This book is about social change as it is even now being revealed in the creation of a new field of learning, in an unprecedented setting, and for an as-yet-unknown cultural and intellectual purpose. It is about how a field of learning moves from one kind of institution to another, is practiced by new people (women, not only men, and outsiders as well as insiders), and for new purposes (secular, not only religious) and in new ways. Out of these minute particulars, in our imagination we may reconstruct the whole of modern history -- the universe out of a grain of sand. Perhaps no group in the past two hundred years of revolutionary change has moved so far, so fast, and in so many directions as the Jews.... from the Introduction
In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.
Literary studies are at a tipping point. ." There is broad agreement that the discipline is in "crisis" - that it is aimless, that its intellectual energy is spent, that all of the trends are bad, and that fundamental change will be required to set things right. But there is little agreement on what those changes should be, and no one can predict which way things will ultimately tip. Literature, Science, and a New Humanities represents a bold new response to the crisis in academic literary studies. This book presents a total challenge to dominant paradigms of literary analysis and offers a sweeping critique of those paradigms, and sketches outlines of a new paradigm inspired by scientific theories, methods, and attitudes.
For at least a decade, university foreign language programs have been in decline throughout the English-speaking world. As programs close or are merged into large multi-language departments, disciplines such as German studies find themselves struggling to survive. Transverse Disciplines offers an overview of the current research on the humanities and the academy at large and proposes creative and courageous ideas for the university of the future. Using German studies as a case study, the book examines localized academic work in Australia, Canada, the United Kingdom, and the United States in order to model new ideas for invigorated thinking beyond disciplinary specificity, university communities, and entrenched academic practices. In essays that are theoretical, speculative, experimental, and deeply personal, contributors suggest that German studies might do better to stop trying to protect existing national and disciplinary arrangements. Instead, the discipline should embrace feminist, queer, anti-racist, and decolonial academic practices and commitments, including community-based work, research-creation, and scholar activism. Interrogating the position of researchers, teachers, and administrators inside and outside academia, Transverse Disciplines takes stock of the increasingly tenuous position of the humanities and stakes a claim for the importance of imagining new disciplinary futures within the often restrictive and harmful structures of the academy.
Communication studies: fostering effective communication in online courses / Rosalie S. Aldrich, Renee Kaufmann, Natalia Rybas -- Composition and writing: embedding success: supplemental assistance in online writing instruction / Sarah E. Harris, Tanya Perkins, J. Melissa Blankenship -- English: facilitating online learning through discussions in the English classroom: tools for success and stumbling blocks to avoid -- Margaret Thomas-Evans, Steven Petersheim, Edwin A. Helton -- Political science: engaging students through effective instruction and course design in political science / Cheral A. Forge, Kristoffer Rees, Lilia Alexander, Ross C. Alexander -- Criminal justice: calming, critical thinking, and case studies: the politics, pitfalls, and practical solutions for teaching criminal justice in an online environment / Stephanie N. Whitehead, M. Michaux Parker -- Psychology: student misconceptions of psychology: steps for helping online students toward a scientific understanding of psychology -- Beth A. Trammell, Gregory Dam, Amanda Kraha -- World languages (Spanish and French): best practices in online second language teaching: theoretical considerations in course design and implementation / Dianne Burke Moneypenny, Julien Simon -- History: teaching history online: old struggles, new pathways / Justin Carroll, Christine Nemcik, Daron Olson -- Fine arts (drawing): best practices in online teaching for drawing / Carrie Longley, Kevin Longley -- Sociology, anthropology, and geography: igniting the passion: examples for sociology, anthropology, and geography / Denise Bullock, Katherine Millerwolf, Wazir Mohamed, Marc Wolf -- Philosophy: the proof is in the pedagogy: a philosophical examination of the practice of backward design / Mary A. Cooksey -- Biological sciences: online teaching and learning in biological sciences / Parul Khurana, Neil Sabine -- Mathematics: best practices of online education in mathematics / Young Hwan You, Josh Beal -- Education: building online learning communities on the foundation of teacher presence / Jamie Buffington-adams, Denice Honaker, Jerry Wilde -- Economics and finance: using simulation games to engage students in online advanced finance courses / Oi Lin Cheung, Litao Zhong -- Nursing: meeting QSEN competencies in the online environment / Paula Kerlerbaumann, Tony Abreymier, Karen Clark.
Calls for closer connections among disciplines can be heard throughout the world of scholarly research, from major universities to the National Institutes of Health. In Defense of Disciplines presents a fresh and daring analysis of the argument surrounding interdisciplinarity. Challenging the belief that blurring the boundaries between traditional academic fields promotes more integrated research and effective teaching, Jerry Jacobs contends that the promise of interdisciplinarity is illusory and that critiques of established disciplines are often overstated and misplaced. Drawing on diverse sources of data, Jacobs offers a new theory of liberal arts disciplines such as biology, economics, and history that identifies the organizational sources of their dynamism and breadth. Illustrating his thesis with a wide range of case studies including the diffusion of ideas between fields, the creation of interdisciplinary scholarly journals, and the rise of new fields that spin off from existing ones, Jacobs turns many of the criticisms of disciplines on their heads to mount a powerful defense of the enduring value of liberal arts disciplines. This will become one of the anchors of the case against interdisciplinarity for years to come.
How can an undergraduate college education prepare learners to cope with the current COVID-19 pandemic? This collection of short essays, written by experts in 25 academic fields of study, addresses this very question. Each chapter brings perspective and insight from that discipline, presenting one useful idea and a recommended course of action. This one-of-a-kind resource is ideal for students, instructors, and administrators, particularly during the 2020-2021-academic year when institutions are challenged to continue their educational missions in the midst of a public health crisis that affects every aspect of college life.
"The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions." (4e de couverture).
"Marvin Lazerson’s new book is exactly what is needed: a readable, cogent explanation of how the U.S. can have the best system of higher education in the world, but also a system that seems to be coming apart at the seams.” —Susan Fuhrman, President Teachers College, Columbia University, President of the National Academy of Education "In prose remarkable for its clarity and analysis remarkable for its fair-mindedness, this volume delivers a penetrating, nuanced account of American universities in the twenty-first century. Blessedly without rant or cant, the book tackles topics that range from the rise of the managerial class to the failed attempts to reform practice in the classroom. It’s a smart provocation—a must-read for anyone who cares about where our universities are heading.” —David L. Kirp, Professor at the Goldman School of Public Policy at the University of California at Berkeley and author of Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education "Professor Lazerson gives an insightful account of American higher education based on years of study and first-hand experience. He discusses both the problems and the accomplishment of our universities with equal care and thus, succeeds in providing a useful and illuminating analysis.” —Derek Bok, Harvard University, President-emeritus "Marvin Lazerson’s magnificent book is not only comprehensive, but it is written from an all-embracing point of view: seeing higher education in America as an expression of the American Dream. This book should be on the reading list of all who want to understand America’s actions, role and image in the world today, with and equal emphasis on their successes and the discontents they create.” —Yehuda Elkana, Rector and President-emeritus, Central European University
