This manuscript - a duoethnography - seeks to examine the rationale for the increased use of autoethnography as a tool to promote/support language learner autonomy.
Written by Michelle Colyar for Prof. David Loomis’ Journalism 120 course at IUP; published with permission of author and subject...
Poster presented at South Atlantic Modern Language Association (SMLA) conference in Jacksonville, FL, 2016 See the full-sized poster here: poster-for-conference-2-1...
Harrison, M. (2010). The scented word: Context, intrigue and the problem of olfactory literacy. Household and Personal Care, Supplement. January,(1), 6-10. ABSTRACT:...
A vital part of my teaching pedagogy involves metacognition and reflective writing. The following are excerpts from mid-course and final...
Presentations from the 1st Annual Graduate Research Conference, Tiffin University, Ohio: Keynote, “Creating Opportunities for Student Professional Development in Online Programs”; March, 2019
EDUCATION Interested in creative expression and psychological development, I began my education with a focus on counseling and expressive arts...
Harrison, M. (2006). Taking the teacher out of the test: Exploring student automomy in EFL classroom testing. In M. Koyama & E....
"Through interviews with five female and two male expatriates, we studied the ways in which Western runners brought meaning to the transition experience and negotiated meanings and bodily practices associated with running. Through narrative analysis, we identified three core narratives of migration (possibility, necessity and growing up) and two emergent narratives (community and running to feel like oneself) about shifting meaning in running."
"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)"
"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 language."
“…I ask him if he is ‘out’ and he looks at me, moves his head slightly forward and asks, ‘Pardon?’”...