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Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

»Zwischen den Stühlen. Eine interdisziplinäre Karriere«. The author was one of the earliest representatives of computer applications within historical research in Germany, later being appointed to the first professorship for computer applications in the Humanities in Germany outside of linguistics. The following text describes his experiences as part of that development, which lead from the beginnings in the seventies to the current state of "Digital Humanities". His view on this development of an interdisciplinary area left him with rather mixed memories: behind a sparkling front story of an enfolding field, he frequently had the feeling that there was a tendency to ignore the huge epistemic potential of a serious attempt to apply computer science to the field of history in favor of glamorous but shallow short term goals. [ABSTRACT FROM AUTHOR]

The article offers information related to the history of humanities doctor of philosophy (PhD) degree in American colleges. Topics include insights from Jill Lepore on humanists he discussed at the 2015 Consortium of Humanities Centers and Institutes meeting, a number of tracking projects and surveys conducted for humanities PhDs such as the Survey of Earned Doctorates (SED), and organizations that developed tracking projects like the Scholarly Communication Institute and the Human Indicators.

Fifteen doctoral students enrolled in a variety of humanities and social science programmes from a single metropolitan university in Ireland discussed their practices and habits associated with personal information management via three focus groups, in order to explore personal information management skills at different stages of the doctoral programme. Findings suggest that personal information management needs of doctoral students managing dissertation/thesis information can be categorised as three distinct stages: beginning, middle and end of the doctoral programme. In developing services to meet the needs of this population, information professionals may find it useful to classify such services via these three stages. [ABSTRACT FROM AUTHOR]

The recent decline in enrollments in the humanities (and particularly in modern languages) is of great concern for the profession, and underscores the need to reflect on the state and future direction of language departments across the U.S. While this declining trend applies to the traditional language major, it does not seem to affect the language minor, which in recent years has managed to sustain (and in some cases, increase) its enrollments (Goldberg, Looney, & Lusin, 2015). This article reports on the results of an undergraduate student survey (n=152) conducted among language minors (in all languages) at a mid-sized university in the mid-Atlantic region. This survey sought to identify the reasons that motivate undergraduate students to choose the language minor today, the factors that play a role in that decision, and their level of satisfaction with the current minor curriculum. Survey results illustrate not only the changing demographics in college language programs within the Northeast region, but also the changing academic needs and motivations that our undergraduate students bring to the language minor. Curricular implications of these findings are discussed, as well as the need for investing in new interdisciplinary language minors. [ABSTRACT FROM AUTHOR]

Purpose: This study had two main objectives: The first was to explore the extent to which a group of University lecturers feel that they are prepared to deal with controversial issues in their classrooms. The second was to elicit their views on a didactic approach known as Structured Academic Controversy (SAC). SAC is a constructivist teaching strategy intended to aid the learner in developing their views on controversial issues and in understanding alternative views with the ultimate aim of locating a compromise position. Method: A qualitative intervention was designed to introduce six university academics from diverse specialisms to SAC by way of reflective engagement with it in the role of learners. Findings: The participants in this study deal with controversial issues frequently and several feel ill-prepared to do so. They identified several challenges associated with the use of SAC. These relate primarily to class size and curricular overload. However, despite the challenges, the participants all recognized the potential value of such approaches in developing multi-perspectivity, critical thinking, listening and negotiating skills in the learner. Future larger-scale, longitudinal studies in a variety of cultural contexts are needed to develop approaches which can facilitate those approaching controversial issues in their classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective - To develop and improve on geographic information systems (GIS) services for humanities and social sciences graduate students and faculty members using an action research model. Design - Case study. Setting - A public research university serving an annual enrollment of over 41,500 students in the Midwestern United States of America. Subjects - Faculty members and students in the humanities and social sciences that expressed interest in GIS services. Methods - An action research approach was used which included data collection, analysis, service design, and observation. Interviews with eight individuals and groups were conducted including four faculty members, three graduate students, and one research group of faculty and graduate students. Data from interviews and other data including emails and notes from previous GIS meetings were analyzed and the authors used inductive and axial coding to interpret data and organize it into thematic areas. This analysis was used to develop an action plan for the library, then the results of the activity were assessed informally. Main Results - The interviews revealed three thematic areas for library GIS service: research, learning, and outreach. The authors generated library service connections for each of these areas including providing data plan design support and server space to enable future collaboration. The action plan developed by the authors resulted in increased engagement including active participation in an annual GIS day, attendance at workshops, courseintegrated GIS sessions, around 40 consultations on GIS subjects over a two-year period, and increased hits on the library's GIS page. Surveys from pre- and post-tests in the workshops increased participants' spatial awareness skills. Conclusion - Using an action research approach, the authors were able to identify needs and develop a successful model of GIS service for the humanities and social sciences. [ABSTRACT FROM AUTHOR]

This paper assesses the present state of English studies in contemporary Turkey. It begins by noting the Head of Turkey's Higher Education Boards admission of the Boards failure to improve higher education. The paper then confirms the Head's position, first finding the acquisition of English language skills to be generally unsatisfactory among students and also among locally educated faculty members. It ascribes this problem to poor language-teaching practice, which tends to rely too much on translation. This paper also notes the misconception of viewing English studies as a domain of knowledge rather than as a field of study. It argues that these problems have global implications and arise in relation to the global history of English studies. It undertakes a detailed examination of T B. Macaulay's 1835 "Minute on Indian Education," in which Macaulay presents English literature as a new and potentially edifying subject for higher education and a powerful instrument for more effective imperial management. It then places Macaulay's proposal in relation to Gayatri Spivak's recent advocacy of "aesthetic education." The paper shows that English studies in Turkey tends to conform to the Macaulay model, using scholarly articles published in Turkey to evidence the key elements of the argument. The paper ends with a suggestion that Turkish scholars with Anglophone-world degrees may help Turkish scholarship in the humanities approach international standards of quality and achievement. [ABSTRACT FROM AUTHOR]

The review article focuses on the humanities in higher education in the digital age. From the mission of education, with its commitment to the professional and human formation, the digital agora is considered to be both a scenario and a mediation for the humanities in higher education. The technological society poses a few challenges that can be examined in studies of the end of the 20th century and early 21st century. In addition, the situation of education and humanistic education in this new scenario opens some paths, which are determined as horizons for their walk in this new digital habitat. Autonomous and collaborative learning, multiculturalism, critical thinking, and planetary responsibility, is a piece of knowledge that can be strengthened with the mediation of ICT. [ABSTRACT FROM AUTHOR]

This article aims to contribute to a discussion, which remains to be done in Portugal (as well as in other European countries) " and which is necessarily theoretical and practical, but ultimately pedagogical ", that seeks to understand the reflexive ways through which it could be effectively possible to operate "a teaching paradigm shift" by means of "the transition from one educational system based on the idea of knowledge transfer" through mimetic writing, "to a system based on the development of competences" of inventive writing at the level of postgraduate training. This terminology was used by the Portuguese Government when, in 2006, it introduced the Bologna Process and established "the qualification of the Portuguese in the European area" as "one of the key objectives of the policy for higher education". Our attention will focus on the discourses produced around the third university cycle (leading to the doctorate), and on the possibility of advancing theoretical and empirical arguments in defense of a model of inventive academic writing in its potential articulations with the "experimental and project-oriented component" (MCTES, 2006). We emphasize postgraduate writing because this cycle of studies is "essentially a practice-oriented learning of high-level research". Centering our (self) reflection on the processes of academic writing in the social sciences and humanities, we seek to identify contributions and challenges offered by research in the arts as a paradigmatic case of how it is possible to write an "original thesis" (MCTES, 2009). Specific creative practices of the artist-researcher will be underlined. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Educacion y Desarrollo Social is the property of Universidad Militar Nueva Granada, Departamento de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article explores the relevance of The Institute of Humanistic Studies for Executives, a program developed by AT&T chief executive officer (CEO) Cleo Craig during the 1950s intended to enrich the minds of several employees. Topics discussed include the responses of several participants to the program, the role of the Cold War in the creation of the program, and the emergence of managerial capitalism. Also discussed is the reason behind the decision to discontinue the program.

A focus group study of fourteen University of Saskatchewan second to fourth year humanities and social science undergraduate students was conducted in the fall of 2011. The purpose of the research was to determine how students learn about library resources and services. Findings indicate that the participants often use a variety of informal, self-directed and information sharing strategies. Seeking help from professors, peers, friends, and family members is a common practice. Convenience, familiarity, and perceived knowledge are key factors that determine who and how these students learn about the library. Formal instruction and seeking assistance from librarians did not resonate for participants as a typical approach for learning about the library. The author suggests that undergraduate students engage in informal learning and information sharing as many 'adult learners' do, similar to an employment setting. The library, within the formal educational structure, lends itself to a more informal learning context. The study concludes that libraries must continue to develop resources, services, and innovative programs that support students' informal learning styles, while also providing formal instruction as part of the undergraduate curriculum ensuring students are exposed early on to core foundational skills that contribute to their success as informal and self-directed learners. [ABSTRACT FROM AUTHOR]

One of the responses to the attacks upon the contemporary university, particularly upon the humanities, has been to encourage faculty to engage in so-called 'public intellectualism.' In this paper I urge (some) philosophers to embrace this turn, but only if the academy can effectively address how to credit such work in the tenure and promotion process. Currently, public philosophy is typically placed under 'service', even though the work is often more intellectually and philosophically rigorous than committee work, even sometimes more than publications. I address this problem by providing an analysis of what is academically valuable about good scholarship and then showing how much of public philosophy achieves those goods. From this I argue that the academy should abandon the traditional categories of teaching/research/service and replace them with a holistic and qualitative single category of "teacher-scholar." I then recommend that evaluation criteria should be very inclusive, giving credit to the wide range of activities in which faculty participate and I provide some suggestions for how those criteria should read. [ABSTRACT FROM AUTHOR]

This article presents an interview with Jane M. Rausch, professor emeritus of history at the University of Massachusetts-Amherst. She discusses the historical field of Latin Americanism and comments on the relationship between regional history and the humanities. She also considers the study of 20th century Colombia by North American historians, referred to as Colombiainists.

Measuring and assessing information literacy (IL) competencies is essential to understand its educational impact as well as to explore pedagogies to improve it. This study is the first to acquire knowledge about Singapore tertiary students' skills in searching, evaluating, and using information. A total of 534 students from the College of Humanities, Arts, and Social Sciences, Nanyang Technological University, Singapore participated in this study through an online survey. Moderate IL skills scores of the respondents showed room for improvement especially in higherlevel skills related to information use, synthesis, and evaluation. Students receiving pretertiary education in Singapore scored higher than those from overseas did, which, to some extent, showed that IL education in Singapore is still more effective than that in some other countries. The IL course offered in the university was found to be useful and to lead to higher IL assessment scores. [ABSTRACT FROM AUTHOR]

An exchange between literary scholars Carsten Dutt and Hans Ulrich Gumbrecht about the theoretical bases and purpose of literary studies and criticism is presented. Issues addressed include the relationship between literary works and their social and historical context, the study and teaching of the humanities in universities in Germany and the United States, and the social significance of literature.

In this article, we contend that publically available, mass digitization projects, such as Google Books, present faculty, regardless of their specific institutional context, with an exciting opportunity to promote meaningful undergraduate research in the humanities. By providing a classroom case study and by proposing an institutional model, we suggest that the Google Books archive can be a powerful tool in helping to establish research in the humanities as a regular and expected component of the undergraduate experience. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Educacion y Desarrollo Social is the property of Universidad Militar Nueva Granada, Departamento de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the putative value of higher education in America, with a particular focus on the value of training in the humanities. The role of the Collegiate Learning Assessment (CLA) test, including in promoting critical thinking and argument, is discussed. An overview of the former U.S. Secretary of Education Margaret Spellings' report the Spellings report is provided. The author argues for what is referred to as the ethical value of education, which includes his goal of freeing reading and learning from pragmatic ends.

The article focuses on the fellowship scheme was launched by the Utah Humanities Council (UHC). It states that the program was initiated due to evidences that novice scholars may have contributions in a specific field of study. It says that the fellowship's stipends may help in equipment costs, technical support and travel. It offers the insights of several fellows on the grant such as Joyce Kinkead, Trenton Olsen and Rebekah Monahan.

The article discusses television studies and examines its role as a part of the humanities curriculum in higher education. It explores the impact of economic crises on the budgets of universities in the U.S. and worldwide, focusing on the potential problems it may cause, including the elimination of programs, for humanities education. Other topics include the future of television studies and television production in higher education beyond 2010, the interdisciplinary nature of media studies, and the role of technology, specifically the internet and computers, in television studies.

The general objective of this article is to define at an appropriate method for measuring the impact of ICT on teaching-learning processes in higher education (IMPACTIC). In terms of its context, the study is centered on faculties in the area of humanities. The construction of IMPACTIC is related to the basics, particularly an analysis of teaching models, processes for incorporating ICT into educational contexts, and the impact of technology on the educational environment. [ABSTRACT FROM AUTHOR]

The author of this article reflects on the "new paradigm of teaching" which has been debated with regard to (and as a result of) the Declaration of Bologna, and describes the experiments she made within the scope of a subject of a Master Course offered by Faculdade de Letras da Universidade do Porto. She thus puts forward ideas for pedagogical strategies, very concrete and easily transferrable to other subjects in the field of the Humanities and Social Sciences. [ABSTRACT FROM AUTHOR]

Integrating Jewish Studies into college humanities classes taught at schools of higher learning, public and private, is a constant in my decades of teaching, writing, lecturing, and editing in the wellspring of Judaica and its tributaries. The impact (light, dark, and myriad grey shadows between) is reflected upon by the essayists and discussants of the Maven, who analyze my historiosophy, methodology, and Torahtology. What they say and write is learning (academics, exegesis), what I teach and profess is laerning (existential faith knowledge, eisegesis). How so and why so, is the ikkar of my response delivered in the genre of a shiur to the panelists of the Mavenfest and audience. [ABSTRACT FROM AUTHOR]

Arts IRIS (Introductory Research and Information Skills) is a compulsory online information literacy unit for commencing students in the Faculty of Arts, Humanities and Social Sciences at The University of Western Australia (UWA). The aim of Arts IRIS is to provide students with a foundation in research and information literacy skills for studying at university. The evaluation of Arts IRIS involved an analysis of student perceptions of the unit (from surveys) and hard data (from WebCT - the University's Learning Management System). This paper will discuss the findings and consider how the data obtained from the evaluation will inform future changes. [ABSTRACT FROM AUTHOR]

An introduction is provided in which the author examines the role of the humanities in higher education and introduces articles on topics including the thought of philosopher Hannah Arendt and writer Kazuo Ishiguro, the concept of personhood in Africa, and environmentalist Rachel Carson.

The article offers the author's insights on the lack of a Humanities Section at the Department of Mass Communication at the University of Bergen, 10 years after 1987. The author states that the Humanities Section flagship was replaced with "Mass Communication and Cultural Mediation," a set of joint modules of social sciences and humanities. The author also mentions the formation of a joint social science and humanities department at the University of Oslo.

The article offers the author's view on the Common Core State Standards (CCSS) in the U.S. He states that the CCSS will provide students with a rigorous education once it is fully implemented. He adds that the CCSS emphasis on informational texts in the English Language Arts Standard will serve as a catalyst for a dialogue between social studies teachers and the English language arts (ELA). He also highlights that literacy is not the sole charge of any content area.

The article focuses on the interdisciplinarity and collaborations in the philosophy of education. Topics discussed include the interruptions of habitual practice in higher education, the productive engagement of interruption by adult students in a program for introducing them to college-level humanities courses, and the re-engagement of students interrupted from school-based learning.

An introduction to the next section of the journal is presented which discussess topics such funding for public universities teaching humanities; Feminist Border Arts Film Festival of New Mexico State University; and history of her Pacific Northwest company town, Potlatch, Idaho.

The author reflects on the condition of higher education in India. The author states the study and teaching in knowledge for humanities, science, technology and agriculture at Indian universities and colleges. An overview on the kind of caste system found in higher education enterprise with strong interaction in the universities, is also emphasized.

The article offers information on higher education in humanities in the U.S. and the declining enrollments in undergraduate humanities programs. Topics discussed include the challenges faced by humanities graduates in getting employment opportunities; the number of bachelor's degree completions in English, history, and philosophy; and the impact of structural changes in the university system in the U.S. on it.