, 2004; Houston, 2018). Writing for many
Deaf academics leads to high levels of anxiety. In this way, English becomes a
gatekeeper and limits their ability to advance through the academic ranks, which
requires published research in English. In addition, the post-retreat discussion
revealed that the imposter syndrome (Cope-Watson & Betts, 2010; Hutchins,
2015) can lead to lower levels of productivity in academia, especially with Deaf
academics.
The hidden curriculum was found to be another gatekeeper. Mentees men-
tioned that most had not been invited to join in joint publications with their
Ph.D. advisors. Acker (2001) and Acker and Haque (2017) noted that doctoral
students in her studies felt unprepared regarding issues related to writing, pub-
lishing, as well as responding to peer review and editors' feedback. These com-
ments reflect the barrier experienced by one mentee, whose paper was accepted
with revisions; however, she was unable to complete these revisions after the re-
treat as she was not confident enough in her abilities to independently do what
were in fact extremely minor revisions.
One important tenet of the hidden curriculum is to not confront your profes-
sors if you want to find a mentor among faculty who may see your ideas as
threatening (Margolis & Romero, 2002) and do not aggravate them if you want
support (Marchut 2017; Moges-Riedel, 2020). Making the hidden curriculum
explicit within the PAH! Academic Writing Retreat included the mentees’
worldview and provided support within a more Deaf-centric framework allow-
ing them to become successful.
Here we find ideas on how to create a successful community of practice for
Deaf academics (Andrews & Covell, 2006). One of the most important compo-
nents is that the retreat be accessible; PAH! used ASL as the lingua franca. Here,
Deaf academics have direct access to information, rather than having to rely on
interpreters. This structure was noted as the most important criteria in research
for successful Deaf-hearing partnerships (Wolsey et al., 2017). Results also point
to the need for a safe environment without criticism for Deaf writers; this struc-
ture was only partially achieved in the first PAH! Retreat. However, feedback
allowed new structures to be developed for the following PAH! Retreat. A
missing component was aspirational capital (Braun et al., 2017) as the Deaf
mentors were not confident in their roles. Regardless, results again point to
new structures that were implemented in the next retreat. Here Yosso’s (2005)
ideas of cultural capital are seen as critical in that linguistic capital, navigation
capital, and social capital as well as aspirational capital are necessary within this
community of practice.
Feedback from both mentors and mentees were implemented in the second
PAH! Writing Retreat that occurred in 2019. This retreat had additional Deaf
13. A. E. Marchut et al.
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mentors, all of whom were more senior than those in the 2018 retreat. Addition-
ally, one of the 2018 Deaf mentors participated in the 2019 retreat, gaining more
experience. Finally, the 2019 retreat had more planning meetings prior to the event
while the 2018 retreat had no planning meetings. Therefore, the participants’ res-
ponses from the 2018 retreat were instrumental in redesigning the 2019 retreat.
Given these comments, the second PAH! Writing Retreat in 2019 was a colla-
boration between Lamar and another Deaf-centric university and included six
experienced mentors. This structure eliminated the imbalance in mentors and
provided a more effective mentoring process. Interestingly, several mentors
wanted to become mentees and later established smaller retreats to accomplish
the collective goal of increasing Deaf-authored publications.
This community of practice continues even now in 202, when that retreat
moved to an online format given COVID restrictions about travel. Initially the
2020 retreat was cancelled but one member of the community asked the mentors
to reconsider as she felt that this structure was helping her to earn tenure. The
two senior PIs, one from Lamar and the other from another Deaf-centric uni-
versity, met online and agreed to give a virtual retreat a try; both of us were
pleasantly surprised by how well it worked. This 2020 experience highlights that
it is the use of sign language with structured feedback built into each day that
supported the development of this community of practice. The other critical
component is well published mentors who understand that many Deaf individu-
als have been traumatized by various individuals and microaggressions implica-
tions that they have weak abilities in using written English. Interestingly, the
Deaf-centric university is in the process of changing the name of their depart-
ment from English to Literacy to reduce this fear and imposter syndrome that is
often found even among highly successful Deaf academics (Cuculick, personal
communication December 18, 2020).
The community of practice continues to this day with past members joining
in different writing venues created at Lamar. It has become a place to get feed-
back when experiencing writer’s block, help with understanding feedback on
manuscripts, and the encouragement to write, rewrite, and rewrite yet one more
time.
5. Limitations
This case study was developed retrospectively, and some reflections were col-
lected later after the completion of the retreat. This time delay may have in-
creased variability in recall or distortions from off-line communications among
mentors and mentees over about an eight-month period between the retreat and
collecting the reflections.
Finally, the 2018 retreat was a pilot to determine if this type of retreat is
needed. That meant that some of the participants were earning course credit,
which may have led to differences in motivation. However, given the outcomes
from 2018 and the response at the conference in early 2019, it seems clear that a
14. A. E. Marchut et al.
DOI: 10.4236/ce.2021.121013 189 Creative Education
safe space for Deaf academics to overcome their concerns or fears about writing
can make a contribution to Deaf Studies and Deaf Education.
Another limitation is that this first year’s PAH! Retreat did not consider the
interactions of racism and audism. Recent work is expanding on these intersec-
tions (Moges-Riedel, 2020) and developing critical approaches to what a recent
study label Deafnormativity (Wright, 2020) which questions “who belongs to
Deaf culture?”. In contrast to the 2018 retreat, the 2019 retreat included two
Black Deaf mentees and a Latinx mentee. Then during the 2020 retreat there was
a Black Deaf mentor who worked closely with the mentees of color. This most
recent retreat included discussions and a few conflicts about both white and
hearing privilege. Future research should include focus groups to clarify how
best to support BIPOC Deaf scholars.
6. Future Research
Ongoing retreats have included discussions about other Deaf-centric universities
joining this evolving community of practice. This expanding community then
can include more Deaf faculty. This mixing of different universities provided
more senior Deaf mentors and increased the diversity among the mentees.
Moreover, mentees and mentors did not know each other prior to the retreat.
Additional research regarding the mentoring experiences of Deaf doctoral stu-
dents may create new ways to transfer cultural wealth, during doctoral studies
and help Deaf individuals be more prepared as they obtain tenure track univer-
sity positions. These investigations should include the most recent publications
that investigate Black Deaf Gain (Moges, 2020) and the investigations around
Deaf Lat Crit (García-Fernández, 2014).
7. Conclusion
In conclusion, the PAH! Academic Writing Retreat in 2018 helped to create a
model to develop communities of practice for Deaf academics. Findings help to re-
design the model to include more effective ways to transfer cultural wealth for fu-
ture retreats. The effects of audism were clearly evident and the need for safe spaces
to admit to one’s limitations while gaining support to overcome those limitations
was evident. Components of the hidden curriculum became overt to participants,
which can lead to ways to better prepare future doctoral students by helping them
to select appropriate programs and find supportive mentors that will engage them
in scholarship during their coursework so that they can more effectively navigate
the tenure system here in the US. It is hoped that others can use this model to in-
crease opportunities for Deaf communities of practice across the country.
Acknowledgements
During the PAH! Academic Writing Retreat in 2018, participants in the writing
retreat and Professor/Chair, Dr. M. Diane Clark and Emeritus Professor, Dr.
Jean Andrews, decided to further explore and discuss the concept of mentoring
15. A. E. Marchut et al.
DOI: 10.4236/ce.2021.121013 190 Creative Education
of Deaf doctoral or postdoctoral students. The team of authors led the project by
presenting at the 2019 Association of College Educators, Deaf and Hard of
Hearing conference in Chicago, IL and realized we need to disseminate our
findings as well as providing a possible model for mentoring. The authors wish
to thank the PAH! Academic Writing Retreat for their contribution as a part of
this project.
Conflicts of Interest
The authors declare no conflicts of interest regarding the publication of this paper.
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