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Descriptors:
Gifted; Humanities Instruction; Emotional Development; Emotional Intelligence; Interpersonal Competence; Humanities; Parent Materials; Social Development; Learning Experience; Liberal Arts

Abstract:
A recent issue of "Educational Leadership" highlighted the lack of current focus in schools on humanities education (Ferrero, 2011). As the young lives of gifted children become ever busier with extracurricular options, parents are left with the question of how to best complement their child's academic life with his or her social and emotional development. The answer lies within the realm of the humanities. Parents can provide home-based learning experiences with a repertoire of liberal arts for developing young humanitarians with social and emotional competence. An easy-to-use reference chart with a diverse set of ideas for families to select activities is provided in this article to further the suggestions discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Undergraduate Students; Administrator Education; Undergraduate Study; Writing (Composition); Interdisciplinary Approach; Global Approach; Intellectual Disciplines; Ecology; Organizational Change; Sustainability; Climate; Natural Resources; Instructional Leadership; Teaching Methods; Values; Critical Thinking; Teacher Education; Christianity; Energy; Agricultural Occupations; Futures (of Society); Environmental Education; Food; Liberal Arts; Careers; Tourism; Health Services; Portfolios (Background Materials)

Abstract:
Over the coming decades, every academic discipline will have to respond to the paradigm of more sustainable life practices because students will be living in a world challenged by competition for resources and climate change, and will demand that every academic discipline demonstrate substantial and corresponding relevance. This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, what can my discipline or area of research contribute toward a better understanding of these issues? The discipline need not be future-oriented: an archaeologist, for instance, could incorporate into a course some aspects of sustainable archaeological practices in areas threatened by rapid climate change, as well as examples of sustainable or unsustainable ways of living practiced by members of the long-gone society under investigation. This book also argues that courses about sustainability need to cross disciplinary boundaries, both because of the inter-relatedness of the issues, and because students will require the ability to use interdisciplinary approaches to thrive through the multiple careers most of them will face. The contributions to this book are presented under four sections. "Sustainability as a Core Value in Education" considers the rationale for incorporating sustainability in disciplinary courses. "Teaching Sustainability in the Academic Disciplines" presents eight examples of courses from disciplines as varied as agriculture, composition, engineering, and teacher education. "Education as a Sustainable Practice" reviews how the physical environment of the classroom and the delivery of instruction need themselves to reflect the values being taught. The final section addresses the issues of leadership and long-term institutional change needed to embed sustainable practice as a core value on campus. Part I, Sustainability as a Core Value in Education, contains: (1) Sustainability for Everyone: Trespassing Disciplinary Boundaries (Douglas Klahr); (2) Sustainability as a Core Issue in Diversity and Critical Thinking Education (Danielle Lake); (3) Sustainable Happiness and Education: Educating Teachers and Students in the 21st Century (Catherine O'Brien); and (4) A Christian Approach to Sustainability (Chris Doran). Part II, Teaching Sustainability in the Academic Disciplines, includes: (5) Re-Envisioning Ecocomposition: The Rhetoric of Sustainable Energy and the Ecology of Writing (Kimberly R. Moekle); (6) Sustainably Growing Farmers of the Future: Undergraduate Curriculum in Sustainable Agriculture at the University of Kentucky (Keiko Tanaka, Mark Williams, Krista Jacobson and Mike Mullen); (7) Using a Multi-level Approach to Teach Sustainability to Undergraduate Students in Engineering and Environmental Science (Bruce I. Dvorak, Stacey A. Hawkey and Valdeen Nelsen); (8) Environmental Sustainability in Healthcare Management Education (Carrie Rich); (9) Teaching Ecotourism in the Backyard of Waikiki, Hawai'i (John Cusick); (10) Writing Banana Republics and Guano Bonanzas: Consumerism and Globalization in the Composition Classroom (George E. Brooks); (11) The Hungry Text: Toward a Sustainable Literary Food Pedagogy (Tom Hertweck and Kyle Bladow); and (12) Who Will Teach the Teachers? Re-orienting Teacher Education for the Values of Sustainability (Patrick Howard). Part III, Education as a Sustainable Practice, contains: (13) Eportfolios in a Liberal Studies Program: An Experiment in Sustainability (P. Sven Arvidson); (14) The Paperless Classroom (Kirsten Bartels and Justin Pettibone); (15) Communicating Sustainability: Teaching Sustainable Media Practice (Alex Lockwood); and (16) Unsustainable Aspects of Sustainability (Bart Bartels). Part IV, Leadership and Reform Strategies for Long-term Institutional Change, contains: (17) Teaching Sustainability Leadership (Courtney Quinn and Gina Matkin); (18) Teaching Sustainability to Future Professionals in Cultural Resource Organizations (Sarah S. Brophy); (19) Breaking the "Methodological Trap" of Sustainability in Academia with Global Learning Environments (Tamara Savelyeva); and (20) Making Sustainability a Core Value (Christine Drewel). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Assignments; Virtual Classrooms; Librarians; Humanities; Teaching Methods; College Faculty; Workshops; Online Courses; Writing Instruction; Writing (Composition); Social Isolation; Computer Mediated Communication; Peer Relationship; Teacher Student Relationship; English Instruction; Editing; Models; Library Services; Community Colleges; College Students

Abstract:
At the beginning of each school year, the Languages and Humanities Division at Chandler-Gilbert Community College (CGCC) meets to discuss first-year composition matters. Faculty leave the workshop renewed by the collaboration and buoyed by the promise and potential of a new semester. Yet, when classes actually begin, faculty may find that they are no longer riding that same wave of collegial enthusiasm as they enter the classroom alone. Those teaching online composition courses, especially as adjuncts, may feel a keener sense of isolation. On one hand, this sense of independence may be what drew them to the job in the first place, knowing they would enjoy the freedom of selecting their own texts and topics and of creating their own writing assignments. Yet, the problem is that all that autonomy can become isolating in the virtual classroom as they realize they have traded direct human contact for interaction through a computer screen. Just like faculty, online English 102 students can find themselves adrift in the virtual classroom as well. In addition to learning how to interact virtually with their peers and instructor for discussions and editing, they have to navigate the enormous world of digital sources. CGCC composition and library faculty both recognized the challenges of teaching research well in this environment and knew they simply needed to find a better way to connect with their online students. Their solution: embed a librarian into the course as a "Personal Librarian." This article describes CGCC "Personal Librarian" model and the effect on students' research. The article concludes that embedded librarian programs like the CGCC Personal Librarian program provide a framework that can make the sailing smoother for all stakeholders: the instructor gains a co-captain to share in lesson planning and assessment, and the students gain a life preserver through the more personalized connection to the library. In the end, no one is left adrift. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; English (Second Language); Grounded Theory; Graduate Students; Humanities; Language Styles; Task Analysis; English for Special Purposes; Second Language Learning; Second Language Instruction; Intellectual Disciplines

Abstract:
Genre-based approaches are widely used in academic writing courses for graduate students. Yet, despite numerous studies of academic discourses and genres, there is still little research focusing on the learner in ESP genre-based instruction, and further consideration of individual learners' responses to genre pedagogy is needed. This article reports on a study conducted at a multi-disciplinary humanities faculty. It examines graduate learners' approaches to "examine-and-report-back" genre-analysis tasks by comparing 32 students from four disciplines: archaeology, history, literature, and media studies. The data are subjected to qualitative analysis inspired by the constant comparative method. The overview of features in students' genre-analysis tasks across the four disciplines is illustrated with excerpts from student writing. Graduate learners' approaches to genre-analysis fall into two categories: descriptive and analytical. It is shown that graduate learners' approaches to genre-analysis tasks vary depending on individual students' capacity to analyse academic texts in relation to their purpose, audience, and disciplinary practices. Another possible factor impacting this variation includes the extent of learners' understanding of disciplinary knowledge-making practices. Finally, students' own aims and learning histories affect the way they approach genre-analysis tasks. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduate Students; Doctoral Programs; Intelligence; Cooperation; Teaching Methods; Interdisciplinary Approach; Information Technology; Personal Narratives; Journalism Education; Humanities; Humanities Instruction; Program Descriptions; Scholarship; Program Effectiveness; Influence of Technology; Computer Uses in Education; Educational Technology; Web 2.0 Technologies; Computer Mediated Communication; Social Networks; Web Sites; Electronic Publishing

Abstract:
This article explores the role of the Humanities, Arts, Science, and Technology Advanced Collaboratory (HASTAC) in facilitating and encouraging a collaborative community of junior and senior scholars on issues of technology and humanistic learning. As a result of its emphasis on collaboration and discussion, HASTAC encourages a form of collective intelligence that can serve as a model for future iterations of online communities formed to address problems and highlight advances in teaching and technology. Written from the perspective of a graduate student who also is a HASTAC scholar, the article discusses the positive impact HASTAC can have in terms of opportunities for professional advancement for junior scholars, as well as encouraging collaboration across disciplinary boundaries on issues relating to teaching methodologies, the humanities, and technology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Graduate Students; Graduate Study; Supervision; Teaching Methods; Teamwork; Power Structure; Interprofessional Relationship; Peer Relationship; Self Management; Humanities; Social Sciences; Gender Issues; Doctoral Programs; Supervisory Methods; Supervisor Supervisee Relationship; Faculty Advisers; Graduate School Faculty; Faculty Workload; Student Research; Educational Philosophy; Educational Practices; Teacher Student Relationship; Interviews; Discourse Analysis

Abstract:
Many universities have introduced team supervision as a means of intervening in the intensity of the traditional supervisor-student dyad. This policy is intended to provide students with a great support during their candidature and to share the burden of sole supervision. It is also a pedagogy that seeks to support students' engagement with new knowledges that cross institutional and epistemic boundaries. However, few researchers have studied the effects of team supervision on doctoral pedagogical practices and on the already complicated fields of power circulating in supervision. This paper focuses on one particular aspect of the operations of power within team supervision--the issue of how power circulates between supervisors. Drawing on Foucault's notions of governmentality, technologies of self and surveillance, I seek to track supervisors' self-regulation and peer-regulation when they co-supervise doctoral students with one or more colleagues. I conclude by arguing that the need for more post structural research into supervision pedagogy remains just as urgent as it was when Green and Lee first made their call for theorising postgraduate pedagogy in 1995. (Contains 1 table and 5 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Native Speakers; English (Second Language); Foreign Countries; Marketing; Technical Writing; Academic Discourse; Business Communication; Writing (Composition); Second Language Learning; Computational Linguistics; Second Language Instruction; Teaching Methods; Accounting; Management Development; Language Styles; Business Education

Abstract:
The writing of business case reports is a common requirement for students on academic business programmes and presents significant challenges for both native and non-native speaker students. In order to support the development of pedagogical practice in the teaching of case report writing, this paper reports a genre-based study of a corpus of 53 marketing and marketing management case reports (BCR-1) written by NS and NNS postgraduate students at a UK university. Results from this localised study of academic business case reports are supplemented by comparison with sixteen business case reports from the British Academic Written English Corpus (BAWE), originating from marketing, project management and management accounting courses. The study identifies several features common to these case reports including the presence of explicit structure, impersonal style and business specialism-dependent lexis. Through the prism of Swalesian genre analysis, three obligatory broad rhetorical moves are identified (orientation, analysis and advisory moves), and five optional moves (methodology, options and alternatives, summary and consolidation, supplementary supporting information and reflection). These broad rhetorical moves are realised through diverse structural sub-components. The deployment of optional moves was found to be dependent on a range of factors, in particular business specialism, suggesting the value of specialism based pedagogy. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Foreign Countries; English for Academic Purposes; Citations (References); Undergraduate Students; English (Second Language); Second Language Learning; Intellectual Disciplines; Language Proficiency; Student Research; Assignments; Role; Persuasive Discourse; Writing (Composition); Teaching Methods; Second Language Instruction

Abstract:
Knowing how to use sources effectively often poses considerable challenges for first year undergraduate students for whom English is a second language (L2). In this longitudinal case study we investigated the selection and self-reported use of source materials by thirteen first year L2 undergraduate students from a range of disciplines enrolled at a major Australian university. Our findings show that students at the beginning of their studies selected material from a wide range of sources but relied predominantly on Internet sources using Google as a search engine. The main criteria guiding students' selection of sources were authoritativeness, ease of understanding and relevance. By the end of the first year, not all students (notably those from Engineering, Science and Music) were able to report further on their use of sources, as they had not undertaken any independent research in the second half of the year. In contrast, students from Arts, who also tended to be more proficient L2 learners, continued to undertake research-based assignments and demonstrated an awareness of the role played by task type, argumentation and writer authority in their selection and use of sources. We conclude this paper by considering the implications of these findings for EAP pedagogy and future research. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Group Students; Student Diversity; English (Second Language); Community Colleges; Writing (Composition); Campuses; Cultural Literacy; Writing Teachers; Writing Instruction; Second Language Instruction; Cultural Awareness; Native Speakers

Abstract:
Community college campuses around the United States serve an increasingly diverse student body. A report from the US Department of Education's Office for Civil Rights highlights this growing trend by outlining a plan to increase racial diversity at four-year institutions by encouraging transfers from community colleges, primarily because community colleges enroll a higher percentage of minority students in the United States (US Department of Education). This diversity is not limited to race, however; community college students comprise a rich blend of experiences, languages, cultures, ages, and socioeconomic backgrounds. Of significance to writing teachers is the growing number of language and literacy backgrounds present in community college composition classrooms. The challenge for college writing teachers, especially those who teach in community colleges, is to find a way to address the needs of these students. This article describes the design and implementation of a cross-cultural composition course which was designed to provide opportunities for ESL students and native English-speaking students to learn about cross-cultural literacy practices from each other in a first-year writing context at a community college in the Southwest. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Humanities; Humanities Instruction; Teaching Methods; Educational Objectives; Teacher Student Relationship; Critical Thinking

Abstract:
In this article, the author shares how she designs fun and fascinating western humanities courses at a community college in Minnesota. Using the example provided by many excellent past instructors, and through numerous late-night research sessions, she began to develop techniques and exercises that would help her achieve her goals in the classroom. As a teacher, she wanted to help students retain precepts of a subject for a little longer than the time it takes to fill in a Scantron card. At the beginning of each class, she writes key terms, names, titles, and ideas on the whiteboard. She explains each concept or term as clearly as possible, and illustrates abstract concepts with real-life examples when appropriate. Once the students have a solid grounding in facts, she moves towards her second goal, which is to help them realize that what they're learning isn't simply a series of curiosities, relevant only to dead, dusty people. She tries to impart that what they're learning has shaped their world, and the way they live their lives. Her third goal is to require each student to think critically and creatively. Optimally, she tries to design exercises that fulfill her teaching goals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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