Arts and Humanities in Higher Education最新文献_第9页

Listening out and dealing with otherness. A postcolonial approach to higher education teaching 倾听并处理他人。高等教育教学的后殖民主义方法

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-07-01 DOI: 10.1177/1474022219832459

Angelika Thielsch

引用次数: 11

Stories of moving on HASS PhD graduates’ motivations and career trajectories inside and beyond academia HASS博士毕业生在学术界内外的动机和职业轨迹

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-07-01 DOI: 10.1177/1474022219834448

Cally Guerin

引用次数: 16

In praise of lameness: A response to William Deresiewicz’s Excellent Sheep 赞美跛脚:对威廉·德雷谢维奇《优秀的绵羊》的回应

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-07-01 DOI: 10.1177/1474022219837879

David Hayes

引用次数: 0

“Reflective of my best work”: Promoting inquiry-based learning in a hybrid graduate history course “反思我最好的作品”:在混合型研究生历史课程中推广探究式学习

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-07-01 DOI: 10.1177/1474022219833662

Nate Sleeter, K. Schrum, Amy K. Swan, Justin Broubalow

引用次数: 5

Building an authentic cultural curriculum through tertiary cultural dance 通过高等文化舞蹈构建地道的文化课程

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-07-01 DOI: 10.1177/1474022219833648

Kym Stevens, Rachel A. Pedro, S. Hanrahan

引用次数: 3

Not scraping the bottom of the barrel: Disadvantage, diversity and deficit as rich points 不刮桶底：劣势、多样性和赤字是优势

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-07-01 DOI: 10.1177/1474022219832453

A. Hale

{"title":"Not scraping the bottom of the barrel: Disadvantage, diversity and deficit as rich points","authors":"A. Hale","doi":"10.1177/1474022219832453","DOIUrl":"https://doi.org/10.1177/1474022219832453","url":null,"abstract":"First-year students’ literacy deficits are not the problem. They are emblematic of an overall skill set which can be scaffolded from the first year of university study. If we treat literacy deficits as contingent upon other items of motivation, and as an element of Academic Motivational Literacy, we can usually also see these deficits as ‘rich points’ (Agar (2000) Border lessons: linguistic “rich points” and evaluative understanding. New Directions for Evaluation 2000: 93–109.). That is, in many cases, students have a desire to succeed, and we can typically build from one or more literacies to greater motivation and success in other areas. Or, to put it another way, a deficit might be a problem, but it is also an opportunity. This concept, of targeting weaknesses to build overall confidence, underpins the approach taken in a first-year subject for a cohort of students who are particularly disadvantaged, diverse and underconfident. This paper will present examples of programs undertaken in this course over the space of six years which addressed each need as an opportunity, and it will provide evidence to show that success, in student retention, in overall grade distributions, and in student satisfaction, was the result.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022219832453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48289654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Creativity is for poets and pop singers, isn’t it? Academic perspectives on creativity in doctoral writing 创造力是给诗人和流行歌手的，不是吗？博士论文写作创新的学术视角

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-05-06 DOI: 10.1177/1474022220924286

S. Thurlow

引用次数: 1

“Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education “为我们所有人带来成果”:作为文学教育标志性教学法的社会注释

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-03-29 DOI: 10.1177/1474022220915128

Jeffrey Clapp, M. Decoursey, Sze Wah Sarah Lee, Krista Li

引用次数: 7

From Sherbrooke to Stratford and back again: Team teaching and experiential learning through “Shakesperience” 从舍布鲁克到斯特拉特福德再回来:通过“莎士比亚体验”进行团队教学和体验学习

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-03-12 DOI: 10.1177/1474022220910362

J. Riddell, S. Murray, L. Dickson

{"title":"From Sherbrooke to Stratford and back again: Team teaching and experiential learning through “Shakesperience”","authors":"J. Riddell, S. Murray, L. Dickson","doi":"10.1177/1474022220910362","DOIUrl":"https://doi.org/10.1177/1474022220910362","url":null,"abstract":"Attempting to teach theater in an English Literature course is a daunting prospect. A far cry from the highly individual experience of reading a novel or poem, theater is both a visual and communal kind of engagement. It is a challenge to capture this medium in a traditional lecture-based classroom and harder still to convey its three-dimensionality to undergraduate students. In this paper, we argue that experiential learning and team teaching are especially resonant in the exploration of Shakespearean studies because of the active and collaborative nature of his theater and plays. This paper draws out avenues for experiential learning in the humanities that should have broad applicability and interest a wide range of readers. Framing our design, implementation, and critical reflection in the relevant research, we provide an example of how to anchor experiential learning in the humanities in practice. The case study outlines a compact spring session course on Shakespeare’s plays and performance that includes in-class, online, and field study components. Our research reveals that this approach mirrors in several key ways the collaborative work at the heart of Shakespearean drama and of theater more generally: students are exposed to the plays on the page, on the stage, and behind the scenes; they are offered a model of collaborative knowledge-making both in the theater and in the team-based course design and delivery; and, with these examples before them, they are encouraged to take risks, to collaborate, and to form communities of their own in their learning. In the conclusion we devote attention to funding and the cost associated with experiential learning and field courses. This paper explores experiential learning and field-based immersive learning into the context of disciplinary-specific humanities classrooms with the goal of increasing interaction among students and enhancing students’ learning (Béchard and Pelletier, 2001).","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022220910362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44059985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inquiry-based learning in the Humanities: Moving from topics to problems using the “Humanities imagination” 人文学科中的探究式学习：运用“人文想象”从主题走向问题

IF 1.1

Arts and Humanities in Higher Education Pub Date : 2020-03-04 DOI: 10.1177/1474022220910368

J. Feldt, E. B. Petersen

引用次数: 2