Scholarship of Teaching and Learning Commons^™

Writing Intensive Courses In Theatre, Alisa Roost

Publications and Research

Most professors believe writing matters. Through writing our students are better able to synthesize ideas, communicate those ideas, and make connections across fields. While it can take significant time to grade all the assignments, it can threaten coverage of material, and our students rarely appreciate it, writing assignments can be crafted to reduce grading, add depth to coverage, and spark interest. What follows is an overview of how I incorporate writing into my theatre courses and some ways of crafting engaging writing-intensive courses.

Parcours De L’Enseignement Des Littératures Francophones Au Canada Fernando Lambert Et, Fernando Lambert, Josias Semujanga

Présence Francophone: Revue internationale de langue et de littérature

If francophone literatures were introduced as early as the 1970s principally at the Universities of Laval and Sherbrooke in Québec and at the Universities of Toronto, York and British Columbia in anglophone Canada, today, they enjoy a significant presence in all the large universities of the country. Paradoxically, in the Canadian university system as a whole, francophone literatures are taught more in anglophone Canada than in the francophone province of Québec. Two unrelated factors help to explain this situation. Early in the 1990s, under the influence of American universities, Canadian anglophone universities experienced an exponential growth of francophone literature, while …

Variations Sur La Langue De Molière; L’Enseignementdu Français Aux États-Unis, Thomas C. Spear

Présence Francophone: Revue internationale de langue et de littérature

French has always been among the top foreign languages taught in the American university, even if Spanish occupies the first place. As a result of the social transformations of the 1960s and 1970s and the development of new fields of learning, changes were also introduced gradually into French department programs to include francophone literatures, although in a manner that some have deemed disturbing.

This openness, which is not found in France, has brought about the creation of new faculty positions, some of which are occupied by teachers and writers from Africa and the Caribbean who are making a significant contribution …

La « Littérature Francophone » En Question, Roberta Hatcher

Présence Francophone: Revue internationale de langue et de littérature

While literatures from Africa, the Caribbean and Québec have been taught in U.S French programs since at least the 1970s, the widespread incorporation of «francophone» literature and culture into all levels of the curriculum is a relatively recent phenomenon. Yet the organization of these heterogeneous fields under the umbrella of Francophone Studies has generated little discussion concerning the field’s definition and its relation to French Studies as a whole. This essay examines the category of Francophone Literature, arguing that it is no longer adequate for understanding today’s complex literary and cultural terrain.

Enseigner La Littérature Francophone : À La Recherche De La Banalisation, Cilas Kemedjio

Présence Francophone: Revue internationale de langue et de littérature

The emergence of francophone literatures as a field that is increasingly taught in departments of French has led to the creation of numerous positions dedicated to this area. The natural question that specialists face is how to devise strategies to develop and entrench this new discipline in American universities, concerned as they are with budgetary issues. The present study argues that only the constant search for cooperation between Francophonie and related academic fields will facilitate its institutionalization.

The Face Of The Future: Engaging In Diversity At Laguardia Community College, Gail O. Mellow, Phyllis E. Vanslyck, Bret Eynon

Publications and Research

Non-traditional, first generation, college students are changing the face of higher education in the United States. More than one third of today's students are minorities, eighty percent of those are employed and attending school part-time and more than one quarter are single parents. Diversity at LaGuardia means many things besides culture, ethnicity or nationality.It also refers to age, social background, fluency in English, academic expectations, learning styles and academic preparation. We argue here that we need to rethink curriculum in relation to this new understanding of diversity.

An Investigation Of The Influence Of Irish As An L1 Or L2 On Subsequent Instructed Language Acquisition In L3 Or L4, Corina Griffin

Theses

Research in Ireland to date has paid little attention to the fact that all foreign language teaching occurs in the context where the FL (foreign language) is an L3. The present study examines the extent to which students transfer or modify strategies they had previously deployed in learning Irish to their L3/L4. It is proposed that students are deploying the same strategies in their learning of Irish as an L1/L2 and the foreign language (FL) as an L3/L4, thus indicating a similar approach to the learning process. Cognitive, metacognitive and socio-affective strategies are examined. The research also focuses on differences …

Christian Scholarship...For What?, Susan Felch

Calvin Center for Christian Scholarship

On September 27-29, 2001 Calvin College concluded its 125th anniversary celebrations with an international, interdisciplinary conference centered on the topic, "Christian Scholarship ... for What?" The title, a variation on Robert Lynds provocative address to the American social science establishment in 1938, acknowledged that faith-based scholarship has come of age. It is no longer a question of whether we will produce, publish, and read Christian scholarship. Rather, we must turn our attention to improving such scholarship and thinking deeply about the purposes to which it is directed. The conference, with its seven plenary and forty-seven concurrent sessions, attracted nearly 500 …

Hard Lessons Learned Since The First Generation Of Critical Pedagogy, David Seitz

English Language and Literatures Faculty Publications

Review of the following books: (1) Collision Course: Conflict, Negotiation, and Learning in College Composition by Russel K. Durst, (2) Mutuality in the Rhetoric and Composition Classroom by David Wallace and Helen Rothschild Ewald, and (3) Teaching Composition as a Social Process by Bruce McComiskey.

Gen Ms 10 Harriet Sweetser Letters, John D. Knowlton

Search the General Manuscript Collection Finding Aids

Provenance: Donated by Elizabeth Sweetser Baxter in 1999. Ownership & Literary Rights: The Harriet Sweetser Letters are the physical property of the University of Southern Maine Library. Literary rights, including copyright, belong to the creator or his legal heirs and assigns. For further information, consult the Head of Special Collections. Cite as: Harriet Sweetser Letters, Special Collections, University of Southern Maine Libraries. Restrictions on access: This collection is open for research.

Who Owns Our Values? Back To School, John Strassburger

Publications

This is the sixth in a series of occasional papers about the challenges confronting students and what Ursinus is doing to help them enter adult life.

Oh, What A Tangled Web: Three Designs For Web-Based Courses, Sally A. Struthers, Ned Young

Art and Art History Faculty Publications

The presenters have created three Web-based courses in three different formats; the Business of Art (a cross-disciplinary course in management and art) the history of photography, and principles of management. Each course is demonstrated and the creation processes are explored with the participants.

The Legacy Of John Dewey, David Halliburton

Professional and Organizational Development Network in Higher Education: Archives

John Dewey’s educational legacy embraces wide-ranging views on the relation of teaching to learning and to other key issues in education.

Fostering Students' Moral Development, Lion F. Gardiner

Professional and Organizational Development Network in Higher Education: Archives

The development of students’ ethical behavior has been an aim of college faculty for centuries. This essay reviews research and ways of fostering principled ethical reasoning.

Transforming Experiences: The Benefits Of Intellectual Risk, John Strassburger

Publications

This is the fourth in a series of occasional papers about the challenges confronting students and what Ursinus is doing to help them enter adult life.

Cognitive And Affective Learning In The Basic Course: Effects Of Delivery Format, Immediacy, And Communication Apprehension, Susan J. Messman, Jennifer Jones-Corley, David Mezzacappa, Deborah J. Crusan

English Language and Literatures Faculty Publications

A quasi-experimental design was used to investigate changes in learning outcomes for students enrolled in large-lecture/break-out sections versus in self-contained sections of the basic communication course.More precisely, the study explores the relationship between communication apprehension, immediacy and learning outcomes for the two class formats.Results indicate that students' cognitive learning outcomes are slightly higher in the large-lecture/break-out sections versus self-contained sections. In addition, affective learning decreases for all students from the first day of class and slightly more for students in the large-lecture/break-out sections. However, when the teacher is perceived as highly immediate, there is no difference in formats. (Contains 5 …

Journal Of Pedagogy, Pluralism And Practice, Volume I (3), Fall 1998 (Full Issue), Journal Staff

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Repositioning Ourselves In The Contact Zone, Phyllis E. Vanslyck

Publications and Research

This essay investigates ways students respond to cultural differences and cultural conflicts presented in literary texts and considers effective pedagogical strategies for dealing with such issues in the classroom. How can we encourage an exploration of cultural issues that texts embody and critique in a way that encourages an understanding of ways values are culturally constructed?

Female Voices In Mathematics: A New Course, Shobha Gulati

Humanistic Mathematics Network Journal

No abstract provided.

Christian Scholars Conference Program 1994, Christian Scholars Conference

Christian Scholars Conference Records

Program from the Christian Scholars Conference held at Pepperdine University from July 20-22, 1994. The theme for the conference was "Through the Eyes of Faith."

Philosophy Of Mathematics, Mathematics Education, And Philosophy Of Mathematics Education, Yuxin Zheng

Humanistic Mathematics Network Journal

No abstract provided.

Epistemological Pluralism: Styles And Voices Within The Computer Culture, Sherry Turkle, Seymour Papert

Humanistic Mathematics Network Journal

No abstract provided.

The Community Of Faith As The Locus Of Faith-Learning Integration, Ken Badley

Faculty Publications - College of Education

No abstract provided.

An Historical Approach To Precalculus And Calculus, Victor J. Katz

Humanistic Mathematics Network Journal

No abstract provided.

An Alternative Approach To The History Of Mathematics, Claudia Henrion

Humanistic Mathematics Network Journal

No abstract provided.

Mathematics: Contributions By Women, Jacqueline M. Dewar

Humanistic Mathematics Network Journal

No abstract provided.

The Humanistic Aspects Of Mathematics And Their Importance, Philip J. Davis

Humanistic Mathematics Network Journal

No abstract provided.

Christian Scholars Conference Program 1989, Christian Scholars Conference

Christian Scholars Conference Records

Program for the Christian Scholars Conference that took place at Pepperdine University in Malibu, California from July 19-21, 1989.

Christian Scholars Conference Program 1988, Christian Scholars Conference

Christian Scholars Conference Records

Program from the Christian Scholars Conference that took place at Pepperdine University in Malibu, California from July 20-22, 1988.

Christian Scholars Conference Program 1987, Christian Scholars Conference

Christian Scholars Conference Records

Program for Christian Scholars Conference that took place at Pepperdine University in Malibu, California from July 22-24, 1987.