Arts and Humanities Commons^™

Introduction To James: The Epistle Of James, Calvin University

Campus Ministries Resources

No abstract provided.

Week 01: James 1:1–18, Calvin University

Campus Ministries Resources

No abstract provided.

Week 02: James 1:19–27, Calvin University

Campus Ministries Resources

No abstract provided.

Week 05: James 3:1–12, Calvin University

Campus Ministries Resources

No abstract provided.

Week 06: James 3:13–18, Calvin University

Campus Ministries Resources

No abstract provided.

Week 04: James 4:14–26, Calvin University

Campus Ministries Resources

No abstract provided.

Week 09: James 5:7–12, Calvin University

Campus Ministries Resources

No abstract provided.

Week 10: James 5:13–20, Calvin University

Campus Ministries Resources

No abstract provided.

Polysemy In Design Review Conversations, Georgi V. Georgiev, Toshiharu Taura

Design Thinking Research Symposium

This paper examines the role of polysemy, defined as the quality of having multiple meanings, in design review conversations. It examines the polysemy, particularly of nouns, involved in a dataset of design review conversations with reference to design ideas. The purpose is to determine whether polysemy is related to successful development of design ideas and more creative design outcomes. The results show that the polysemy of nouns involved in the conversations of the finally developed, successful, design ideas exceeds in the most cases the average polysemy involved in the conversations pertaining to the unsuccessful design ideas. Furthermore, the polysemy of …

Making Design Pedagogical Content Knowledge Visible Within Design Reviews, Robin Adams, David Radcliffe, Tiago Forin, Mel Chua

Design Thinking Research Symposium

Design pedagogical content knowledge (PCK) is the content-specific specialized teacher knowledge that connects the how (pedagogical knowledge) and what (content knowledge) of teaching design. In this study, we make visible the design PCK in three student design reviews: choreography, undergraduate industrial design, and mechanical engineering. We use cognitive apprenticeship and teaching-as-improvisation frameworks to characterize PK, and design judgment, design task strategies, and process management strategies to characterize CK. We identify and describe four patterns of design PCK: scaffolded articulation, driving for meaning and guidance, breaking the 4^th wall to create a teaching moment, and “suggest don’t tell”. Theoretical implications …

Question Asking In Design Reviews: How Does Inquiry Facilitate The Learning Interaction?, Carlos C. M. Cardoso, Özgür Eriş, Petra Badke-Schaub, Marco Aurisicchio

Design Thinking Research Symposium

Design reviews are common educational practice in design disciplines, where students meet with instructors and other stakeholders to discuss the progress of a project they are engaged in. Such reviews are tightly coupled with project-based learning approaches in the design studio. A number of research studies have looked into various characteristics of instructor-student interactions during design reviews. In this study, we investigated the question-asking behavior of instructors, students and clients. We paid particular attention to high-level questions that relate to causal and generative reasoning. We analyzed 22 reviews involving six undergraduate industrial designers, who undertook design projects individually. We observed …

Peering Into The Discourse Of Industrial Design Training Through A Sustainability Lens, Norman M. Su, Haodan Tan, Eli Blevis

Design Thinking Research Symposium

Now well established in HCI, the lens of sustainability may be applied to educational practices in industrial design and interaction design. By sustainability, we mean to include notions of mitigation of the environmental effects of climate change. In this paper, we present an analysis of student projects in a junior and senior industrial design class dataset. Drawing from discourse analysis, we examine how the industrial design classroom serves as a space to socially construct the philosophies and goals inherent in “good” design. We then examine how the lens of sustainability is implicated into the industrial design “way” as espoused by …

Influences Of Feedback Interventions On Student Concept Generation And Development Practices, Seda Yilmaz, Shanna Daly

Design Thinking Research Symposium

Design teaching in many disciplines relies on feedback as a primary way for students and instructors to communicate. Our work focused on identifying feedback types in three different design disciplines (dance choreography, industrial design, and mechanical engineering) and analyzing how those feedback types encouraged students to take convergent or divergent paths with their design ideas. We then compared feedback types and encouragement of convergence or divergence across the three disciplines. Our findings showed many common types of feedback used across the three disciplines, regardless of variance in context and expectations. However, the findings also revealed a high frequency of feedback …

Externalizing Normativity In Design Reviews: Inscribing Design Values In Designed Artifacts, Colin M. Gray, Craig D. Howard

Design Thinking Research Symposium

The design community has discussed issues of ethics and values for decades, but less attention has been paid to the question of how an ethical sensibility might be developed or taken on by design students. In this analysis, we explore how normative concerns emerge through the process of design reviews—where a developing designer’s normative infrastructure is engaged with the artifact they are designing. We focused on the normative concerns that were foregrounded by two undergraduate and two graduate industrial design students across a series of five design reviews, addressing the possible relationship between the emergence of normative concerns and the …

Describing Creativity In Design Across Disciplines, Llew Mann, Yasemin Tekmen Araci

Design Thinking Research Symposium

Creativity is an essential aspect of design thinking. Being able to describe creativity and creative processes is important for developing future designers. While much research has been undertaken describing creativity in design, there is very little investigating how creativity and creative thinking varies across disciplines. A coding scheme involving six separate codes was developed initially from the literature, refined and then used to describe how creativity and creative thinking was apparent in the DTRS 10 datasets of Junior Industrial Design, Graduate Industrial Design, Mechanical Engineering, Choreography and Entrepreneurship. Based on this analysis, conclusions on how creativity and creative thinking varied …

'Wait, Wait, Dan, Your Turn': Assessment In The Design Review, Arlene Oak, Peter Lloyd

Design Thinking Research Symposium

This paper explores assessment in graduate-level industrial design education. In particular, it considers how the assessment of students' design work is delivered and who delivers it. Through using aspects of conversation analysis to look in close-up detail at a number of short segments of tutor-student interaction, we consider how a tutor performs assessment himself and also coaches other students to assess, in ways that may significantly contribute to students' understanding of what assessment is and how it is to occur. Creating opportunities for students and instructors to reflect upon evaluation, and how it is performed, may better equip participants in …

Session Ii, Cory Chamberlain, Jeannie Coutant, Brian Dugan, Lindsay Head, Nan Kavanaugh, Renee Mercer, April Michael, Nicolas Michaud, Adam Mitchell, Sarah Musil, Michelle Rudden, Karen Riley

English Graduate Organization Conference

Session 2: Poster Session 7:00-8:00pm: Enjoy some coffee and refreshments with the students of ENC 6942 Empirical Research in Composition as they present their empirical research design posters:

Session I, Yongan Wu Dr., Nicholas De Villiers Dr., Meredith Wilson, Cory Chamberlain

English Graduate Organization Conference

Session 1: 6:00pm-7:00pm

Dr. Yongan Wu and Dr. Nicholas de Villiers, "Disorder and Excavating the Future from the Past,” Meredith Wilson, “Dystopian Visions in The Hunger Games and Atlas Shrugged,” and Cory Chamberlain, “Ideologies of the Insane: A Reading of Gogol and Althusser.”

Respondents: Dr. Betsy Nies, Professor Linda Howell

開幕式發言, Zongqi Cai

嶺南大學漢學國際研討會暨《嶺南學報》復刊工作會議 International Conference on Sinology at Lingnan University

No abstract provided.

《嶺南學報》小史述略 : 兼論陳寅恪與《嶺南學報》, Zhan Huang

嶺南大學漢學國際研討會暨《嶺南學報》復刊工作會議 International Conference on Sinology at Lingnan University

1888年，美國長老會傳教士在廣州創建格致書院。1903年，書院更名為「嶺南學校」，是為「嶺南」用作校名之始。1927年，學校易名為嶺南大學，鐘榮光先生出任校長。自此，嶺大發展為文理商工農醫兼顧的綜合性學府。四十年代，抗日戰爭及國共內戰致使大批學者避難粵廣，不少人進入嶺大執教。這一歷史機遇，也鑄就了嶺大最為輝煌的一段學史。1952年，全國大專院校進行院系調整，教會大學無法繼續存在，嶺大遂被分割合併至其他數所大學。其中，文理科撥歸中山大學，而原嶺大校址康樂園也成為中山大學的新居。

表徵嶺大學術成果者，乃二十世紀上半葉世所推重的《嶺南學報》。《學報》於1929年12月創刊，1952年6月隨著院系調整而終刊。二十三年間，《學報》共刊行35期。下文即對《學報》歷史做一個回顧。

嶺南大學漢學國際研討會暨《嶺南學報》復刊工作會議綜述, Zhan Huang

嶺南大學漢學國際研討會暨《嶺南學報》復刊工作會議 International Conference on Sinology at Lingnan University

2013年11月1-2日，嶺南大學漢學國際研討會暨《嶺南學報》復刊工作會議在香港嶺南大學隆重召開。是次會議由嶺南大學中文系主辦，來自中國大陸、香港、臺灣及海外地區的四十餘位學者出席會議。11月1日上午，嶺南大學中文系系主任許子東教授主持了會議開幕禮，鄭國漢校長致開幕辭。中文系講座教授、學報籌委會主席蔡宗齊教授向與會學者彙報了《嶺南學報》復刊籌備工作的進展。北京大學袁行霈教授作了題爲的書面主題報告。這次會議是為重新籌辦有著八十多年歷史、因種種原因而停刊的《嶺南學報》一事而召開的。研討主題只以漢學（國學）為限，這一設定為與會學者創造了最大的發揮空間。學者可以就個人研究興趣自由選題，提交論文。

University Scholar Series: Carlos Sánchez, Carlos Sánchez

University Scholar Series

The History of Philosophy in Latin America

On October 29, 2013, Dr. Carlos Sánchez gave a talk titled “The History of Philosophy in Latin America” in the University Scholar Series hosted by Provost Ellen Junn at the Dr. Martin Luther King, Jr. Library. Dr. Carlos Sánchez’s research focuses on the history of philosophy in Latin America. His latest work proposes that Latin American philosophy, particularly in the last century, manifests itself as a form of “decolonial critique,” or a critical confrontation with the lingering force of colonialism in Latin America. Sánchez has recently published a book about the phenomenology of …

A New Way To Improve Design Students’ Creativity - Based On Thinking Style, Yang Zhang

Learn X Design Conference Series

China is developing rapidly in many areas; currently over 50% of products (including household supplies, industrial products, some raw materials) in the world are 'made in China'. However, during the past 30 years of reformation and opening, there have been very few designers, educated in China, with a global reputation. To change current situation of 'made in china' to 'created in china', re-energizing Chinese design education is important. The research focus on higher education and explores new approaches to improve design students' creativity. Thinking styles are not dictate by physical condition. This indicates that we cannot judge a person’s thinking …

E-Learning As A Balanced Way Of Teaching Museums And Exhibitions To Provide Both Theoretical And Practical Education, Dina Zaki

Learn X Design Conference Series

One of the challenges of teaching museums and exhibitions courses is that the lecturer has to both teach a theoretical curriculum and organize field trips. The aim is to make the student practice museum education as a model of communication-educational patterns, and recognizes the importance of art exhibitions in developing creativity within the curriculum of a bachelor stage of art education in Egypt. However, the course includes a large amount of knowledge, such as types of museums and the nature of art exhibitions, as well as the importance of museums, in addition to the practical portion, which includes the design …

A Phenomenographic Pilot Study Of Students’ Conceptions Of Design Research, Jesvin Puay-Hwa Yeo

Learn X Design Conference Series

In view of the current inadequacies of design research, a group of art and design researchers have urged for alternative research methodologies, which is challenged by opposing views that a formal research structure and a rigorous research should similarly be applied to design research. To address these divergent views, this paper aims to explore the potential use of formal research procedures in design research. This study uses the phenomenography method as the basis of its research design. Focusing on visual communication studies at undergraduate level, this paper is a documentation of the development and implementation of the formal research procedures …

Oer Impact: Towards An Evidence Base, Rob Farrow

SJSU Open Access Conference

The open education movement has achieved much in the last decade, but there remains wide acknowledgement that the impact of OER has yet to be fully understood. A suggested approach is to address this through collective approaches that collate information and present them back in an integrated way. This has some appeal, particularly in the way it matches to ideals of openness, but needs to be implemented with care.

In this presentation I critically evaluate attempts that have been made to support communication and collaboration through ‘mapping’ OER. After endorsing the basic rationale for mapping evidence surrounding OER implementation I …

Culture Clash: Symbolic Capital And The Limits To Open Access Journal Growth In The Humanities And Social Sciences, David Michalski

SJSU Open Access Conference

Each year brings more open access peer-review journals to the humanities and social sciences. Yet despite this proliferation, for-profit publishers continue to dominate, and hold the most prestigious journals in their portfolios, pushing the tipping point imagined by open access advocates seemingly out of reach. This project examines the social life of academic publishing to better understand the obstacles preventing a more robust turn to open access, one that does not simply mean more journals, but one that sees the more prestigious journals opting for an open access platform.

Drawing on the work of cultural sociologist, Pierre Bourdieu, I examine …

Constructing Design Knowledge Built Up On The Kindergarten Education, Meryem Yalcin

Learn X Design Conference Series

This study aims to further the growing body of knowledge about design education with an alternative view; discussing the importance of beginning it at the kindergarten which ideally suits to the approach " develop the creative-thinking skills". In an environment where children" imagines, creates, practices, modifies, recognises, manipulates, shares etc..." knowledge, experiences and objects through play are crucial issues in the design education. Derived from this concern the study brings the argument of advancing and directing early childhood education on the basis of 'basic design issues' such as design principles, conceptualization, 2D/3D spatial allocation and composition more comprehensively which will …

Teaching New Product Development To Design Led Innovation, Cara Wrigley, Sam Bucolo

Learn X Design Conference Series

Recently many international tertiary educational programs have capitalised on the value design and business can have upon their interception (Martin, 2009; Brown, 2008; Bruce and Bessant, 2002; Manzini, 2009). This paper discusses the role that two teaching units – New Product Development and Design Led Innovation – play in forming an understanding of commercialisation needed in today’s Industrial Design education. These units are taught consecutively in the later years of the Bachelor of Industrial Design program at the Queensland University of Technology, Brisbane, Australia. In this paper, each teaching unit is discussed in detail and then as a conglomerate, in …

The Creative Citizen: Understanding The Value Of Design Education Programs In The Knowledge Economy, Natalie Wright, Rebekah Davis, Sam Bucolo

Learn X Design Conference Series

The knowledge economy relies on the diffusion and use of knowledge as well as its creation (Houghton and Sheenan, 2000). The future success of economic activity will depend on the capacity of organisations to transform by increasing their flexibility. In particular, this transformation is dependant on a decentralised, networked and multi-skilled workforce. To help organisations transition, new strategies and structures for education are required. Education systems need to concentrate less on specialist skills and more on the development of people with broad-based problem solving skills that are adaptable, with social and inter-personal communication skills necessary for networking and communication. This …