{"title":"解构高级顶点课程中的英语专业","authors":"Jennifer Stewart","doi":"10.1215/15314200-10640056","DOIUrl":null,"url":null,"abstract":"Abstract This article offers a rationale and model for a reflective capstone course for English majors. Rooted in the SoTL concepts of active transfer and project-based experiential learning, this course asks students to reflect on and analyze their undergraduate work while developing a toolkit to articulate the value of their humanities degrees. Toward that end, students create scaffolded professional projects in multiple genres that help them highlight the soft skills they have developed in their academic career.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Deconstructing the English Major in Senior Capstone Courses\",\"authors\":\"Jennifer Stewart\",\"doi\":\"10.1215/15314200-10640056\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This article offers a rationale and model for a reflective capstone course for English majors. Rooted in the SoTL concepts of active transfer and project-based experiential learning, this course asks students to reflect on and analyze their undergraduate work while developing a toolkit to articulate the value of their humanities degrees. Toward that end, students create scaffolded professional projects in multiple genres that help them highlight the soft skills they have developed in their academic career.\",\"PeriodicalId\":44645,\"journal\":{\"name\":\"Pedagogika-Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pedagogika-Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1215/15314200-10640056\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogika-Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1215/15314200-10640056","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Deconstructing the English Major in Senior Capstone Courses
Abstract This article offers a rationale and model for a reflective capstone course for English majors. Rooted in the SoTL concepts of active transfer and project-based experiential learning, this course asks students to reflect on and analyze their undergraduate work while developing a toolkit to articulate the value of their humanities degrees. Toward that end, students create scaffolded professional projects in multiple genres that help them highlight the soft skills they have developed in their academic career.
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