scholarly journals Art And Exceptionality: Addressing Art Fear And Fear Of Difference In An Introductory Art Course

2021 ◽  
Vol 48 (1) ◽  
pp. 38-52
Author(s):  
Arthur Hochman ◽  
Kelli J. Esteves
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Professional Lives ◽  
Mots Clés ◽  
Community Based ◽  
Inclusive Approach ◽  
Premier Cycle ◽  
Collaborative Education ◽  
Art Course

Abstract: University educators designed and co-taught a course which involved collaborative artmaking and learning with a community-based arts organization that serves individuals with disabilities.  Their goal was to help university students examine the potential of art and how it applies to their personal and professional lives. They sought to better understand how to nurture a feeling of artistic agency in undergraduate students who do not define themselves as artists. Educators found that students benefited from an exploration of art fear through an inclusive approach to art creation. Keywords: Art fear; Disability; Collaborative artmaking; Higher education; Experiential learning. Résumé : Des éducatrices et éducateurs universitaires ont conçu et co-enseigné un cours axé sur la création artistique et l’apprentissage coopératif au sein d’un organisme communautaire voué aux arts qui dessert des personnes en situation de handicap. Leur objectif était d’aider les étudiant.e.s universitaires à analyser le potentiel de l’art et son impact sur leur vie personnelle et professionnelle. Ils voulaient savoir comment alimenter une volonté d’action artistique chez des étudiant.e.s de premier cycle qui ne se considèrent pas des artistes. Les éducatrices et les éducateurs ont remarqué qu’aborder la peur de l’art sous une optique de création artistique inclusive était bénéfique. Mots-clés : peur de l’art, handicap, création artistique collaborative, éducation supérieure, apprentissage expérientiel.

scholarly journals Challenging Deficit Constructions of the International Student Category in Canadian Higher Education

2019 ◽  
Vol 36 (1) ◽  
pp. 48-70 ◽  
Author(s):  
Victoria Surtees
Keyword(s):  
Higher Education ◽  
International Students ◽  
Undergraduate Students ◽  
International Student ◽  
English Language ◽  
Campus Environment ◽  
Campus Diversity ◽  
Canadian Higher Education ◽  
Language Brokers ◽  
Premier Cycle

The trend toward internationalization on Canadian campuses has been simultaneously lauded as an opportunity for promoting campus diversity and criticized for creating a campus environment that is segregated along linguistic and ethnic lines. As a result of these tensions, students labelled as “international” have become the focus of increasing amounts of media attention. In this article, drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students, particularly in regard to their English language abilities. I then provide evidence that students also construct more positive representations of international students through references to their experiences of migration and their expertise interacting with speakers of different Englishes. I offer the notion of “language brokers” as a helpful conceptual lens for interpreting this categorization and for reflecting on the contributions that international students make to Canadian higher education. La tendance de l’internationalisation dans les universités canadiennes a simultanément été louée comme une occasion de promouvoir la diversité sur le campus et critiquée pour la ségrégation qu’elle opère dans l’environnement universitaire en fonction de l’appartenance linguistique et ethnique. Ces tensions ont pour effet d’attirer progressivement l’attention des médias sur les étudiants dits « internationaux ».  Dans le présent article, je m’appuie sur des entrevues avec des étudiantes et étudiants de premier cycle (n = 13) inscrits dans un établissement postsecondaire canadien pour examiner la façon dont des étiquettes apparemment neutres accolées à des étudiants diversifiés, comme par exemple la catégorie des étudiants « internationaux », crée un langage qui reflète certains déficits de compréhension de tels étudiants, particulièrement en ce qui concerne leurs compétences linguistiques en anglais. J’apporte ensuite la preuve que les étudiants construisent également des représentations plus positives des étudiants internationaux à la lumière de leur expérience migratoire et de la compétence avec laquelle ils interagissent avec des interlocuteurs qui s’expriment dans les multiples variations de l’anglais. J’offre la notion de « courtier en langues » comme lentille conceptuelle utile pour l’interprétation de cette catégorisation et pour une réflexion sur les apports des étudiants internationaux à l’enseignement supérieur au Canada.

scholarly journals Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Ginny R. Ratsoy
Keyword(s):  
Student Engagement ◽  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Situated Learning ◽  
Traditional Lecture ◽  
Canadian Universities ◽  
Class Participation ◽  
Premier Cycle

In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment – integrated into a course that included more traditional assignments – in the context of situated learning theory, advocates for a community-focused assignment as a component in a “traditional” lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement. Au 21e siècle, les universités canadiennes accordent une place de plus en plus importante à l’engagement des étudiants. Les auteurs de ce rapport de recherche analysent les réflexions des étudiants de premier cycle à propos d’un travail pratique (TP) qu’ils ont effectué dans le cadre de l’apprentissage par le service communautaire– intégré à un cours qui comprenait des TP plus traditionnels – dans le contexte de la théorie de l’apprentissage situé. Les auteurs préconisent des TP axés sur la collectivité en tant que composants d’un cours « traditionnel » comportant des exposés magistraux et des discussions. Ce type de TP est un outil permettant d’améliorer l’engagement grâce à l’apprentissage actif et collaboratif. L’étude de cas porte sur un cours d’art dramatique, mais le public visé par le présent article est multidisciplinaire. En effet, les auteurs de l’article considèrent les choses plus largement en fournissant de brèves directives générales sur la mise en œuvre d’un devoir dans le cadre de l’apprentissage expérientiel et encouragent tous les enseignants à réfléchir sur leurs stratégies d’enseignement théoriques et pratiques afin d’augmenter l’engagement des étudiants.

Music Theory Clubs and their Roles in School and Community

2021 ◽  
Author(s):  
Jennifer Beavers
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Music Theory ◽  
Institutions Of Higher Education ◽  
Community Based ◽  
School And Community

A Music Theory Club is an extra-curricular activity, found primarily in institutions of higher education, that provides mostly undergraduate students with exceptional experiences geared toward deepening their understanding of music. Because the membership of these clubs need not be limited to students majoring or minoring in music, or even to those who are enrolled in a music theory class, they may be considered examples of public music theory. Additionally, the members may choose to engage in community-based public music theory projects. In the following chapter, the author explores what a music theory club is, how it benefits students, faculty, and community alike, how to start one, and the types of activities a music theory club can be involved with.

scholarly journals In-class Film-viewing for Empathy Development in Higher Education | Visionnement de films en classe aux fins de développement de l’empathie en éducation supérieure

2017 ◽  
Vol 44 (1) ◽  
pp. 64-73
Author(s):  
Amélie Lemieux
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Department Of Education ◽  
University Teaching ◽  
Formation Initiale ◽  
Communication Course ◽  
Premier Cycle ◽  
Langue Seconde ◽  
Film Viewing

Abstract: In the 2016 winter term, I taught a course on French communication for English as a Second Language pre-service teachers (PST) in the Department of Education of a Canadian university. In this narrative autoethnography, I present the perspectives emerging from a university teaching experience of “teaching through film”, with undergraduate students enrolled in my French communication course. In-class discussions gravitated towards values and morals—notably empathy and caring—in relation to the significance of being or embodying a “good teacher”, following the viewing of Monsieur Lazhar (2011). Drawing on William Ayers’ philosophy of good teaching, among others, I present the implications of these discussions for teacher education and their significance for teacher training programs.Keywords: Film; Empathy; Artwork; Higher Education; Narrative AutoethnographyRésumé : J’ai donné, au cours de la session d’hiver 2016, un cours de communication française à des enseignants de formation initiale en anglais langue seconde, au sein du département d’éducation d’une université canadienne. Je présente donc dans cette auto-ethnographie narrative les diverses perspectives émanant d’une expérience pédagogique universitaire « d’enseignement par le film », auprès d’étudiants du premier cycle inscrits à mon cours de communication française. Les discussions en classe ont tourné autour des valeurs et des questions morales, notamment l’empathie et la sollicitude, relativement à la signification de ce qui fait un « bon enseignant », après avoir vu le film Monsieur Lazhar (2011). M’inspirant entre autre de la philosophie du bon enseignement de William Ayers (2011), j’aborde les implications de ces discussions au regard de la formation des enseignants et leur importance vis-à-vis des programmes de formation des enseignants.Mots-clés : film ; empathie ; œuvres d’art ; formation des enseignants ; auto-ethnographie narrative 

What Is Corporate Social Responsibility?

2018 ◽  
Vol 15 (9999) ◽  
pp. 33-47
Author(s):  
John M. Tichenor ◽  
Keyword(s):  
Corporate Social Responsibility ◽  
Experiential Learning ◽  
Social Responsibility ◽  
Undergraduate Students ◽  
Socially Responsible ◽  
Community Based ◽  
Class Project ◽  
Experience Based Learning ◽  
Purpose Of Business ◽  
Corporate Social

This article describes an ongoing experience-based learning class project designed to help undergraduate students understand corporate social responsibility. The community-based experiential learning project engages students with local businesses to help the students understand what it means for a firm to be socially responsible. The goal of the experiential exercise is for students to intensely and thoughtfully consider the question, “What is the purpose of business?”

scholarly journals A IMPORTÂNCIA DOS ESTUDOS COSMOGRÁFICOS PARA A LICENCIATURA EM GEOGRAFIA

2020 ◽  
Vol 22 (1) ◽  
pp. 24-39
Author(s):  
Tuane Telles Rodrigues ◽  
Eduardo Schiavone Cardoso
Keyword(s):  
Undergraduate Students ◽  
Cultural Dynamics ◽  
Pedagogical Workshop ◽  
Mots Clés ◽  
Geography Teaching ◽  
School Year ◽  
The Earth ◽  
Palabras Clave ◽  
Premier Cycle ◽  
Historical Times

RESUMO A Cosmografia Geográfica teve seu conceito construído entre os séculos XV e XVI. Seu estudo busca explicar as dinâmicas físico-naturais e culturais terrestres à luz dos conhecimentos cosmográficos, nos mais variados tempos históricos. Possibilita-se assim à Geografia, uma maior completude na compreensão das relações intrínsecas da Terra, enquanto astro e local propício ao desenvolvimento da vida, e o Cosmos. Nesse sentido, objetivou-se debater a relevância da Cosmografia Geográfica como disciplina para a compreensão de fenômenos que ocorrem no planeta, e como um norteador importante para o entendimento básico das dinâmicas de grandezas físicas que deram origem ao planeta em que vivemos. Metodologicamente, foram realizadas duas pesquisas: a aplicação de uma oficina pedagógica na Escola Estadual de Ensino Médio de Itaara-RS, com duas turmas do 1° ano; e a prática de uma entrevista com graduandos situados entre os 5° e o 8° semestres do curso de graduação em Geografia Licenciatura Plena da UFSM. Os resultados evidenciaram a importância de uma base teórica para estudos mais detalhados sobre a Cosmografia Geográfica nos cursos de graduação em Geografia Licenciatura Plena, de maneira a aperfeiçoar o ensino no exercício escolar. Palavras-chave: ensino de Geografia, Cosmografia Geográfica, formação.   ABSTRACT The Geographic Cosmography had its concept built between the 15th and 16th centuries. Its study seeks to explain the physical-natural and cultural dynamics of the earth in the light of cosmographic knowledge in various historical times. Geography is thus made possible, a greater completeness in the understanding of the intrinsic relations of the Earth, as star and propitious place for the development of life, and the Cosmos. In this sense, the objective was to debate the relevance of Geographic Cosmography as a discipline for the understanding of phenomena that occur on the planet, and as an important guide for the basic understanding of the dynamics of physical magnitude that gave rise to the planet in which we live. Methodologically, two researches were conducted: the application of a pedagogical workshop at the State High School of Itaara-RS, with two 1st grade classes; and the practice of an interview with undergraduate students between the 5th and 8th semesters of the UFSM Undergraduate Geography undergraduate course. The results showed the importance of a theoretical basis for more detailed studies on Geographic Cosmography in undergraduate Geography undergraduate courses, in order to improve teaching in the school year. Keywords: Geography Teaching, Geographic Cosmography, Formation.   RESUMEN La cosmografía geográfica tuvo su concepto construido entre los siglos XV y XVI. Su estudio busca explicar la dinámica físico-natural y cultural de la tierra a la luz del conocimiento cosmográfico en varios tiempos históricos. Así, posibilita a la geografía una mayor integridad en la comprensión de las relaciones intrínsecas de la Tierra, en cuanto un astro y un lugar propicio para el desarrollo de la vida y el Cosmos. En este sentido, el objetivo era debatir la relevancia de la cosmografía geográfica como disciplina para la comprensión de los fenómenos que ocurren en el planeta, y como una guía importante para la comprensión básica de la dinámica de la magnitud física que dio origen al planeta en el que vivimos. Cuanto la metodología, se realizaron dos investigaciones: la aplicación de un taller pedagógico en la Escuela Secundaria Estatal de Itaara-RS, con dos clases de 1º grado; y la práctica de una entrevista con estudiantes de grado entre el 5° y 8° semestre del curso de Geografía de UFSM. Los resultados mostraron la importancia de una base teórica para estudios más detallados sobre Cosmografía Geográfica en los cursos de grado de Geografía, con el fin de mejorar la enseñanza en el ejercicio escolar. Palabras clave: Enseñanza de Geografía. Cosmografía Geográfica. Formación.   Résumé La cosmographie géographique a vu son concept construit entre le XVe et le XVIe siècle. Son étude cherche à expliquer la dynamique physique-naturelle et culturelle de la terre à la lumière des connaissances cosmographiques, dans les époques historiques les plus variées. De cette façon, il est rendu possible à la géographie une plus grande complétude dans la compréhension des relations intrinsèques de la Terre, en tant qu'étoile et lieu propice au développement de la vie, et du Cosmos. En ce sens, l'objectif était de débattre de la pertinence de la cosmographie géographique en tant que discipline pour la compréhension des phénomènes qui se produisent sur la planète, et en tant que guide important pour la compréhension de base de la dynamique des grandeurs physiques qui ont donné naissance à la planète sur laquelle nous vivons. Sur le plan méthodologique, deux recherches ont été menées: l'application d'un atelier pédagogique au lycée d'État d'Itaara-RS, avec deux classes de 1ère année; et la pratique d'une entrevue avec des étudiants de premier cycle entre les 5e et 8e semestres du cours en géographie , license pleinne  à l'UFSM. Les résultats ont montré l'importance d'une base théorique pour des études plus détaillées sur la cosmographie géographique dans les cours de premier cycle en license pleinne en géographie, ayant l’objectif d'améliorer l'enseignement à l'école. Mots-clés: Enseignement de la géographie, Cosmographie géographique, Formation.

HEIs and workforce development: Helping undergraduates acquire career-readiness attributes

2019 ◽  
Vol 33 (6) ◽  
pp. 370-380
Author(s):  
Luanne K. Mayorga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workforce Development ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
College Education ◽  
Learning Opportunities ◽  
Career Readiness ◽  
Global Workforce

The transition from college to careers has remained relatively consistent for decades. This is no longer the case, as many factors are at play. It is essential that undergraduate students gain career-relevant skills to be successful in the complex, global workforce. Yet employers raise concerns about students’ career-readiness. Simultaneously, higher education institutions (HEIs) are facing numerous challenges, such as unprecedented access to a college education, funding allocations and students working while attending college. All these factors lead to an arduous situation. Since learning is not merely relegated to the classroom, this qualitative multisite case study focuses on experiential learning opportunities offered through university-affiliated business incubators to gain a better understanding of how they may assist undergraduate students prepare for the workforce. This research contributes to the literature by showing how HEIs can help students develop career-readiness attributes to prepare for their transition from college to careers.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

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