The Department of English in the College of Arts and Sciences (CAS) aims to teach students in areas of literature, media, creative writing and more. English professors are dedicated to sharing their expertise in these areas both within and beyond USF.
Dr. Jarod Roselló, associate professor. (Photo courtesy of Dr. Jarod Roselló)
Dr. Jarod Roselló was recently awarded a grant by The Spencer Foundation to lead a yearlong study focused on implementing environmental topics in K-12 and English Language Arts (L-ELA) teaching curriculums.
Roselló, a Cuban American writer, cartoonist, and associate professor in the Department of English in CAS, has garnered recognition from esteemed organizations like the New York Public Library and the Washington Library Association for his graphic novels. Beyond his literary achievements, he is also a researcher, well-versed in fields such as children’s literature, childhood studies, and educational research.
Roselló was recently awarded a grant by The Spencer Foundation for an upcoming study he will be conducting. This esteemed organization is one of the only organizations in the United States that exclusively supports educational research.
“Our research project is primarily focused on providing spaces for K-12 literacy and English L-ELA educators to think through and enact meaningful practices around teaching about the climate and environment. We’ll be running this program for a full academic year, and we’ll bring teachers together for in-person and virtual workshops that will include participation in multimodal arts and literacy-based activities,” Roselló said.
Roselló mentioned that the inspiration for this project originated from his colleague, Dr. Alexandra Panos, an assistant professor in the College of Education. Panos had been researching this subject the previous year when she and Roselló teamed up for a smaller-scale version of the upcoming project. Together, they collaborated with local teachers and explored the USF Forest Preserve to facilitate site-based learning, writing, and instructional activities. Encouraged by the success of this weekend-long program, Roselló was motivated to propose a yearlong project with his colleagues.
“Our research team also consists of Dr. Alexandra Panos and Dr. Michael Sherry, also in the College of Education. This research project is really designed for us to learn alongside our participants, so it’s probably more appropriate to think of them as co-facilitators. The program is open to Florida-based K-12 teachers who are interested in spending time with us and thinking through what environmental and ecological education looks like for their communities,” Roselló said.
The teaching of climate topics in K-12 education has traditionally been confined to science, technology, engineering, or mathematics (STEM) subjects. Roselló aims to challenge this narrative by incorporating these climate topics into the L-ELA instruction. Currently, in the preparation stages, he hopes to collaborate with community partners to facilitate activities aligned with this goal.
“We’re still planning out the activities that participants will engage in, but we’re hoping to bring in community partners in the form of environmental organizations, children’s book authors, and investigative journalists. My primary contribution to the project is hosting a series of writing and art-based activities like zine-making, cartooning, creative writing, and other documentary-style activities,” Roselló said.
Through this project, Roselló aims to integrate his expertise in teaching with his research background. Although environmental and climate change topics are not his primary focus, he hopes to empower fellow teachers to craft impactful learning experiences for their students.
Participants at the USF Forest Preserve during Dr. Jarod Roselló and Dr. Alexandra Panos’ workshop. (Photo courtesy of Dr. Jarod Roselló)
Students participating in the activities from Dr. Jarod Roselló and Dr. Alexandra Panos’ workshop. (Photo courtesy of Dr. Jarod Roselló)
“I’m really open to what this project produces, but I’m hopeful this research will
serve as a model for how to work with local teachers and communities in a way that
doesn’t dictate or prescribe an outcome, which means it could be replicated anywhere
and still meet the needs of those participating in it. I’m also hopeful it will reveal
some of the strategies and ideas that teachers are already incorporating in their
classrooms as well as provide new ideas and forms for them to take back to their schools,”
Roselló explained. “We know kids care a lot about the world they live in, and we know
they’re concerned about their own futures. So, we hope this project helps support
the work that’s already being done in classrooms to give voice and shape to those
concerns, along with strategies for action.”
Roselló is currently working on recruiting teachers, managing program logistics, and gathering materials for the activities, hoping to host the inaugural workshop this upcoming August. As he reflects on this grant and prepares for this upcoming project, Roselló recognizes the significance of this research endeavor for USF.
“The Spencer Foundation grant is highly selective and competitive. This recognition means that the work we’re doing is valued by our academic community and peers. USF is a place for innovative and creative research, and this award and our project are further evidence of the stellar research and creative work being done here,” Roselló said.
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