scholarly journals The Ethnography of the University Initiative: A decade of student research on the university

2013 ◽  
Vol 6 (3) ◽  
pp. 1-8 ◽  
Author(s):  
Gina Hunter ◽  
Nancy Abelmann
Keyword(s):  
Social Sciences ◽  
Faculty Members ◽  
Institutional Critique ◽  
Special Issue ◽  
Student Research ◽  
University Of Illinois ◽  
Learning And Teaching ◽  
Teaching Community ◽  
The Social ◽  
The University

Welcome to this special issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. As guest editors, we are delighted to be able to share the experiences of the Ethnography of the University Initiative (EUI, www.eui.uiuc.edu), a multi-disciplinary course-based initiative that fosters student research on their own universities and ishoused at the University of Illinois at Urbana-Champaign (U of I). EUI is at once a pedagogical approach, a teaching community and a digital archive. EUI also works as a research agenda committed to student engagement with university practice and policy – and thus to institutional critique. In this editorial introduction, we provide an overview of EUI’s history, innovations, organisational structure and guiding values. We also introduce this issue’s authors – faculty members, an administrator and a former student – all of whom have taught with EUI and have documented here the ways in which taking the university as a research subject transformed their courses and teaching, and in some cases, their programmes and learning.

Examining the university: EUI at the confluence of student research, institutional critique, pedagogical community-building and technological change

2013 ◽  
Vol 6 (3) ◽  
pp. 89-100
Author(s):  
Timothy Reese Cain
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Technological Innovation ◽  
Undergraduate Research ◽  
Community Building ◽  
Institutional Critique ◽  
Special Issue ◽  
Student Research ◽  
University Of Illinois ◽  
The University

This concluding contribution to the special issue on the Ethnography of the University Initiative based at the University of Illinois locates the project at the intersections of several of the main currents in modern higher education: the push for undergraduate research, calls for critical inquiry into higher education, an interest in pedagogical communities and excitement over technological innovation. It further identifies the challenges facing EUI as it enters its second decade.

scholarly journals Scholarly Communication in Biblical Studies

2020 ◽  
pp. 58-78
Author(s):  
Beth M. Sheppard
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Scholarly Communication ◽  
Biblical Studies ◽  
Faculty Members ◽  
Data Set ◽  
The Social ◽  
The University

During a bibliometric analysis of the scholarship of ninety-five social science faculty members at the University of West Georgia (UWG), observations were made concerning potential differences between how scholarly communication is practiced by the disciplines of the social sciences and biblical studies. The fields appear to diverge on the role of book reviews, prevalence of co-authored materials, use of ORCIDs, and adoption of DOIs. In addition to highlighting these points, the data set used for the project is described. Finally, a few theological reflections are offered.

scholarly journals The Life of the Mind: A Study of Faculty Spaces in Academic Libraries

2004 ◽  
Vol 65 (1) ◽  
pp. 8-26 ◽  
Author(s):  
Debra Engel ◽  
Karen Antell
Keyword(s):  
Social Sciences ◽  
Academic Library ◽  
Faculty Members ◽  
Social Sciences And Humanities ◽  
University Of Oklahoma ◽  
The Social ◽  
Life Of The Mind ◽  
Library As Place ◽  
The Mind ◽  
The University

The value of the academic library as “place” in the university community has recently been debated in the popular and scholarly library literature, but the debate centers on student use of library space rather than faculty use. This study addresses the issue of faculty use of library space by investigating the use of “faculty spaces”—individual, enclosed, lock-able carrels or studies—through a series of interviews with faculty space holders at the University of Oklahoma and a survey of ARL libraries. Both elements of the investigation show that faculty spaces are heavily used and highly valued by faculty members, especially those in the social sciences and humanities. The researchers present the results of the interviews and the survey, and explore the reasons for the continuing value of faculty spaces in the age of electronic information.

A Reflection on the Ph.D. Program in Spatially Integrated Social Science at the University of Toledo

2012 ◽  
Vol 3 (2) ◽  
pp. 72-77 ◽  
Author(s):  
Bhuiyan Monwar Alam ◽  
Jeanette Eckert ◽  
Peter S. Lindquist
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Faculty Members ◽  
Personal Reflection ◽  
Place And Space ◽  
Practical Applications ◽  
Academic Fields ◽  
The Social ◽  
Diverse Backgrounds ◽  
The University

The use of spatial analysis tools is on the rise in many academic fields and practical applications. These tools enhance the ability to examine data from spatial perspectives. Though the study of place and space has traditionally been the domain of the field of geography, growing numbers of researchers are turning to these tools in the social sciences and beyond. The University of Toledo has established a unique Ph.D. granting program to encompass the theories, tools, and applications of spatially integrated social science. In the first couple of years of its inception the program has attracted students from different places and diverse backgrounds. It is expected that the program will continue to thrive in attracting diverse students, securing external grants, and positively impacting on the economy of Northwest Ohio. This paper is a personal reflection of the views of the authors on the Ph.D. program in Spatially Integrated Social Science at the University of Toledo two years after its inception in fall 2009. The views, by no means, are of the University of Toledo, its SISS program, or any of the participating departments and faculty members.

scholarly journals Introduction

2010 ◽  
Vol 3 (3) ◽  
pp. 1-5 ◽  
Author(s):  
Boone Shear ◽  
Susan Brin Hyatt
Keyword(s):  
Higher Education ◽  
International Perspective ◽  
Special Issue ◽  
Group Project ◽  
Learning And Teaching ◽  
The Social ◽  
University Of Massachusetts ◽  
Neoliberal Restructuring ◽  
The University ◽  
John Clarke

The aim of this Special Issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences is to analyse the impacts of neoliberal restructuring on higher education and to explore ways of raising students’ critical awareness of these changes in their own environment. This Special Issue developed out of a symposium that was held at the University of Massachusetts in Spring 2008. Both Susan B. Hyatt and Vincent Lyon-Callo presented earlier drafts of their articles on that occasion, as did Dana-Ain Davis, whose article will appear in a future issue of LATISS. Shear and Zontine were the primary organisers of the symposium, along with other students and faculty at the University of Massachusetts, and in their article, they reflect on the collaborative, yearlong reading group project on neoliberalism from which the symposium emerged. We invited John Clarke to join us in writing for this issue to provide an international perspective on these issues as they are currently playing out in the U.K.

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