The 14 essays in this collection reflect on how the major academic disciplines of economics, English, philosophy, and political science have changed in the decades since World War II. Following an ...introductory essay by the editors, essay titles are: (1) "Politics, Intellect, and the American University, 1945-1995" (Thomas Bender); (2) "How Did Economics Get That Way and What Way Did It Get?" (Robert M. Solow); (3) "Economics-the Current Position" (David M. Kreps); (4) "Reconfigurations in American Academic Economics: A General Practitioner's Perspective" (William J. Barber); (5) "The Transformation of English Studies: 1930-1995" (M.H. Abrams); (6) "The History of Literary Criticism" (Catherine Gallagher); (7) "Tracking English and American Literary and Cultural Criticism" (Jose David Saldivar); (8) "A Half Century of Philosophy, Viewed from Within" (Hilary Putnam); (9) "Trends in Recent American Philosophy" (Alexander Nehamas); (10) "Political Science in the 1940s and 1950s" (Charles E. Lindblom); (11) "Still Blowing in the Wind: The American Quest for a Democratic, Scientific Political Science" (Rogers M. Smith); (12) "The New Rigorism in the Human Sciences, 1940-1960" (Carl E. Schorske); (13) "From the Street to the Lecture Hall: The 1960s" (Ira Katznelson); and "The Disciplines and the Identity Debates, 1970-1995" (David A. Hollinger). (Individual chapters contain references.) (DB)
Team-Based Learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education. Teachers who use TBL report high levels of engagement, ...critical thinking, and retention among their students. TBL has been used successfully in both small and large classes, in computer-supported and online classes; and because it is group work that works, it has been implemented in nearly every discipline and in countries around the world. This book introduces the elements of TBL and how to apply them in the social sciences and humanities. It describes the four essential elements of TBL - readiness assurance, design of application exercises, permanent teams, peer evaluation - and pays particular attention to the specification of learning outcomes, which can be a unique challenge in these fields. The core of the book consists of examples of how TBL has been incorporated into the cultures of disciplines as varied as economics, education, literature, politics, psychology, and theatre. The authors explain why they felt a need to change how they taught and why they chose TBL. Furthermore, each chapter provides examples of the assignments and exercises they use to help their students achieve the specific learning outcomes of their courses. At a time of increasing course sizes, and emphasis on learning outcomes, TBL offers the means to meet such demands while connecting students to their coursework, and stimulating their intellectual engagement.
This book develops the concept of 'writtenness' (historically-formed stylistic and aesthetic values within writing) to highlight the demands, taken-for- granted ideals, institutional frictions, and ...changing circumstances of academic writing in English in the contemporary international university. Recognising the political importance of the role that English plays in an increasingly internationalized higher education network, Joan Turner pits writtenness against the contingency and instability of international English in real-life institutional contexts. In doing so, she brings out the theoretical significance of this, as writing becomes a motor of linguistic change and can no longer be seen simply as the repository of academic standards. Of particular interest to academics and postgraduates in TESOL, applied linguistics, rhetoric and composition, English as a Lingua Franca studies, and the sociolinguistics of writing, as well as to EAP practitioners, this book is among the first to theoretically consider the implications for the cultural homogeneity of the written word. It also offers a unique perspective on the role of writtenness within the broader historical context of leaving the era of print culture. As such, this book is highly recommended for students, researchers, and policy makers alike.
Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the ...barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study.
Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors?quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways.
Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree.
Education's end Kronman, Anthony T
2007, 20070925, 2008, 2008-10-01
eBook, Book
The question of what living is for--of what one should care about and why--is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and ...universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life's most important question to an honored place in higher education. The author contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers. In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years. Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities' lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival.
Originating in the 1968 student-led strike at San Francisco State University, Asian American Studies was founded as a result of student and community protests that sought to make education more ...accessible and relevant. While members of the Asian American communities initially served on the departmental advisory boards, planning and developing areas of the curriculum, university pressures eventually dictated their expulsion. At that moment in history, the intellectual work of the field was split off from its relation to the community at large, giving rise to the entire problematic of representation in the academic sphere.
Even as the original objectives of the field have remained elusive, Asian American studies has nevertheless managed to establish itself in the university. Mark Chiang argues that the fundamental precondition of institutionalization within the university is the production of cultural capital, and that in the case of Asian American Studies (as well as other fields of minority studies), the accumulation of cultural capital has come primarily from the conversion of political capital. In this way, the definition of cultural capital becomes the primary terrain of political struggle in the university, and outlines the very conditions of possibility for political work within the academy. Beginning with the theoretical debates over identity politics and cultural nationalism, and working through the origins of ethnic studies in the Third World Strike, the formation of the Asian American literary field, and the Blu's Hanging controversy, The Cultural Capital of Asian American Studies articulates a new and innovative model of cultural and academic politics, illuminating the position of ethnic studies within the American university.
This volume presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the ...approaches and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field and to identify current perspectives in ESP and the ideas driving them.
Ideas and Options in English for Specific Purposes does not promote any one approach, but rather identifies and illustrates those in evidence today. The main emphasis is on the links between theory and ESP teaching and research. Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then made between these ideas and ESP course designs, instructional materials, and research projects. Thus the book moves back and forth between descriptions of theories, teaching practice, and research.
Part I introduces the book's approach to description of ESP and the framework used to investigate it. Part II examines ideas of language, learning, and teaching in ESP. Recognizing that ESP is taught in many different countries and contexts, the author draws on a wide range of examples of teaching practice and research from around the world and from different branches of ESP, including English for Academic Purposes, English for Professional Purposes, and English for Vocational Purposes. From Chapter 3 onward, each chapter includes Questions for Discussion and Projects, to encourage readers to research and analyze the practices of ESP in their own contexts and to consider the ideas they draw on in their own teaching.
This text is geared toward graduate-level TESOL education courses.
Contents: Preface. Part I: Preliminaries. Introduction. Approach. Issues in ESP Course Design. Part II: Ideas and Options. Section A: Language. Language Systems. Language Uses. Combining Language Descriptions. Section B: Learning. Conditions for Learning. Processes of Learning. Section C: Teaching. Methodologies. Objectives in Teaching ESP. Part III: General. Synthesis.
This edited collection extends the scholarship on silence and listening initiated by Cheryl Glenn and Krista Ratcliffe in their award-winning SIUP books, Unspoken: A Rhetoric of Silence and ...Rhetorical Listening: Identification, Gender, Whiteness.
Survivance, Sovereignty, and Story Lisa King, Rose Gubele, Joyce Rain Anderson / Lisa King, Rose Gubele, Joyce Rain Anderson
11/2015
eBook
Focusing on the importance of discussions about sovereignty and of the diversity of Native American communities,Survivance, Sovereignty, and Storyoffers a variety of ways to teach and write about ...indigenous North American rhetorics.
These essays introduce indigenous rhetorics, framing both how and why they should be taught in US university writing classrooms. Contributors promote understanding of American Indian rhetorical and literary texts and the cultures and contexts within which those texts are produced. Chapters also supply resources for instructors, promote cultural awareness, offer suggestions for further research, and provide examples of methods to incorporate American Indian texts into the classroom curriculum.
Survivance, Sovereignty, and Storyprovides a decolonized vision of what teaching rhetoric and writing can be and offers a foundation to talk about what rhetoric and pedagogical practice can mean when examined through American Indian and indigenous epistemologies and contemporary rhetorics.Contributors include Joyce Rain Anderson, Resa Crane Bizzaro, Qwo-Li Driskill, Janice Gould, Rose Gubele, Angela Haas, Jessica Safran Hoover, Lisa King, Kimberli Lee, Malea D. Powell, Andrea Riley-Mukavetz, Gabriela Raquel Ríos, and Sundy Watanabe.
Academic institutions are starting to recognize the growing public interest in digital humanities research, and there is an increasing demand from students for formal training in its methods. Despite ...the pressure on practitioners to develop innovative courses, scholarship in this area has tended to focus on research methods, theories and results rather than critical pedagogy and the actual practice of teaching. The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors’ experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field’s cultural assumptions and social obligations to its political visions. Digital Humanities Pedagogy broadens the ways in which both scholars and practitioners can think about this emerging discipline, ensuring its ongoing development, vitality and long-term sustainability.
