Constructing Public History in the Classroom: The 1968 Riots as a Case Study

2009 ◽  
Vol 31 (4) ◽  
pp. 28-36
Author(s):  
Elizabeth M. Nix
Keyword(s):  
Public History ◽  
Martin Luther ◽  
Racial Diversity ◽  
Historical Thinking ◽  
Oral Histories ◽  
Student Body ◽  
Controversial Topic ◽  
The University ◽  
Martin Luther King

Abstract When nontraditional undergraduates collected oral histories about the disturbances that followed Martin Luther King Jr.'s assassination in April 1968, their deep Baltimore roots became an invaluable asset to the Baltimore '68: Riots and Rebirth project. The racial diversity of the student body at the University of Baltimore allowed interviewers to capture a wide variety of viewpoints, and that breadth of perspectives became central to the researchers' understanding of the controversial topic. The assignment forced students to actively construct an interpretation of an event that other historians had ignored, revealing subjective complexities central to historical thinking.

INSPIRE sustainability internships

2019 ◽  
Vol 20 (3) ◽  
pp. 452-469 ◽  
Author(s):  
Carolyn Susan Hayles
Keyword(s):  
Small Sample Size ◽  
Real Life ◽  
Small Sample ◽  
Multiple Sources ◽  
Student Body ◽  
Content Type ◽  
Study Approach ◽  
Life Context ◽  
The University

Purpose This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.

Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

2015 ◽  
Vol 32 (7) ◽  
pp. 12-15 ◽  
Author(s):  
Kristin M. Woodward
Keyword(s):  
Information Literacy ◽  
Student Body ◽  
Student Centered ◽  
Content Type ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

scholarly journals Robert W. Woodruff Library of the Atlanta University Center, Custodian of the Morehouse College Martin Luther King, Jr. Collection: “Until Further Notice”

2007 ◽  
Vol 8 (2) ◽  
pp. 156-166
Author(s):  
Loretta Parham
Keyword(s):  
Hurricane Katrina ◽  
Martin Luther ◽  
Annual Conference ◽  
University Of Georgia ◽  
University Center ◽  
Morehouse College ◽  
The University ◽  
The City ◽  
Martin Luther King ◽  
E Mail

On June 23, 2006, the American Library Association was holding its Annual Conference in New Orleans, Louisiana, the first major conference to return to the city post Hurricane Katrina. My scheduled visit of four days was abruptly cut short as a result of two communications: a call from Walter Massey, President of More-house College in Atlanta, Georgia, and an e-mail from William Potter, Dean of the University of Georgia Libraries. By the time the day was over, I learned that a collection of manuscripts and books documenting many of the writings, speeches, and notes of Dr. Martin Luther King, Jr. . . .

Co-creating with BAME students in legal education

2021 ◽  
Vol 23 (3) ◽  
pp. 80-91
Author(s):  
Fatmata Daramy ◽  
Morag Duffin ◽  
Ibrahim Ilyas ◽  
David Taylor
Keyword(s):  
Sense Of Belonging ◽  
Educational Institution ◽  
Legal Education ◽  
Law Students ◽  
Institutional Racism ◽  
Student Body ◽  
Raising Awareness ◽  
Employer Engagement ◽  
The University

This article explores the challenges of addressing inequitable outcomes and experiences for BAME Law students. It considers the specific challenges BAME students face in entering a profession that is highly competitive, and which has traditionally lacked diversity. It details the approach that The University of Law, as a specialist legal educational institution, has taken to work and co-create with its student body to reduce these inequitable outcomes and experiences, as well as to improve a wider sense of belonging between students, their educational institution and the legal sector. It takes, as a case study, The University of Law's BAME Student Advocate scheme, which was established in the spring of 2020, and spotlights a few key projects delivered by the BAME Advocates: an employer engagement project, a Ramadan project and a project on raising awareness of institutional racism through the Stephen Lawrence case.

After Stax

2018 ◽  
Author(s):  
Zandria F. Robinson
Keyword(s):  
Inner City ◽  
Urban Renewal ◽  
Martin Luther ◽  
Neighborhood Change ◽  
Oral Histories ◽  
The South ◽  
The 1960S ◽  
Anchor Institution ◽  
Martin Luther King ◽  
Stax Records

Stax Records served as a neighborhood anchor institution throughout the 1960s and early 1970s, employing but also profiting from the wealth of talent in the South Memphis community. In the years after the assassination of Martin Luther King and then the decline and shuttering of Stax Records, South Memphis—or Soulsville, as it came to be known—underwent many of the changes that affected American inner-city neighborhoods in the wake of urban renewal, integration, deindustrialization, and globalization. Using oral histories, census records, and other sources, this essay shows how neighborhood change in the post-Stax era was shaped by the distinctive legacy of the company and its intertwined relationship with the community.

Professional Responsibility and Conscientious Objection

2020 ◽  
pp. 321-344
Author(s):  
Rosamond Rhodes
Keyword(s):  
Martin Luther ◽  
Conscientious Objection ◽  
Central Issue ◽  
Moral Sense ◽  
Medical Professionals ◽  
Conscientious Objector ◽  
Moral Imperative ◽  
Controversial Topic ◽  
Duty To Inform ◽  
Martin Luther King

Conscientious objection is a controversial topic in society and medical ethics. The central issue in medicine is whether claims of conscientious objection allow medical professionals to refuse to perform tasks that would otherwise be their duty. To inform the ongoing discussion, this chapter reviews the opposing views on conscience in the philosophic literature that describe conscience as either a moral sense or the dictate of reason. Both views hold that conscience should be obeyed, and that keeping promises is a conscience-given moral imperative. The chapter then considers exemplars of conscientious objection—Thoreau, Gandhi, and Martin Luther King Jr.—who were willing to bare the burdens of their convictions. It concludes by showing that doctors who put their own interests before their patients’ welfare violate their professional commitments and misappropriate the title “conscientious objector” because they are unwilling to bear the burdens of their choices while instead imposing burdens on patients and colleagues.

Developing Graduate Qualities

2003 ◽  
pp. 286-296
Author(s):  
Ann Monday ◽  
Sandra Barker
Keyword(s):  
Role Play ◽  
South Australia ◽  
Successful Implementation ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Business Course ◽  
Skill Requirements ◽  
The University

For some time, universities have endeavored to address the shortfall in skill requirements that have been identified by prospective employers of graduates. The University of South Australia (UniSA) numbers itself among these universities and has identified a number of “graduate qualities” that are required to be developed within the curriculum. This chapter explores a case-study and role-play approach to embedding graduate qualities in an undergraduate business course that is delivered to a diverse student body studying either internally or externally, in Australia or in Hong Kong. It highlights a range of issues for successful implementation and assessment of these qualities.

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