Out of Place: Artists, Pedagogy, and Purpose

Broad in scope, Out of Place: Artists, Pedagogy, and Purpose presents an overview of the different paths taken by artists and artist collectives as they navigate their way from formative experiences into pedagogy. Focusing on the realms in- and outside the academy (the places and persons involved in post-secondary education) and the multiple forms and functions of pedagogy (practices of learning and instruction), the contributions in this volume engage individual and collective artistic practices as they adapt to meet the factors and historical conditions of the people and communities they serve through solidarity, equity, and creativity. With this critically, historicist approach in mind, the contributions in Out of Place historicize, study, critique, revise, reframe, and question the academy, its operations and exclusions. The extensive range of contributions, emphasizing community-oriented projects both inside and outside the United States, is grouped into three overarching categories: artists who work in academic institutions but whose social and pedagogical engagement extends beyond the walls of the academy; artists who engage in pedagogical initiatives or forms of institutional critique that were established outside of an art school or university setting; and artist–scholars who are doing transformative and inter/transdisciplinary work within their respective institutions. Collectives and projects represented in Out of Place comprise Art Practical, Axis Lab, BFAMFAPhD, Beta-Local, Black Lunch Table Project, The Black School, The Center for Undisciplined Research, Devening Projects, ds4si, Elsewhere, Ghana ThinkTank, Gudskul, The Icebox Project Space, Las Hermanas Iglesias, The Laundromat Project, Occupy Museums, Peebls, PlantBot Genetics, Queer Conversations on Culture and the Arts, Related Tactics, Side by Side, ‘sindikit, Sustainable Native Communities Collaborative, and Tiger Strikes Asteriod.

Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions

Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same extent. Therefore, the overarching aim of this study was to compare the perceptions and performances of first and third- year undergraduate students taking part in collaborative testing on multiple occasions during a semester. It was predicted that first-year students would perceive the collaborative testing opportunities as more beneficial than third-years given their limited formative experiences with university assessment. Further, it was expected that students would generally perform at a higher level on collaborative versus individual tests in line with previous work. Student performance and perceptions of collaborative testing were collected on two occasions within a semester over a period of two years in both a first-year and third-year course. Quantitative and qualitative results revealed that first-year students were more receptive and perceived more benefits relating to collaborative testing than third-years despite the fact both cohorts generally performed at a higher standard on the collaborative versus individual components. These findings suggest that while collaborative testing is considered beneficial to most, if not all, students, the benefits appear to be greater for first-year student cohorts.

Healthcare Management and the Humanities: An Invitation to Dialogue

Throughout the fields of medicine and organization studies, there are growing indications of the value of the humanities for enriching scholarship, education, and practice. However, the field of healthcare management has yet to consider the promise of the humanities for illuminating its particular domain. This perspective paper explores how the humanities might begin to play a role in healthcare management by focusing on three broad areas: (1) understanding the lived experiences of management, (2) offsetting the “tyranny of metrics”, and (3) confronting rather than avoiding anxiety. While preliminary in presentation, these areas are intended to facilitate wider consideration of the humanities in healthcare management and to encourage interdisciplinary dialogue. The paper also identifies actionable approaches that might be derived from such a dialogue, including substantiating critical healthcare management scholarship, collaborating with humanities educators to design novel curricula, proposing alternatives to unduly circumscribed performance targets and competency assessments, creating case studies of formative experiences of practicing healthcare managers, and advancing guidelines for better managing anxiety and its concomitant stress, burnout, and compassion fatigue in healthcare organizations. The paper concludes by discussing the potential risks of incorporating the humanities into healthcare management, while also offering a prospective synthesis from an interdisciplinary approach.

Successfully Negotiating Life Challenges: Learnings From Adults With Cerebral Palsy

Despite facing multidimensional inequalities, some adults with cerebral palsy achieve positive social outcomes (e.g., independent living, employment, and romantic relationships). We interviewed 23 adults (aged 23–47 years) about how they successfully negotiated the challenges of adulthood. Common to all life situations was doing what others (people without cerebral palsy) do. Origins of success lay in their formative experiences (e.g., typical parental expectations with commensurate support and acceptance and supported involvement in school life). Their present functioning (e.g., positive self-concept, well-honed social skills, and physical fitness) combined with present contexts (e.g., expectations of involvement in adult activities and accessible and accommodating environments) enabled them to find ways of negotiating challenges. Finding a way included drawing on knowledge and skills, gravitating toward those who are comfortable with difference, maintaining function, and using natural and paid supports. The findings suggest multiple avenues for supporting people with cerebral palsy to achieve positive social outcomes.

Formative experiences: methodological findings of training processes performed during the pandemic

The pandemic has significantly impacted societies' ways of living around the world, reconfiguring everyday practices, including educational ones. Teachers had to become researchers open to experimentation with methodologies and technologies present in digital cultures and the formative experiences of the period became fertile fields of research for education. In this article, we share the methodological didactic findings found in the training process entitled "Use of Digital Interfaces for the Development of Pedagogical Practices in Times of Ubiquity", conducted by members of the Research Group on Education and Digital Cultures (E-CULT) at the Federal University of Sergipe in partnership with CESAD (UFS). It is a qualitative research with methodological approach in Research-Training in Cyberculture and dialogues with the foundations of multi-referentiality and complexity. The main methodological findings, which we analyze analytically, are: "Deconstruction of Hierarchies", "Insertion of Playfulness" and "Relay of Protagonism".

Wasted Innocence: Children and Childhood in Cao Xueqin's Dream of the Red Chamber

Cao Xueqin's Dream of the Red Chamber is a classic Chinese novel dating back to 1792. This article investigates the formative experiences of the representative children from the book's four distinguished households against the unique historical and sociocultural context of premodern Chinese Confucian adulthood with all its rules for rigid regulatory order. We argue that a gap needs to be filled in the understanding of the premodern conceptions of children and childhood in Chinese literature through a detailed case study of Dream. Moreover, the novel's representation of childhood innocence as a form of resistance that draws its force from a dialectic of nature and culture provides an important alternative perspective on the Western Romantic conception. While the book is universally acknowledged as the pinnacle of traditional Chinese fiction, it should also be fully recognised as one of the most important precursors to modern and contemporary Chinese children's literature.

COVID-19 and medical education: Rethinking student assessment—The Virtual Observational Standard Clinical Examination.

11005 Background: The COVID-19 pandemic introduced new challenges for medical education. In particular, student assessment posed some of the most urging questions. How do we evaluate practical skills when our universities are on lockdown and our hospitals are working on a shortage of personnel? Is it possible to evaluate these skills via online means, mitigating the effects in students’ career development? This paper presents an online evaluation experience implemented at Instituto Oncológico Henry Moore-Universidad del Salvador, Buenos Aires in the postgraduate program of Clinical Oncology. The Virtual Observational Standard Clinical Examination (V-OSCE) is a technology-based adaptation of the Observational Standard Clinical Examination (OSCE) (JCO 34 (15), Abstract e18150, 2017) implemented in previous years. Methods: The V-OSCE took place in November 14, 2020 and consisted on a half-day evaluation during which students rotated through 8 stations (Table). The exam ran on three platforms: Blackboard Collaborate for the interactive elements of all stations; University online campus (Moodle platform) for student questionnaires, and Google Forms for the evaluators’ assessment of each student. Students and evaluators participated in various training sessions, and were given a month to practice before the exam. All interactions were recorded and an anonymous survey on students’ experience and opinions was conducted after the exam. Results: A total of 25 postgraduate Oncology students participated in the V-OSCE. 24 students (96%) completed all stations on time with minimum or no network connection issues. Student opinions: 24 students completed the exam experience anonymous survey; 23 found the exam tech-friendly and valued the practice time provided. When asked to score the exam in a scale of 1 to 10: 80% of the students ranked the exam with 9 or 10; and 20%, with 7 or 8. Conclusions: A) It is feasible to design new ways to assess medical students via online means. B) The experience of an OSCE can be translated to an online environment with minimum technological requirements. C) The COVID-19 pandemic effects are extensive, with serious implications in medical education. However, it has proved to be an opportunity to rethink our educational practices, design innovative formative experiences, and assess new skills that will remain significant even long after the pandemic has ended.[Table: see text]

An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico

The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students.

The semiotics of the deictic field: Reckoning language and experience in East Los Angeles

This analysis examines the ways in which a single speaker, Ana, born in mid-century East Los Angeles, organizes and reflects upon her experiences of the city through language. Ana’s story is one that sheds light on the experiences of many Mexican Americans who came of age at a critical time in a transitioning L.A., and the slow move of people who had been up until mid-century relegated largely in and around racially and socioeconomically segregated parts of L.A. These formative experiences are demonstrated to have informed the ways that speakers parse the social and geographical landscape along several dimensions, and this analysis interrogates the symbolic value of a special category of everyday language, deixis, to reveal the intersection between language and social experience in the cityscape of L.A. In this way, it is analytically possible to not only approach the habituation and reproduction of specific deictic fields as indexical of the ways that speakers parse the city, but also to demonstrate the ways in which key moments in the history of the city have shaped the emergence and meaning of those fields.