Editor's Note, May 2004
Elizabeth Haller
Instructor, Central Michigan University
E-mail: editoraee@hotmail.com
The school year is drawing to a close for a great many of us. As such, I would like to invite your continued perusal of AEE through the summer issues (June, July, and August) and remind you that there is still time to submit articles, poetry, and fiction for consideration in these and future issues of AEE. Please review our Call for Papers on this site for more details on submission requirements. If you are unsure whether your contribution would be suitable under the terms of our Call for Papers, please send along an inquiry, and I will be happy to respond forthwith.
In the meantime, we hope you enjoy this month's submissions.
We start this issue off with a featured article by Dan
Lukiv. This is the second of seven in a symposium that Mr.
Lukiv has generously decided to share with AEE.
According to Mr. Lukiv, "This symposium of seven parts discusses:
two phenomenological studies that explored lived school experiences that
had encouraged two people to become creative writers (part one and part
two); the abstract versus concrete sides of phenomenology (part two);
bracketing out bias and bracketing in possibilities (defined in part three);
the implicit nature of interview data and poetry (part four); the need
for educators and researchers to use tact (part five); and the precepts
of something I call Theory from Phenomenology (defined in part seven).
I have tried to avoid abstract language as much as possible to make the
work accessible to readers unfamiliar with phenomenological inquiry.
Part
One: For Those Who Teach Creative Writing--Study I of VI (see AEE
April 2004 issue)
Part
Two: Phenomenology: The Abstract and the Concrete
Part Three: Bracketing and Phenomenology
Part Four: How is Qualitative Interview
Data Like a Poem?
Part Five: Tact, for the Researcher
and the Educator
Part Six: For Those Who Teach Creative
Writing--Study II of VI
Part Seven: Theory from Phenomenology"
Ruby Evans, Ph.D., provides our second feature of the month with her article, "Using Instructional Design to Integrate Teaching, Learning and Technology." According to Dr. Evans, "As the 21st century has ushered in a new and digitized age of teaching and learning, three fundamental questions have arisen: 1. How do we keep our primary focus on student learning outcomes? 2. How do we best adapt our teaching to incorporate the new communication and instructional delivery technologies? and, 3. How do we evaluate student learning in digital teaching and learning environments? Using the ADDIE (Analysis, Design, Develop, Implement and Evaluate) model of instructional design, this article outlines a 6-step strategy to answer these queries."
Sayyed Mohsen Fatemi, Ph.D., closes out our feature articles for the month with "Deconstructing Language Education." Dr. Fatemi states that "if language is taken as a way of being in the world, language education undertakes introducing numerous ways of encountering the world. [I] argue that through an awareness of and a connection to the immediate consciousness, language users and language learners may explore not only creative modes of expressiveness but also creative ways of self-construction. This construction may unfold itself in the empowering discourses of language deconstruction."
Lynne Fukuda returns with another entry for her monthly column, "The View From Here." Fukuda's article, "Reflections on My Second Summer at USC," is the second of two articles discussing Fukuda's experience of being on campus at USC (see the April 2004 issue for part one, "A Mermaid in Los Angeles").
On a final note, if you are interested in joining our editorial staff, positions are available. E-mail me for more details.
As always, do not forget to check out Grist for the Mill for possible submission ideas.
Enjoy!
Academic Exchange Extra invites reader responses to any writings in this issue--especially articles advancing the scholarly debate of issues raised.
- Web Editor
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