LaFollette, Kristin. “Exploring Embodiment through the Rhetoric of Health and Medicine: An Arts-Based, Transgenre Pedagogy,” Across the Disciplines 19.3/4 (2022): 180–198.
From the committee: “We were particularly appreciative of your article’s nuanced, detailed, and clear contributions to ARSTM theory and pedagogy, as well as the thoughtful inclusion and integration of student examples and ethnography-driven work to guide your project. We valued your submission because of its practical application to the classroom. We agreed that it will contribute to scholarly conversation surrounding how weteach rhetoric of health, science, and technology, and we believe this article is positioned to expand the ways that ARSTM scholars engage with FYC, art and writing, multimodality, and transgenre pedagogy for years to come.”
Lynch, John A. “Revising the Bioethics Story: Memory and Story in Precarious Times,” Perspectives in Biology and Medicine 65.4 (2022): 521–528.
From the committee: “We were particularly appreciative of how your article challenges basic assumptions and omissions from the origin stories of bioethics with nuance and clarity to better address systemic racism in historical and contemporary contexts. As one committee member noted, your essay presents an excellent case study for the roles of rhetoric and storytelling in biology and medicine, and as a collective we agreed your piece has the potential to change the way ARSTM scholars and teachers approach these narratives in our scholarship and pedagogical endeavors in the future.”
Honorable Mention:
Rauchberg, Jessica Sage. “Imagining a Neuroqueer Technoscience,” Studies in Social Justice16:2 (2022): 370–388.