Double Helix: A Journal of Critical Thinking and Writing

Double Helix: A Journal of Critical Thinking and Writing

Double Helix is an international, peer-reviewed journal of pedagogy. It publishes work addressing linkages between critical thinking and writing, in and across the disciplines, and it is especially interested in pieces that explore and report on connections between pedagogical theory and classroom practice.
Call for Submissions: The submission deadline for Volume 9 of Double Helix: A Journal of Critical Thinking and Writing has been set for August 15, 2021. Inquiries should be sent to doublehelix@quinnipiac.edu.

Current Volume:

VOL 8 (2020) CRITICAL THINKING AND WRITING DURING COVID-19

Cover Page

CDC / Hannah A Bullock; Azaibi Tamin. Transmission electron microscopic image of an isolate from the first U.S. case of COVID-19, formerly known as 2019-nCoV. The spherical viral particles, colorized blue, contain cross-sections through the viral genome, seen as black dots. 2020.

 

Table of Contents

REPORTS FROM THE FIELD
Zooming Through Covid: Fostering Safe Communities of Critical Reflection via Online Writers' Group Interaction
   Sarah Haas, Alexander De Soete, and Gry Ulstein
DOI: 10.37514/DBH-J.2020.8.1.01
Building Trust, Confidence, and Relationships From Afar: Teaching Web-Based Developmental Writing in a Pandemic
   Charles Park
DOI: 10.37514/DBH-J.2020.8.1.02
Teaching Integrated Learning and Critical Thinking Through the Lens of the COVID-19 Pandemic
   Joshua C. Jensen
DOI: 10.37514/DBH-J.2020.8.1.03
BOOK REVIEWS
Natures of Data: A Discussion Between Biology, History, and Philosophy of Science and Art by Philipp Fischer, Gabrielle Grammelsberger, Christoph Hoffman, Hans-Jorg Rheinberger, and Hannes Rickli
   Adam Katz
DOI: 10.37514/DBH-J.2020.8.1.04
NOTES
Understanding Student Needs During a Pandemic
   Craig A. Meyer
DOI: 10.37514/DBH-J.2020.8.1.05
Digital Biomes: Lessons From COVID-19 Remote Coursework Ecosystems and Interfaces
   Mark Brand
DOI: 10.37514/DBH-J.2020.8.1.06
Critically Considering Empathy in the Classroom: A Graduate Student's Perspective on Pandemic Pedagogy
   Brianna Doyle
DOI: 10.37514/DBH-J.2020.8.1.07

Double Helix is a publication of the College of Arts and Sciences at Quinnipiac University. ISSN 2372-7497. Works published in Double Helix are released under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 international License.