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Curriculum Vitae
EDUCATION Interested in creative expression and psychological development, I began my education with a focus on counseling and expressive arts therapies. After some years working in public health and then international English education, I decided to pursue an interdisciplinary degree in English. One highlight of this doctoral program was the dual focus on language and…
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About & Contact
“Dr. Marlen Elliot Harrison’s student-centered & project-based approaches to language & composition education have led him to teaching in over 50 different academic programs at more than 15 different universities across three continents. A published writer & researcher, he is the founder & editor-in-chief of The AutoEthnographer literary & arts magazine.”
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Disrupting the MA English Thesis: Autoethnography in Advanced Literary Studies
“We will explore why and how an MA thesis director introduces autoethnography as an alternative research discourse to MA English thesis students, and examine student responses. Pedagogical implications, teaching resources, and thesis examples will be presented in order to highlight the myriad creative possibilities for using autoethnography to both celebrate and interrogate literature, literacy, and…
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Novel: The English Teacher
BOOK 1: JAPAN When a chance discussion introduces the idea of teaching English in Japan, the gregarious yet still single Mitchell Taylor decides the time is right to shake his depression, find direction, and venture out into the world. But as a queer, Jewish American twenty-something who has never taught English or been to Japan,…
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Keynote Speaker: Professional Development Opportunities for Online Students, Tiffin University
Presentations from the 1st Annual Graduate Research Conference, Tiffin University, Ohio: Keynote, “Creating Opportunities for Student Professional Development in Online Programs”; March, 2019
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“He Was the One Teacher That Pushed Me the Most During My Stay Here at SNHU”
“Then came my final capstone class again. Learning from past experiences, I requested Dr. Marlen Harrison as a capstone mentor, whom I felt was the best professor I ever had at SNHU. He was the one teacher that pushed me the most during my stay here at SNHU. I knew if I worked hard and…
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Student Testimonials
A vital part of my teaching pedagogy involves metacognition and reflective writing. The following are excerpts from mid-course and final reflective letters, as well as emails and Facebook posts, written by students around the world who have taken my courses. Click the course title to view its syllabus; click the students’ names to visit their…
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Philosophy of Teaching
PHILOSOPHY OF TEACHING “To love what you do and feel that it matters, what could be more fun?” In the classroom, I employ a humanizing, student-centered pedagogy where all learners’ voices are valid, and where practice, exploration and reflection are more important than perfection. My goal is to nurture a critical learning environment that honors…
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Bridging Passion and Profession: Supporting Agency and Investment in Multilingual University Writers
“The authors sought to look back at the trajectory of their experiences in a second language communication and composition course in order to more deeply understand the roles of agency and investment in their own and fellow classmates’ learning.”
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Book Chapter: Humanizing Pedagogy and the Personal Essay
“classroom observations showed us that there was a strong connection between not only the theory and practice of using personal essays, but also of the outcomes such practice will have on student writing, creating a more humanized classroom environment.”
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Running, Being, and Beijing: An Existential Exploration of a Runner Identity Qualitative Research in Psychology
“Two main themes, the loss of control and isolation, are examined, and an existential interpretation is paired with insight from Buddhist psychology. Finally, we conclude with implications for future research in sport and migration studies as well as practical considerations for the use of autoethnography in psychological research and practice.”
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Writing on the Edge: The Power of No – Buddhist Mindfulness and the Teaching of Composition
“Aware of the suffering created by fanaticism and intolerance, we are determined not to be idolatrous about or bound to any doctrine, theory, or ideology. (Hanh 23)”