Maryann DiEdwardo is a graduate of Lehigh University and Adjunct Professor for the University of Maryland University College and a winner of the UMUC 2017 Drazek Award for teaching. Maryann is the recipient of the 2016 Karen Lentz Award for a project by Contingent or Adjunct from the College English Association. In 2016, she both edited and acted as contributor for a new book entitled American Women Writers, Poetics, and The Nature of Gender Study. Dr. DiEdwardo is also the past Northeast Modern Language Association Vice President for CAITY Contingent, Adjunct, Independent, Two Year 2014-2016. Awards include the Northampton Community College Project Aware Outstanding Service Award 1978, She is Reviewer for Sloan Consortium renamed (Online Education) Conference; The Forum, International Journal Published by Routledge, Taylor and Francis Group; Editorial Advisory Board (2004-2007) and Book Reviewer (2007-2012) for the International Honors Society in Education, Kappa Delta Pi as well as the Lilly Conference for Evidence Based Education and the Scholarly Teacher Blog. Research Interests include Pairing Music and Linguistic Intelligences, Literacy, Metacognition, Pedagogy, Social Justice, Student Directed Learning, Stage History, Poetics, American Women Writers, African American Literature, Poetry, Drama, Health Writing, and Writing as Therapy. Case Study Research published as a book and article: In 2004, statistical results of case study research suggest that pairing music and linguistic intelligences in the college classroom improves students’ grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills (DiEdwardo 2004). In initial study in 2003, Maryann refined Howard Gardner’s (1993) definition of music as a “separate intellectual competence” and compared music intelligence to linguistic intelligence. Furthermore, through acknowledgement of MI Theory, educators infuse cognitive abilities of students by helping them “think” as one of my students suggested. As Howard Gardner suggests, “Very worthwhile. The next step is to figure out why you got the effects that you did. Is music motivational? Does it activate other brain centers? Does it have some kind of intrinsic link to linguistic capacities? Would the effect work the other way around, or with other materials (2004 email)?”

Maryann DiEdwardo is a graduate of Lehigh University and Adjunct Professor for the University of Maryland University College and a winner of the UMUC 2017 Drazek Award for teaching. Maryann is the recipient of the 2016 Karen Lentz Award for a project by Contingent or Adjunct from the College English Association. In 2016, she both edited and acted as contributor for a new book entitled American Women Writers, Poetics, and The Nature of Gender Study. Dr. DiEdwardo is also the past Northeast Modern Language Association Vice President for CAITY Contingent, Adjunct, Independent, Two Year 2014-2016. Awards include the Northampton Community College Project Aware Outstanding Service Award 1978, She is Reviewer for Sloan Consortium renamed (Online Education) Conference; The Forum, International Journal Published by Routledge, Taylor and Francis Group; Editorial Advisory Board (2004-2007) and Book Reviewer (2007-2012) for the International Honors Society in Education, Kappa Delta Pi as well as the Lilly Conference for Evidence Based Education and the Scholarly Teacher Blog. Research Interests include Pairing Music and Linguistic Intelligences, Literacy, Metacognition, Pedagogy, Social Justice, Student Directed Learning, Stage History, Poetics, American Women Writers, African American Literature, Poetry, Drama, Health Writing, and Writing as Therapy. Case Study Research published as a book and article: In 2004, statistical results of case study research suggest that pairing music and linguistic intelligences in the college classroom improves students’ grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills (DiEdwardo 2004). In initial study in 2003, Maryann refined Howard Gardner’s (1993) definition of music as a “separate intellectual competence” and compared music intelligence to linguistic intelligence. Furthermore, through acknowledgement of MI Theory, educators infuse cognitive abilities of students by helping them “think” as one of my students suggested. As Howard Gardner suggests, “Very worthwhile. The next step is to figure out why you got the effects that you did. Is music motivational? Does it activate other brain centers? Does it have some kind of intrinsic link to linguistic capacities? Would the effect work the other way around, or with other materials (2004 email)?”

https://diedwardo7.wordpress.com/2018/03/13/maryann-diedwardo-is-a-graduate-of-lehigh-university-and-adjunct-professor-for-the-university-of-maryland-university-college-and-a-winner-of-the-umuc-2017-drazek-award-for-teaching-maryann-is-the-r/
— Read on diedwardo7.wordpress.com/2018/03/13/maryann-diedwardo-is-a-graduate-of-lehigh-university-and-adjunct-professor-for-the-university-of-maryland-university-college-and-a-winner-of-the-umuc-2017-drazek-award-for-teaching-maryann-is-the-r/

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