Nicole Sieben | SUNY: Old Westbury (original) (raw)
Papers by Nicole Sieben
English Journal, Nov 1, 2021
English Leadership Quarterly
English Leadership Quarterly
@Teach4JusticeNS as teacher educatOrs, we find ourselves always thinking about two audiences for ... more @Teach4JusticeNS as teacher educatOrs, we find ourselves always thinking about two audiences for our work: the educators with whom we are collaborating and their students-sometimes hidden to us but always present in their teachers' minds. This duality sits at the heart of our desire to provide transformative professional development. We hope to go beyond merely adding tips or isolated techniques to teachers' repertoires and instead partner with them to forge "new ways of meaning-making" in their professional thinking and practice (Whitney, 2008, p. 146).
English Leadership Quarterly
Brill Sense, Jun 13, 2018
This collection weaves together the personal narratives of a group of diverse scholars in academi... more This collection weaves together the personal narratives of a group of diverse scholars in academia in order to reflect on the ways that grief and hope matter for those situated within higher education. Each chapter explores a unique aspect of grief and loss, from experiencing a personal tragedy such as the loss of a loved one, to national and international grief such as campus shootings and refugee camp experiences, to experiencing racism and microaggressions as a woman of color in academia, to the implications of religious differences severing personal ties as an individual navigates research and academic studies. Unlike most resources examining grief, this collection pushes beyond notions of sorrow as solely individual, and instead situates moments of loss and hurt as ones that matter politically, academically, professionally, and personally. The editors and their authors offer pathways forward to academics, researchers, teachers, pedagogues, and thinkers who grapple with grief in a variety of forms, transforming this book into a critical resource of hope to those in the field of education (and others) who may feel the effects of an otherwise solitary journey of grief, to create an awareness of solidarity and support that some may not realize exists within academic circles.
The English Journal
In an effort to ensure that students feel "safe" and "comfortable" in the cla... more In an effort to ensure that students feel "safe" and "comfortable" in the classrooms, English teachers often avoid controversial topics, particularly issues of race, gender, class, and sexuality. The insidious hidden curriculum or the unintended consequences of what they choose to say or not say--teach or not teach--can have as much or more impact on students than the explicit curriculum (Apple). A component of this hidden curriculum is the failure of teachers to address queer issues in courses and in the school environment. Since no teaching is neutral, creating classrooms free from controversial topics does not situate the teacher as impartial or objective. Nor does it ensure that "all" students feel comfortable. The second author created a course entitled Gender and Sexuality in Education for preservice teachers to see how issues of gender inequality go hand-in-hand with heterosexism and limit students' potential. The course was rewarding: She wa...
Innovative Higher Education, 2015
This study examined courses focused on intercollegiate athletics in sport-related graduate progra... more This study examined courses focused on intercollegiate athletics in sport-related graduate programs (e.g., Sport Leadership, Sport Management, and Athletic/Sport Administration). A content analysis of course syllabi was used to determine the alignment of course scope and content. Analysis included course type (i.e., required or elective), instructor status, course hours per week, number of major readings, course objectives, course topics, course structure and activities, and student assessment. While several course topics were consistent across syllabi, intercollegiate athletics courses were found to vary widely in their course purpose statements, course objectives, and major readings. This study highlights new directions for future work in aligning professional preparation programs for athletic administrators and has implications for course design, which we believe is significant because of the importance of intercollegiate athletics within U.S. higher education.
English in Education, 2018
In this study, we examine a multiyear professional development program designed to help English t... more In this study, we examine a multiyear professional development program designed to help English teachers incorporate connected learning into their classrooms. We propose a model of professional learning we term collaborative design as mediated praxis, which refines and extends the five features of high-quality professional development and takes into account a focus on social justice and equity. A variety of data were collected for the study including recordings of planning meetings, teachers’ reflections, and teachers’ unit plans. Analysis focused specifically on rich points (Agar, 2000) that occurred during the workshop and follow-up meetings, revealing tensions between university- and school-based educators as they engaged in the collaborative design process.
This closing chapter explores the constant contradictions of navigating grief in academia: the he... more This closing chapter explores the constant contradictions of navigating grief in academia: the heartfelt sympathy and the ceaseless, time-sensitive responsibilities coming into conflict. This section and the book insist on erasing the formalities and the separating lines of academia, in order to humanize grief as a real, ever-present, and important aspect of higher education. This chapter revisits the ways that the editors and authors have offered pieces of themselves in an effort to ensure the reader that not only are they not alone, but that they are seen, that they are understood.
This chapter shares the moments of grief that prompted Stephanie and Nicole, the editors, to conc... more This chapter shares the moments of grief that prompted Stephanie and Nicole, the editors, to conceptualize this book. Additionally, the chapter explores the ways that forms of grief are common in higher education, and the degrees to which academia is ill-equipped to support those moments of mourning. This book works, through personal narratives, to humanize grief—in its many forms—in the academy and to explore ways that those experiencing grief might find sources of hope and empowerment within higher education. The chapter then provides an overview of the book’s four parts and fifteen chapters.
English in Education, 2018
In my first year as a high school English teacher, I remember one distinct practice revision I ne... more In my first year as a high school English teacher, I remember one distinct practice revision I needed to make early in my first month of teaching: my practice of providing feedback on students' writing. As a novice teacher of high school writers, I had set the goal of providing students with effective feedback to reflect on and use as a springboard for future writing so they could develop as hopeful, skillful writers. However, my first attempt fell short of this goal because I had provided an overabundance of feedback, which proved to be overwhelming for students. Mindful of this outcome, I set an intention to learn strategic ways of providing concise, yet comprehensive, feedback so students could grow as writers in my classroom. I wanted students to have hope while writing and be confident in their potentials to experience growth in their writing processes.That year, I had three classes of seniors taking a composition course for college credit. They had multiple summer writing ...
Minding the Gap: Reframing Writing as Creative ProblemSolvingLindy L. JohnsonThe College of Willi... more Minding the Gap: Reframing Writing as Creative ProblemSolvingLindy L. JohnsonThe College of William and Marylljohnson@wm.eduNicole SiebenSUNY College at Old WestburySiebenn@oldwestbury.eduLeaders in business, politics, and education have argued that students need to develop skills and habits of mind including creativity, flexibility, and problemsolving to be prepared for the rapid change of pace and increasing globalization of the twenty-first century. For example, in "How to Get a Job at Google," Laszlo Bock, senior VP of people operations at Google, says that Google looks for five attributes when hiring new employees: learning ability, leadership ability, humility, ownership, and expertise (Friedman). However, the curriculum of most contemporary English classrooms is not designed to nurture these habits. The Framework for Success in Postsecondary Writing describes habits of mind and rhetorical skills essential for postsecondary writing, but we think this statement's ...
English Journal, Nov 1, 2021
English Leadership Quarterly
English Leadership Quarterly
@Teach4JusticeNS as teacher educatOrs, we find ourselves always thinking about two audiences for ... more @Teach4JusticeNS as teacher educatOrs, we find ourselves always thinking about two audiences for our work: the educators with whom we are collaborating and their students-sometimes hidden to us but always present in their teachers' minds. This duality sits at the heart of our desire to provide transformative professional development. We hope to go beyond merely adding tips or isolated techniques to teachers' repertoires and instead partner with them to forge "new ways of meaning-making" in their professional thinking and practice (Whitney, 2008, p. 146).
English Leadership Quarterly
Brill Sense, Jun 13, 2018
This collection weaves together the personal narratives of a group of diverse scholars in academi... more This collection weaves together the personal narratives of a group of diverse scholars in academia in order to reflect on the ways that grief and hope matter for those situated within higher education. Each chapter explores a unique aspect of grief and loss, from experiencing a personal tragedy such as the loss of a loved one, to national and international grief such as campus shootings and refugee camp experiences, to experiencing racism and microaggressions as a woman of color in academia, to the implications of religious differences severing personal ties as an individual navigates research and academic studies. Unlike most resources examining grief, this collection pushes beyond notions of sorrow as solely individual, and instead situates moments of loss and hurt as ones that matter politically, academically, professionally, and personally. The editors and their authors offer pathways forward to academics, researchers, teachers, pedagogues, and thinkers who grapple with grief in a variety of forms, transforming this book into a critical resource of hope to those in the field of education (and others) who may feel the effects of an otherwise solitary journey of grief, to create an awareness of solidarity and support that some may not realize exists within academic circles.
The English Journal
In an effort to ensure that students feel "safe" and "comfortable" in the cla... more In an effort to ensure that students feel "safe" and "comfortable" in the classrooms, English teachers often avoid controversial topics, particularly issues of race, gender, class, and sexuality. The insidious hidden curriculum or the unintended consequences of what they choose to say or not say--teach or not teach--can have as much or more impact on students than the explicit curriculum (Apple). A component of this hidden curriculum is the failure of teachers to address queer issues in courses and in the school environment. Since no teaching is neutral, creating classrooms free from controversial topics does not situate the teacher as impartial or objective. Nor does it ensure that "all" students feel comfortable. The second author created a course entitled Gender and Sexuality in Education for preservice teachers to see how issues of gender inequality go hand-in-hand with heterosexism and limit students' potential. The course was rewarding: She wa...
Innovative Higher Education, 2015
This study examined courses focused on intercollegiate athletics in sport-related graduate progra... more This study examined courses focused on intercollegiate athletics in sport-related graduate programs (e.g., Sport Leadership, Sport Management, and Athletic/Sport Administration). A content analysis of course syllabi was used to determine the alignment of course scope and content. Analysis included course type (i.e., required or elective), instructor status, course hours per week, number of major readings, course objectives, course topics, course structure and activities, and student assessment. While several course topics were consistent across syllabi, intercollegiate athletics courses were found to vary widely in their course purpose statements, course objectives, and major readings. This study highlights new directions for future work in aligning professional preparation programs for athletic administrators and has implications for course design, which we believe is significant because of the importance of intercollegiate athletics within U.S. higher education.
English in Education, 2018
In this study, we examine a multiyear professional development program designed to help English t... more In this study, we examine a multiyear professional development program designed to help English teachers incorporate connected learning into their classrooms. We propose a model of professional learning we term collaborative design as mediated praxis, which refines and extends the five features of high-quality professional development and takes into account a focus on social justice and equity. A variety of data were collected for the study including recordings of planning meetings, teachers’ reflections, and teachers’ unit plans. Analysis focused specifically on rich points (Agar, 2000) that occurred during the workshop and follow-up meetings, revealing tensions between university- and school-based educators as they engaged in the collaborative design process.
This closing chapter explores the constant contradictions of navigating grief in academia: the he... more This closing chapter explores the constant contradictions of navigating grief in academia: the heartfelt sympathy and the ceaseless, time-sensitive responsibilities coming into conflict. This section and the book insist on erasing the formalities and the separating lines of academia, in order to humanize grief as a real, ever-present, and important aspect of higher education. This chapter revisits the ways that the editors and authors have offered pieces of themselves in an effort to ensure the reader that not only are they not alone, but that they are seen, that they are understood.
This chapter shares the moments of grief that prompted Stephanie and Nicole, the editors, to conc... more This chapter shares the moments of grief that prompted Stephanie and Nicole, the editors, to conceptualize this book. Additionally, the chapter explores the ways that forms of grief are common in higher education, and the degrees to which academia is ill-equipped to support those moments of mourning. This book works, through personal narratives, to humanize grief—in its many forms—in the academy and to explore ways that those experiencing grief might find sources of hope and empowerment within higher education. The chapter then provides an overview of the book’s four parts and fifteen chapters.
English in Education, 2018
In my first year as a high school English teacher, I remember one distinct practice revision I ne... more In my first year as a high school English teacher, I remember one distinct practice revision I needed to make early in my first month of teaching: my practice of providing feedback on students' writing. As a novice teacher of high school writers, I had set the goal of providing students with effective feedback to reflect on and use as a springboard for future writing so they could develop as hopeful, skillful writers. However, my first attempt fell short of this goal because I had provided an overabundance of feedback, which proved to be overwhelming for students. Mindful of this outcome, I set an intention to learn strategic ways of providing concise, yet comprehensive, feedback so students could grow as writers in my classroom. I wanted students to have hope while writing and be confident in their potentials to experience growth in their writing processes.That year, I had three classes of seniors taking a composition course for college credit. They had multiple summer writing ...
Minding the Gap: Reframing Writing as Creative ProblemSolvingLindy L. JohnsonThe College of Willi... more Minding the Gap: Reframing Writing as Creative ProblemSolvingLindy L. JohnsonThe College of William and Marylljohnson@wm.eduNicole SiebenSUNY College at Old WestburySiebenn@oldwestbury.eduLeaders in business, politics, and education have argued that students need to develop skills and habits of mind including creativity, flexibility, and problemsolving to be prepared for the rapid change of pace and increasing globalization of the twenty-first century. For example, in "How to Get a Job at Google," Laszlo Bock, senior VP of people operations at Google, says that Google looks for five attributes when hiring new employees: learning ability, leadership ability, humility, ownership, and expertise (Friedman). However, the curriculum of most contemporary English classrooms is not designed to nurture these habits. The Framework for Success in Postsecondary Writing describes habits of mind and rhetorical skills essential for postsecondary writing, but we think this statement's ...
By showcasing asset-based approaches inspired by individual reflection, research, and experience,... more By showcasing asset-based approaches inspired by individual reflection, research, and experience, this volume offers a fresh and timely perspective on grief and trauma within higher education and illustrates how these approaches can serve as opportunities for hope and allyship.
Featuring a broad range of contributions from scholars and professionals involved in educational research and academia, Humanizing Grief in Higher Education explores the varied ways in which students, scholars, and educators experience and navigate grief and trauma. Set into four distinct parts, chapters deploy personal narratives situated within interdisciplinary and transdisciplinary research frameworks to illustrate how issues such as race, gender, socio-economic class, and politics intersect with experiences of personal and professional grief in the academy. A variety of intersectional fields of study – from positive psychology, counselling, feminist and queer theories, to trauma theory and disability studies – inform an interdisciplinary framework for processing traumatic experiences and finding ways to hope. These narrative explorations are positioned as key to developing a sense of hope amongst the grieving and those supporting them.
This text will benefit researchers, doctoral students, and academics in the fields of Higher Education, teacher education, trauma studies, and mental health education. Those interested in positive and educational psychology, as well as grief counselling in adults, will also enjoy this volume. Finally, this collection serves as a companion for those who find themselves grappling with losses, broadly defined.
This collection weaves together the personal narratives of a group of diverse scholars in academi... more This collection weaves together the personal narratives of a group of diverse scholars in academia in order to reflect on the ways that grief and hope matter for those situated within higher education. Each chapter explores a unique aspect of grief and loss, from experiencing a personal tragedy such as the loss of a loved one, to national and international grief such as campus shootings and refugee camp experiences, to experiencing racism and microaggressions as a woman of color in academia, to the implications of religious differences severing personal ties as an individual navigates research and academic studies. Unlike most resources examining grief, this collection pushes beyond notions of sorrow as solely individual, and instead situates moments of loss and hurt as ones that matter politically, academically, professionally, and personally. The editors and their authors offer pathways forward to academics, researchers, teachers, pedagogues, and thinkers who grapple with grief in a variety of forms, transforming this book into a critical resource of hope to those in the field of education (and others) who may feel the effects of an otherwise solitary journey of grief, to create an awareness of solidarity and support that some may not realize exists within academic circles.