Hard Work in the Big Easy

Stripping floors and tearing down walls are not skills listed in the job description for a Fairfield University professor. But Dr. Beth Boquet (CAS), a native of southeast Louisana, was recently a part of a Fairfield University contingent of 38 students, four faculty and two staff members who embarked on an eye-opening seven day journey to New Orleans, La., an area struggling to recover from Hurricane Katrina. Here is one group\u27s story

War, Peace, and Writing Center Administration

Describes the institutional status of writing centers. Considers possible conflicts between the goals and loyalties of the writing center and those of the larger institution. Discusses budget, staffing, mission, methodology, space, and other issues regarding writing centers in the form of an extended electronic mail conversation

Just Care: Learning From and With Graduate Students in a Doctor of Nursing Practice Program

In 2010, Fairfield University, a Jesuit Carnegie Masters Level 1 University located in the Northeast, established its first doctoral -level program: the Doctorate of Nursing Practice (DNP). In a developing program such as the DNP, some of the most pressing concerns of current rhetoric and writing in the disciplines align and interact with the education of clinical nurse leaders — questions of transfer, ethical practice, reflection, assignment desi gn, and community engagement. Clearly, nursing scholar/practitioners and writing scholar/practitioners have much to offer and to learn from each other. In this article, we trace the initial action -research undertaken by the School of Nursing, the Writing C enter, and the Center for Academic Excellence to document, reflect upon, and support the reading and writing experiences of DNP graduate students as they negotiate the new curriculum

Nowhere Near the Line: Pain and Possibility in Teaching and Writing

“When I was starting College Presidents for Gun Safety, one of the concerns I heard was the idea that there were just too many issues on which to articulate an opinion. Where would it stop? Where would we draw the line? . . . In light of this latest tragedy, on a college campus that could have been any of ours, I would say: ‘We are nowhere near the line yet.’” (Lawrence Schall, quoted in “Tragedy at Umpqua,” by Paul Fain, Inside Higher Ed, October 2, 2015) In this short work, Elizabeth Boquet explores the line Lawrence Schall describes above, tracing the overlaps and intersections of a lifelong education around guns and violence, as a student, a teacher, a feminist, a daughter, a wife, a citizen and across the dislocations and relocations that are part of a life lived in and around school. Weaving narratives of family, the university classroom and administration, her husband’s work as a police officer, and her work with students and the Poetry for Peace effort that her writing center sponsors in the local schools, she recounts her efforts to respond to moments of violence with a pedagogy of peace. “Can we not acknowledge that our experiences with pain anywhere should render us more, not less, capable of responding to it everywhere?” she asks. “Compassion, it seems to me, is an infinitely renewable resource.”https://digitalcommons.fairfield.edu/english-books/1068/thumbnail.jp