GHEA21 Publications
The GHEA21 Publications collection contains articles, books, and other publications authored by GHEA21 faculty, staff, and students. Materials in this collection are openly accessible for all to read.
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Submissions from 2026
Transforming Business Ethics Teaching through Experiential and Writing Practices, Begimai Abdraeva
Building a Toolkit of Writing-Based Learning Activities for Finance Classes, Esther Afoley Laryea
Exploring the Effect of Writing-to-Learn Practices on Critical Thinking in a Graduate Teacher Education Program, Alisa Alybaeva
Reading the Western Canon from Elsewhere: Teaching Political Theory Through Writing, Zlata Božac
A Student’s Confidence and a Teacher’s Practice: Reflecting on Parallel Writing Journeys in a Theatre-Making Classroom in South Africa, Néka Da Costa
Of Writing, Community and Transformation: Lessons Learned from a Faculty Developer, María Lucía Guerrero Farías
Cultivating Critical Thinkers and Problem Solvers in ESL Classrooms Amid Political Unrest: Integrating IWT CLASP Approaches, Reginald Louis
Freewrite: Synchronizing Mind, Hand, and Pen – An Excavation of A Basic Practice, Ibrahim Marazka
Slowing the Academic Treadmill: Writing, Reflection, and Resistance in the Neoliberal University, Birsha Ohdedar
Dancing with Words: From My CLASP Notebooks, Dorota Ostrowska
Legal Terminology, or: How do Definitions Work for You?, Liliana Tymchenko
A Long Loop, Dan Wessner
Submissions from 2025
Fostering a Sense of Community through the Dialectical Notebook, Giovany Alsaint
Eerie Silence: On Negotiating Student Silence and Critical Inquiry in the Black Speculative Fictions Classroom, Edmund Ankomah
Decolonizing Creative Education in the Global South, Juan Pablo Aschner Rossell, Alma Sarmiento Jaramillo, and Michael Andrés Forero Parra
Towards Border-Writing: Guided Shifts of Attention in Freewriting, Fouad Asfour
Liberal Arts and Sciences Education as Pedagogy in Central Asia, Görkem Atsungur
Field Notes on an Ethnographic Writing Experiment, Ayşe Çavdar
The Deeply Rooted Body: Using somatic, meditative, and writing practices in public schools as a way to engage the whole self., Jennifer M. Eccher
Writing for Connection: Lessons from a Course on War and Storytelling in a Divided Country, Lorenzo Morales
Use of Cover Letters & Radical Revision as Part of Formative Written Feedback, Neada Mullalli
Designing an Interdisciplinary Course out of Thin Air, Pușa Năstase
Unlocking Academic Excellence: A Comprehensive Guide for Unpacking “How to Write” Policy Briefs, Fahmida BRAC University Rahman
Writing-meditation or Meditation-writing: Guiding Trauma on a Path to Meaning, S M Mahfuzur Rahman
Intertwining Wisdom: The Fusion of Indigenous Knowledge and Liberal Arts and Sciences Education Discourses at the Autonomous Intercultural Indigenous University in the Colombian Cauca, Paula Milena Suárez Sandoval
Innovative Pedagogies for Social Science Thesis Writing: Enhancing Student Skills through Reflection, Storytelling, and Peer Collaboration, Jarkyn Shadymanova
Nurturing Reflection: Personal Insights from an Instructional Support Integrating Writing-based Teaching, Andrea Solano
Submissions from 2024
Cultivating Community, Comfort, and Creativity, Julia Carey Arendell
Community Schools in the Colombia Amazon, Putumayo Territory- Indigenous Pedagogies in Liberal Arts and Sciences Education, Miguel Angel Castañeda Barahona
In the Field with Writing and Thinking (Literally), Lynn Clausen
Focused Freewriting, Writing by Hand and Reading Aloud as used in a Text and Meaning Classroom, Makafui Aku-Sika Cudjoe
Connected and significant learning through meaningful writing experiences: The case of a small Liberal Arts and Sciences university in Burma, Romina de Jong
Spotting the Central Legal Issue and Reflecting On It: Using Writing in the Zones to Help Students Become Competent in Legal Reasoning in a Problem-Based Learning Contract Law Course, Juan Carlos Durán-Uribe
Talks on Human Rights And The Arts 2: The Lawlessness of Rights, Tania El Khoury
Improving Communication Skills Through Virtual Discussions, Ekaterina Galimova, Emilienne Idorenyin Akpan, and Mia Sasaki
Capstone Project, Senem Konedareva
A Case Study of Writing as Active Learning in Gateway Undergraduate Mathematics: Model in Calculus I, Amanda Landi
Writing Practices for Learning: Embedding Writing-Based Learning Activities to Develop Students’ Reflective & Critical Thinking Skills for Engaged Learning, Dale Mineshima-Lowe
Innovative Newark: Creating Engaged Citizens in the Global City, Jazmin Puicón
How Do Teachers and Students Conceptualize Writing? Narratives from an Undergraduate Law Degree Program in London, Mayur Suresh
In Praise of the Open-Ended Process Note, Jane Wanninger
Submissions from 2023
Talks on Human Rights and the Arts 1: Through the Ruins, Tania El Khoury