scholarly journals Answering Huxley: “now” students take a “then” exam

2019 ◽  
Vol 43 (3) ◽  
pp. 397-400
Author(s):  
P. K. Rangachari
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Average Score ◽  
Anatomy And Physiology ◽  
University Of Toronto ◽  
Thomas Henry Huxley ◽  
History Of ◽  
Second Year ◽  
The University ◽  
Insight Into

Twenty-eight undergraduate students in a health sciences program volunteered for an exercise in the history of examinations. They had completed a second-year course in anatomy and physiology in which they studied modern texts and took standard contemporary exams. For this historical “experiment,” students studied selected chapters from two 19th century physiology texts (by Foster M. A Textbook of Physiology, 1895; and Broussais FJV. A Treatise on Physiology Applied to Pathology, 1828). They then took a 1-h-long exam in which they answered two essay-type questions set by Thomas Henry Huxley for second-year medical students at the University of London in 1853 and 1857. These were selected from a question bank provided by Dr. P. Mazumdar (University of Toronto). A questionnaire probed their contrasting experiences. Many wrote thoughtful, reflective comments on the exercise, which not only gave them an insight into the difficulties faced by students in the past, but also proved to be a valuable learning experience (average score: 8.6 ± 1.6 SD).

scholarly journals Improving the student learning experience through the student-led implementation of interactive features in an online open-access textbook

2021 ◽  
Vol 5 (2) ◽  
pp. 67-77
Author(s):  
Tanya Sharma ◽  
Rini Lukose ◽  
Jessica E. Shiers-Hanley ◽  
Sanja Hinic-Frlog ◽  
Simone Laughton
Keyword(s):  
Open Access ◽  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Open Educational Resource ◽  
Educational Resource ◽  
University Of Toronto ◽  
Animal Physiology ◽  
The University

This case study highlights the work of Students as Partners (SaP) as a balanced approach for implementing and evaluating an online open-access textbook in introductory animal physiology at the University of Toronto Mississauga. Started in 2017 with an eCampus Ontario grant, the project involved undergraduate and graduate students developing and improving an open-access e-textbook to support student learning in a second-year undergraduate introductory animal physiology course. This case study focuses on the 2019–2020 academic term and the work of two undergraduate students working alongside faculty and two librarians. As part of their research, the partners consulted the literature and gathered feedback from students taking the course in which the open e-textbook was used. Student partners added updates and new interactive features to create a more engaging educational resource to support student learning. The partners also reflected on their role in the open educational resource development process.  

scholarly journals Michael B. Katz, 1939-2014: A Tribute

2015 ◽  
Author(s):  
Alison Prentice
Keyword(s):  
Education Department ◽  
Educational History ◽  
University Of Toronto ◽  
Research And Teaching ◽  
History Of ◽  
Education Participation ◽  
The Subject ◽  
Second Year ◽  
History Department ◽  
The University

In the magical late 1960s, an amazing young scholar came, armed with a Harvard doctorate, to his first tenure-stream job at the Ontario Institute for Studies in Education (OISE), then in its second year as a new independent research and teaching centre affiliated with the University of Toronto. Our paths crossed; fortuitously, it was the summer of 1967, which coincided with the beginning of my Ph.D in U of T's history department. In one of those accidents that determine one's fate, my advisor Maurice Careless suggested that, since the focus of my research was to be the history of education, I should wander up to “that new place on Bloor Street” (OISE) to see about a course on the subject. There, the chair of the History & Philosophy of Education Department (H & P) steered me to Michael's new offering on the history of American education. Participation in this brilliant seminar was life changing. Embedded in intellectual, religious, cultural and social frameworks, and interpreting educational history to be more than the history of schools, his course led students to more questions than answers. I found both the course meetings and the readings riveting.

scholarly journals The Origins of the Institute for the History and Philosophy of Science and Technology

2017 ◽  
Vol 39 (1) ◽  
pp. 51-73 ◽  
Author(s):  
Philip Enros
Keyword(s):  
Philosophy Of Science ◽  
History Of Science ◽  
Science And Technology ◽  
University Of Toronto ◽  
History Of ◽  
The 1960S ◽  
Programs Of Study ◽  
The University ◽  
Phd Programs

An effort to establish programs of study in the history of science took place at the University of Toronto in the 1960s. Initial discussions began in 1963. Four years later, the Institute for the History and Philosophy of Science and Technology was created. By the end of 1969 the Institute was enrolling students in new MA and PhD programs. This activity involved the interaction of the newly emerging discipline of the history of science, the practices of the University, and the perspectives of Toronto’s faculty. The story of its origins adds to our understanding of how the discipline of the history of science was institutionalized in the 1960s, as well as how new programs were formed at that time at the University of Toronto.

scholarly journals Word-entries and Big Data in Lexicons of Early Modern English

2015 ◽  
Vol 37 (4) ◽  
pp. 215-234
Author(s):  
Ian Lancashire
Keyword(s):  
Early Modern ◽  
Text Analysis ◽  
Online Database ◽  
Modern Language ◽  
University Of Toronto ◽  
The Past ◽  
Early Modern English ◽  
History Of ◽  
Survival And Growth ◽  
The University

This brief thirty-year history of Lexicons of Early Modern English, an online database of glossaries and dictionaries of the period, begins in a fourteenth-floor Robarts Library lab of the Centre for Computing and the Humanities at the University of Toronto in 1986. It was first published freely online in 1996 as the Early Modern English Dictionaries Database. Ten years later, in a seventh-floor lab also in the Robarts Library, it came out as LEME, thanks to support from TAPoR (Text Analysis Portal for Research) and the University of Toronto Press and Library. No other modern language has such a resource. The most important reason for the emergence, survival, and growth of LEME is that its contemporary lexicographers understood their language differently from how we, our many advantages notwithstanding, have conceived it over the past two centuries. Cette brève histoire des trente ans du Lexicons of Early Modern English, une base de données en ligne de glossaires et de dictionnaires de l’époque, commence en 1986 dans le laboratoire du Centre for Computing and the Humanities, au quatorzième étage de la bibliothèque Robarts de l’Université de Toronto. Cette base de données a été publiée gratuitement en ligne premièrement en 1996, sous le titre Early Modern English Dictionnaires Database. Dix ans plus tard, elle était publiée sous le sigle LEME, à partir du septième étage de la même bibliothèque Robarts, grâce au soutien du TAPoR (Text Analysis Portal for Research), de la bibliothèque et des presses de l’Université de Toronto. Aucune autre langue vivante ne dispose d’une telle ressource. La principale raison expliquant l’émergence, la survie et la croissance du LEME est que les lexicographes qui font l’objet du LEME comprenaient leur langue très différemment que nous la concevons depuis deux siècles, et ce nonobstant plusieurs de nos avantages.

A New University Center of Surveying in Canada

1980 ◽  
Vol 34 (2) ◽  
pp. 114-122 ◽  
Author(s):  
J. A. R. Blais ◽  
E. J. Krakiwsky
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
Western Canada ◽  
Full Time ◽  
Graduate Studies ◽  
University Center ◽  
Research Activities ◽  
University Of Calgary ◽  
History Of ◽  
The University

The establishment of a new surveying engineering program at The University of Calgary represents a major milestone in the history of the surveying profession in Canada. It is the first university surveying engineering center west of Ontario, and the establishment of the program required two decades of dedicated work by the profession in western Canada. This program includes an undergraduate component, graduate studies, research activities and continuing education. The Division of Surveying Engineering started in September, 1979, with two full-time professors, five sessional lecturers and 22 undergraduate students. Three additional full-time professors are joining the Division for the second semester, and about 10 graduate students have already applied for graduate programs. When fully operational, circa 1981, the Division of Surveying Engineering will have about 12 teaching members and will occupy 900 m2 of newly renovated floor space in The University of Calgary engineering complex.

Return to the Wilberforce–Huxley Debate

1988 ◽  
Vol 21 (2) ◽  
pp. 161-179 ◽  
Author(s):  
J. Vernon Jensen
Keyword(s):  
Nineteenth Century ◽  
Young Scientist ◽  
Science And Religion ◽  
Late Nineteenth Century ◽  
Rhetorical History ◽  
Victorian Era ◽  
Thomas Henry Huxley ◽  
History Of ◽  
Historic City ◽  
Insight Into

One hundred and twenty-eight years ago in the historic city of Oxford a relatively brief impromptu verbal exchange at a scientific convention occurred. It is still vividly remembered in and out of academia. This so-called ‘debate’ between the Bishop of Oxford, Samuel Wilberforce, and the young scientist, Thomas Henry Huxley, a simple and concrete episode, has continued to symbolize dramatically the complex and abstract phenomenon of the conflict between science and religion in the late nineteenth century. while that symbol may be somewhat inaccurate, or its relevance may have shifted from a century ago, it still is a powerful image, one which continues to be an important part of the religious, scientific and rhetorical history of the late Victorian era. Moore recently wrote: ‘No battle of the nineteenth century, save Waterloo, is better known.’ It is, as Altholz put it, ‘one of those historical events the substance and significance of which are clear, but whose specifics are decidedly fuzzy around the edges.’ It is the purpose of this paper to present a full and balanced view of the specific ingredients, permitting a better insight into the event's symbolism and significance.

Making Knowledge/Playing Culture

2020 ◽  
Vol 40 (1-2) ◽  
pp. 83-101
Author(s):  
Antje Budde ◽  
Sebastian Samur
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Performance Studies ◽  
Performing Arts ◽  
Undergraduate Research ◽  
Theoretical Background ◽  
Comparative Approach ◽  
University Of Toronto ◽  
And Performance ◽  
The University

(A project of the Digital Dramaturgy Lab at the Centre for Drama, Theatre and Performance Studies, University of Toronto) This article discusses the 2017 festival-based undergraduate course, “Theatre Criticism and Festival Dramaturgy in the Digital Age in the Context of Globalization—A Cultural-Comparative Approach” as a platform for experiential learning. The course, hosted by the University of Toronto’s Centre for Drama, Theatre and Performance Studies, and based on principles of our Digital Dramaturgy Lab, invited a small group of undergraduate students to critically investigate two festivals—the Toronto Fringe Festival and the Festival d’Avignon—in order to engage as festival observers in criticism and analysis of both individual performances and festival programming/event dramaturgy. We argue that site-specific modes of experiential learning employed in such a project can contribute in meaningful ways to, and expand, current discourses on festivalising/festivalization and eventification through undergraduate research. We focus on three modes of experiential learning: nomadic learning (learning on the move, digital mobility), embodied knowledge (learning through participation, experience, and feeling), and critical making (learning through a combination of critical thinking and physical making). The article begins with a brief practical and theoretical background to the course. It then examines historical conceptions of experiential learning in the performing arts, including theoriesadvanced by Burnet Hobgood, David Kolb and Ronald Fry, and Nancy Kindelan. The importance of the festival site is then discussed, followed by an examination of how the festivals supported thethree modes of experiential learning. Samples of student works are used to support this analysis.

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