scholarly journals Innovations in Co-ordinating Undergraduate Students’ Oral Tutorial Presentations

2010 ◽  
Vol 7 (1) ◽  
pp. 97-110
Author(s):  
Kristyn E. Harman ◽  
Keyword(s):  
Social Sciences ◽  
Student Engagement ◽  
Small Group ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Poor Quality ◽  
Social Sciences And Humanities ◽  
Strong Trend ◽  
The Social ◽  
Improved Learning

Individual oral tutorial presentations have been utilised in numerous undergraduate courses to develop and assess students’ skills in organising and communicating ideas and information to a select audience. However, evidence from the literature, interviews with academics (n=5), and the author’s own experiences have demonstrated that these presentations have been plagued with issues ranging from poor quality presentations to non-attendance on the part of students and boredom for both academics and undergraduates alike. This article highlights these issues, then details a variety of successful ways in which academics have innovated to improve the level of student engagement and facilitate a higher achievement of learning outcomes. Some of these innovations pertain to individual presentations, yet interview data gathered indicated a strong trend towards replacing these with small group and whole group exercises, models for which are also explicated in this article. These models have been drawn from the Social Sciences and Humanities and provide templates that may be adapted for use in a range of different contexts. The resultant improvements in co-ordinating undergraduate students’ tutorial presentations may contribute towards a more satisfying experience for lecturers, tutors, and students, and improved learning outcomes.

scholarly journals Supporting students' learning on 'short project' placements.

2016 ◽  
Vol 7 (1) ◽  
pp. 42-57
Author(s):  
David Thompson
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Undergraduate Students ◽  
Academic Learning ◽  
Face To Face ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Short Period ◽  
Subject Areas ◽  
The Subject

Much of the research into higher education and its role in work-based learning (WBL), and especially in supporting undergraduate students on placements, has focussed on longer term internships and sandwich courses. Research has also focussed on subject areas that have traditionally been associated with the above; for example, Business, Health, and Engineering. By contrast, the aim of this study was to gather data from students on a much shorter period of placement, categorised as a ‘short project’ (Brennan & Little, 1996). Furthermore, the data recovered was from students studying within the social sciences paradigm, undertaking an undergraduate degree in Education Studies (not teacher education). The social sciences and humanities more generally have not been discussed to any great extent within the context of research on placement or work-based learning (see Smith, Clegg, Lawrence, & Todd, 2007); the subject of Education Studies is not covered at all by previous research. This paper considers the different ways practitioners might blend learning and support university students’ experiential and academic learning in this short project format. The results suggest that even a relatively short period of structured placement can be of significant benefit to students although for many respondents, face-to-face contact in the form of lectures and tutorials is still an important component of a blended approach to WBL.

scholarly journals The Effect of Small Group Tutors on Student Engagement in the Computer Laboratory Lecture

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Frances Shiely ◽  
Marian McCarthy
Keyword(s):  
Social Sciences ◽  
Student Engagement ◽  
Small Group ◽  
Personal Development ◽  
Qualitative Data ◽  
Computer Laboratory ◽  
The Social ◽  
Knowledge Transfers ◽  
Second Year ◽  
Tutor Group

Background: Student engagement is widely recognised as being influential on learning and achievement in higher education. What is less clear is how the knowledge transfers, i.e., the process of engagement by the student with any new forms of teaching demonstrated by the teacher. Aim: To investigate the effect of small group tutors on student engagement in the computer laboratory lecture. Methods: Participants were undergraduate, second year BSc Public Health students taking the Health Information Systems II module. Teaching consisted of 12 x 2-hour face-to-to face classes. Tutors were assigned to groups of 6/7 students from weeks 5-12. Quantitative data from the Irish Survey of Student Engagement was collected in week 12 and analysed using the Statistical Package for the Social Sciences. Qualitative data from a 1-minute pre-and post-module CAT, tutor post lesson appraisals and two focus groups (one student and one tutor group, respectively) were analysed thematically. Findings: This study provided evidence that student engagement and learning was indeed enhanced by the addition of small group tutors in the computer laboratory lecture. In addition, students’ attitude to engaging with their programme of study improved and their positivity towards learning increased as the term progressed. Furthermore, there was evidence of an improved student experience and improved personal development that was highly valued by the students.

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

PENERAPAN MODEL PEMBELAJARAN PETA KONSEP UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SD NEGERI 022 JAYA MUKTI KOTA DUMAI

2018 ◽  
Vol 2 (3) ◽  
pp. 395
Author(s):  
Burhanuddin Burhanuddin
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Concept Map ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Model Concept ◽  
Student Activity ◽  
Improved Learning

This research is motivated by the learning result of Social Sciences of Grade VI SD Negeri 022 Jaya Mukti KotaDumai which is still very low. This study aims to improve the learning outcomes of Social Sciences students.From the data analysis there is an increase of both teacher activity, student activity, and student learning result,that is teacher activity at meeting 1 cycle I percentage is 65% (enough) and at meeting 2 increase to 80%(good). In the second cycle of meeting 3 it increases again to 90% (very good) and at meeting 4 increases to95% (very good). Judging from the student activity also increased from the 1st meeting of cycle I was 60%(enough) and at meeting 2 increased to 70% (good). In the second cycle of meeting 3 it increased to 85% (verygood) and at the 4th meeting to 95% (very good). Judging from student learning outcomes, the average basicscore 63 increased to 75 in the first cycle of increase 12 points later in cycle II increased to 95 in cycle II largeincrease of 20 points. From the data analysis there is an increase both from teacher activity, student activity,and student learning outcomes. It can be concluded that the Improved Learning Model concept map can improvethe learning outcomes of IPS students of class VI SD Negeri 022 Jaya Mukti Kota Dumai.

Women break down the barriers to the Vietnamese social sciences and humanities

2019 ◽  
Author(s):  
Quan-Hoang Vuong
Keyword(s):  
Social Sciences ◽  
Gender Inequality ◽  
Middle Income Country ◽  
Women In Science ◽  
Income Country ◽  
The West ◽  
Middle Income ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Low And Middle Income

Valian rightly made a case for better recognition of women in science during the Nobel week in October 2018 (Valian, 2018). However, it seems most published views about gender inequality in Nature focused on the West. This correspondence shifts the focus to women in the social sciences and humanities (SSH) in a low- and middle-income country (LMIC).

scholarly journals Post-Islamism and Intellectual Production: A Bibliometric Analysis of the Evolution of Contemporary Islamic Thought

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 49
Author(s):  
Mohamed Amine Brahimi ◽  
Houssem Ben Lazreg
Keyword(s):  
Social Sciences ◽  
Social Dynamics ◽  
Scientific Field ◽  
Social Sciences And Humanities ◽  
Islamic Reform ◽  
The Social ◽  
Islamic Thought ◽  
Thinking Differently ◽  
Intellectual Production ◽  
Representative Samples

The advent of the 1990s marked, among other things, the restructuring of the Muslim world in its relation to Islam. This new context has proved to be extremely favorable to the emergence of scholars who define themselves as reformists or modernists. They have dedicated themselves to reform in Islam based on the values of peace, human rights, and secular governance. One can find an example of this approach in the works of renowned intellectuals such as Farid Esack, Mohamed Talbi, or Mohamed Arkoun, to name a few. However, the question of Islamic reform has been debated during the 19th and 20th centuries. This article aims to comprehend the historical evolution of contemporary reformist thinkers in the scientific field. The literature surrounding these intellectuals is based primarily on content analysis. These approaches share a type of reading that focuses on the interaction and codetermination of religious interpretations rather than on the relationships and social dynamics that constitute them. Despite these contributions, it seems vital to question this contemporary thinking differently: what influence does the context of post-Islamism have on the emergence of this intellectual trend? What connections does it have with the social sciences and humanities? How did it evolve historically? In this context, the researchers will analyze co-citations in representative samples to illustrate the theoretical framework in which these intellectuals are located, and its evolution. Using selected cases, this process will help us to both underline the empowerment of contemporary Islamic thought and the formation of a real corpus of works seeking to reform Islam.

scholarly journals Subaltern Debris: Archaeology and Marginalized Communities

2021 ◽  
pp. 1-16
Author(s):  
Beatriz Marín-Aguilera
Keyword(s):  
Social Sciences ◽  
Marginalized Communities ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Patricia Hill Collins ◽  
Definition Of

Archaeologists, like many other scholars in the Social Sciences and Humanities, are particularly concerned with the study of past and present subalterns. Yet the very concept of ‘the subaltern’ is elusive and rarely theorized in archaeological literature, or it is only mentioned in passing. This article engages with the work of Gramsci and Patricia Hill Collins to map a more comprehensive definition of subalternity, and to develop a methodology to chart the different ways in which subalternity is manifested and reproduced.

The Distribution of Emotions: Affective Politics of Emancipation

Hypatia ◽  
2015 ◽  
Vol 30 (3) ◽  
pp. 580-596 ◽  
Author(s):  
Brigitte Bargetz
Keyword(s):  
Social Sciences ◽  
Feminist Theory ◽  
Affect Theory ◽  
The Political ◽  
Social Sciences And Humanities ◽  
The Social

Currently, affect and emotions are a widely discussed political topic. At least since the early 1990s, different disciplines—from the social sciences and humanities to science and technoscience—have increasingly engaged in studying and conceptualizing affect, emotion, feeling, and sensation, evoking yet another turn that is frequently framed as the “affective turn.” Within queer feminist affect theory, two positions have emerged: following Eve Kosofsky Sedgwick's well‐known critique, there are either more “paranoid” or more “reparative” approaches toward affect. Whereas the latter emphasize the potentialities of affect, the former argue that one should question the mere idea of affect as liberation and promise. Here, I suggest moving beyond a critique or celebration of affect by embracing the political ambivalence of affect. For this queer feminist theorizing of affective politics, I adapt Jacques Rancière's theory of the political and particularly his understanding of emancipation. Rancière takes emancipation into account without, however, uncritically endorsing or celebrating a politics of liberation. I draw on his famous idea of the “distribution of the sensible” and reframe it as the “distribution of emotions,” by which I develop a multilayered approach toward a nonidentitarian, nondichotomous, and emancipatory queer feminist theory of affective politics.

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