Pub Date : 2024-09-09DOI: 10.1177/14740222241276165
Katerina Zacharia, Marientina Gotsis
This article presents the design, goals, and evaluation of Enthralled following the 2022 playtesting in three undergraduate Liberal Arts core courses. Enthralled draws on ancient Greek myths and the classical tragedy Bacchae by Euripides. As an immersive pedagogical intervention, Enthralled promotes group collaboration and rewards consideration of diverse viewpoints and cultural values. Participants vote on the motivations of dramatic characters, which allows for a deeper understanding of their preconceptions and implicit biases and offers the opportunity for self-reflection and dialogue. The game toolkit includes an original deck of cards, a role-playing script, a character sheet, ballots, a hints-and-clues deck, instructions for players and moderators, and scoring materials. The third version of Enthralled exceeded our entertainment efficacy, playability, and usability goals and contributed positively to the learning outcomes of the courses. Minor game improvements and a course-tailored implementation toolkit are the next steps for scaling this project.
{"title":"Design and evaluation of Enthralled: A higher education conversation game based on Euripides’ Bacchae","authors":"Katerina Zacharia, Marientina Gotsis","doi":"10.1177/14740222241276165","DOIUrl":"https://doi.org/10.1177/14740222241276165","url":null,"abstract":"This article presents the design, goals, and evaluation of Enthralled following the 2022 playtesting in three undergraduate Liberal Arts core courses. Enthralled draws on ancient Greek myths and the classical tragedy Bacchae by Euripides. As an immersive pedagogical intervention, Enthralled promotes group collaboration and rewards consideration of diverse viewpoints and cultural values. Participants vote on the motivations of dramatic characters, which allows for a deeper understanding of their preconceptions and implicit biases and offers the opportunity for self-reflection and dialogue. The game toolkit includes an original deck of cards, a role-playing script, a character sheet, ballots, a hints-and-clues deck, instructions for players and moderators, and scoring materials. The third version of Enthralled exceeded our entertainment efficacy, playability, and usability goals and contributed positively to the learning outcomes of the courses. Minor game improvements and a course-tailored implementation toolkit are the next steps for scaling this project.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-07DOI: 10.1177/14740222241282951
Kathy Luckett
Motivated by critiques from black students during the protests (2015-2016), I trace continuities between the racialised discourses and knowledge regimes that justified colonial education policies and that of Education Development at a historically white South African university. First, I show how the University of Cape Town’s Humanities Education Development Programme racialised and misrecognised black students, despite attempted reforms. Secondly, I trace the discursive formation of the ED project - from the assimilationist discourse of missionary education; the adapted model of trusteeship; the production of race science during apartheid; to a return to assimilationist discourse via the Cape Liberal tradition during apartheid’s demise. However, after a generation of inferior Banu Education, the attempt to assimilate black students into historically white universities’ curricula was not feasible. Instead, an adapted, remedial model was proposed that became entrenched post-apartheid by a state and HE system that failed to transform its inherited Eurocentric curriculum.
{"title":"Racial discourses and colonial education policy: The discursive construction of education development at a historically white South African university","authors":"Kathy Luckett","doi":"10.1177/14740222241282951","DOIUrl":"https://doi.org/10.1177/14740222241282951","url":null,"abstract":"Motivated by critiques from black students during the protests (2015-2016), I trace continuities between the racialised discourses and knowledge regimes that justified colonial education policies and that of Education Development at a historically white South African university. First, I show how the University of Cape Town’s Humanities Education Development Programme racialised and misrecognised black students, despite attempted reforms. Secondly, I trace the discursive formation of the ED project - from the assimilationist discourse of missionary education; the adapted model of trusteeship; the production of race science during apartheid; to a return to assimilationist discourse via the Cape Liberal tradition during apartheid’s demise. However, after a generation of inferior Banu Education, the attempt to assimilate black students into historically white universities’ curricula was not feasible. Instead, an adapted, remedial model was proposed that became entrenched post-apartheid by a state and HE system that failed to transform its inherited Eurocentric curriculum.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-19DOI: 10.1177/14740222241276166
Kath Dooley, Fanke Peng, Sarah Neville, Jordan McKibbin
This scoping review paper explores skills gaps for graduates in creative industries as identified and discussed in global industrial and education contexts. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) system, our review presents findings from 63 texts published from 2007 to 2023 that were located via five databases. These findings suggest that the top-ranked hard skills gaps for graduates are digital or related skills, such as those related to marketing and data analysis. The top-ranked soft skills are communication and collaboration, both of which are cited more frequently than any hard skill gap and appear key for graduate employability. Factors identified as contributing to these skills gaps include higher education offerings, industry needs and cultural policy. These contributing factors are correlated to the rise of creative industries, shifting values in cultural sectors, change in governments in western influenced cultures and digital transformation.
{"title":"Mind the gap: A scoping review of skills gaps for graduates in the creative industries","authors":"Kath Dooley, Fanke Peng, Sarah Neville, Jordan McKibbin","doi":"10.1177/14740222241276166","DOIUrl":"https://doi.org/10.1177/14740222241276166","url":null,"abstract":"This scoping review paper explores skills gaps for graduates in creative industries as identified and discussed in global industrial and education contexts. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) system, our review presents findings from 63 texts published from 2007 to 2023 that were located via five databases. These findings suggest that the top-ranked hard skills gaps for graduates are digital or related skills, such as those related to marketing and data analysis. The top-ranked soft skills are communication and collaboration, both of which are cited more frequently than any hard skill gap and appear key for graduate employability. Factors identified as contributing to these skills gaps include higher education offerings, industry needs and cultural policy. These contributing factors are correlated to the rise of creative industries, shifting values in cultural sectors, change in governments in western influenced cultures and digital transformation.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-20DOI: 10.1177/14740222241260952
Mikkel Snorre Wilms Boysen, Ole Lund, Heidi S Pugh, Karen S Egelund, Kirsten B Andersen, Martha Lagoni, Frederik Zeuthen, Birte D Hansen, Helle Marie Skovbjerg
Educators who work with playful approaches in teaching often use methods inspired by art-based learning. The aim of the study was, therefore, to investigate how pedagogics of art-based learning can contribute to the pedagogics of playful learning in a way that neither compromises essential values of art, nor the values of play. The study included two steps. First, we analyzed 70 didactic designs developed and tested in 2021 and 2022 in the in the Danish Playful Learning Project (PL). Second, we conducted a collaborative in-depth analysis of 6 additional playful learning designs, also developed and tested in the PL project. The study indicates that art-based skills are an important prerequisite in order to realize the potential of art-based learning as well as playful learning. However, a focus on art-based skills can lead to a more entrenched perspective that interferes with the focus on open-ended processes and experimentation that are found within playful learning.
{"title":"On the border between play and art: A collaborative self-study of 76 playful didactic designs in higher education","authors":"Mikkel Snorre Wilms Boysen, Ole Lund, Heidi S Pugh, Karen S Egelund, Kirsten B Andersen, Martha Lagoni, Frederik Zeuthen, Birte D Hansen, Helle Marie Skovbjerg","doi":"10.1177/14740222241260952","DOIUrl":"https://doi.org/10.1177/14740222241260952","url":null,"abstract":"Educators who work with playful approaches in teaching often use methods inspired by art-based learning. The aim of the study was, therefore, to investigate how pedagogics of art-based learning can contribute to the pedagogics of playful learning in a way that neither compromises essential values of art, nor the values of play. The study included two steps. First, we analyzed 70 didactic designs developed and tested in 2021 and 2022 in the in the Danish Playful Learning Project (PL). Second, we conducted a collaborative in-depth analysis of 6 additional playful learning designs, also developed and tested in the PL project. The study indicates that art-based skills are an important prerequisite in order to realize the potential of art-based learning as well as playful learning. However, a focus on art-based skills can lead to a more entrenched perspective that interferes with the focus on open-ended processes and experimentation that are found within playful learning.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.1177/14740222241260951
Kim Goodwin, Caitlin Vincent
Developing student employability is a key strategy within institutions of higher education, particularly for students in creative industries where labour market supply has outpaced employer demand. Existing literature shows that activities that promote communities of practice offer clear employability benefits for students. However, such activities are often centred within university curriculum or driven by career development units with limited student engagement. This article considers an alternative approach, an academically-supported career community delivered as an extracurricular activity within an arts and cultural management graduate program at the University of Melbourne. Drawing on program metrics and an anonymous survey of participants in the program’s pilot iteration, we find evidence of a flexible career community built around the intelligent career theory tenets of knowing how and knowing whom, in which participants experienced positive and discipline-specific impacts related to employability and increased self-confidence in approaching the arts and cultural labour market.
{"title":"Arts employability and extracurricular communities of practice: A case study of the University of Melbourne’s creative community connections","authors":"Kim Goodwin, Caitlin Vincent","doi":"10.1177/14740222241260951","DOIUrl":"https://doi.org/10.1177/14740222241260951","url":null,"abstract":"Developing student employability is a key strategy within institutions of higher education, particularly for students in creative industries where labour market supply has outpaced employer demand. Existing literature shows that activities that promote communities of practice offer clear employability benefits for students. However, such activities are often centred within university curriculum or driven by career development units with limited student engagement. This article considers an alternative approach, an academically-supported career community delivered as an extracurricular activity within an arts and cultural management graduate program at the University of Melbourne. Drawing on program metrics and an anonymous survey of participants in the program’s pilot iteration, we find evidence of a flexible career community built around the intelligent career theory tenets of knowing how and knowing whom, in which participants experienced positive and discipline-specific impacts related to employability and increased self-confidence in approaching the arts and cultural labour market.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1177/14740222241251729
Lisa Lau, Ana Cristina Mendes
This article critically assesses the hospitality premise on which the project-practice of decolonizing the curriculum rests, investigating the texture and limitations of the hospitality that Global North universities seem willing to offer their many Others, including students, staff, and stakeholders, particularly in the form of knowledges and pedagogies. It investigates how the guests-strangers are treated within the Global North Universities, their knowledges posited as a separate category within the epistemic system rather than integrated into being a part of the system; guests relegated to unpaid servants when obliged to shoulder the lion's share of the work in addressing the unfair, racist systems which devalue them and their knowledges. Embedding the discourse of decolonizing the university in and with postcolonial concepts, the article highlights the profoundly unequal power relationships between hosts and guests that continue to inform even the best-intentioned Global North higher education institutions, self-declaredly dedicated to decolonization efforts. It argues for pressing need on the part of the Global North universities to deepen their awareness of the historical legacies of coloniality and its matrix of power, and consequently reflect on the treatment of Global South guests and knowledges. This long, hard look at their role of host is necessary for a true committment to decolonising the university spaces and rendering them genuinely hospitable, and to transforming the unequal power dynamics and the impacts on guests-stranger Others.
{"title":"Decolonizing the Global North university: Host-guest dynamics and the limits of hospitality","authors":"Lisa Lau, Ana Cristina Mendes","doi":"10.1177/14740222241251729","DOIUrl":"https://doi.org/10.1177/14740222241251729","url":null,"abstract":"This article critically assesses the hospitality premise on which the project-practice of decolonizing the curriculum rests, investigating the texture and limitations of the hospitality that Global North universities seem willing to offer their many Others, including students, staff, and stakeholders, particularly in the form of knowledges and pedagogies. It investigates how the guests-strangers are treated within the Global North Universities, their knowledges posited as a separate category within the epistemic system rather than integrated into being a part of the system; guests relegated to unpaid servants when obliged to shoulder the lion's share of the work in addressing the unfair, racist systems which devalue them and their knowledges. Embedding the discourse of decolonizing the university in and with postcolonial concepts, the article highlights the profoundly unequal power relationships between hosts and guests that continue to inform even the best-intentioned Global North higher education institutions, self-declaredly dedicated to decolonization efforts. It argues for pressing need on the part of the Global North universities to deepen their awareness of the historical legacies of coloniality and its matrix of power, and consequently reflect on the treatment of Global South guests and knowledges. This long, hard look at their role of host is necessary for a true committment to decolonising the university spaces and rendering them genuinely hospitable, and to transforming the unequal power dynamics and the impacts on guests-stranger Others.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.1177/14740222241248830
Jacqueline Burgess, Paul Williams, Amy Curran
This research sought to explore how creative writing university students’ knowledge aligned with published authors and marketing professionals within the publishing industry. Participants from all three groups were recruited for semi-structured interviews, and the transcripts were analysed using thematic analysis. Overall, both published authors and creative writing students’ knowledge was misaligned with industry perspectives, practices, and expectations, despite both authors and students generally believing marketing was important. Both the authors and students overall possessed a limited understanding of marketing and so their marketing knowledge did not appear to greatly increase after graduating. Given that authors found it difficult to build their marketing knowledge and skills due to time constraints, it would appear useful to embed marketing and entrepreneurial knowledge in creative writing university curricula to ensure students graduated with knowledge that would enhance their entrepreneurial and marketing skills and their income opportunities.
{"title":"Australian author, student and publishing perspectives on marketing knowledge","authors":"Jacqueline Burgess, Paul Williams, Amy Curran","doi":"10.1177/14740222241248830","DOIUrl":"https://doi.org/10.1177/14740222241248830","url":null,"abstract":"This research sought to explore how creative writing university students’ knowledge aligned with published authors and marketing professionals within the publishing industry. Participants from all three groups were recruited for semi-structured interviews, and the transcripts were analysed using thematic analysis. Overall, both published authors and creative writing students’ knowledge was misaligned with industry perspectives, practices, and expectations, despite both authors and students generally believing marketing was important. Both the authors and students overall possessed a limited understanding of marketing and so their marketing knowledge did not appear to greatly increase after graduating. Given that authors found it difficult to build their marketing knowledge and skills due to time constraints, it would appear useful to embed marketing and entrepreneurial knowledge in creative writing university curricula to ensure students graduated with knowledge that would enhance their entrepreneurial and marketing skills and their income opportunities.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140623054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.1177/14740222241240710
Maria Prozesky, Naomi Nkealah
We teach English literature in South Africa, to third- or fourth-language English speakers. Increasingly dissatisfied with the effectiveness of our pedagogy under conditions of massification, we seek to agitate propositions about our students’ reading and what these propositions means for our pedagogy. Drawing on narrative theory we analyse our students’ written responses to a portfolio assessment designed to scaffold their reading of a setwork novel, Lauren Beukes’ Zoo City. Six patterns emerge, around paraphrase, compensation strategies that replace literary reading, repertoires of knowledge and how these relate to access, personal salience and dissonance, reader discomfort, and decolonial opportunities. Understanding the students’ reading for our course as a complex web of material, social and affective relations opens avenues for pedagogy and assessment design that frames literary reading as communal encounter.
{"title":"Literary reading as a web of relationships: Implications for pedagogy at a South African university","authors":"Maria Prozesky, Naomi Nkealah","doi":"10.1177/14740222241240710","DOIUrl":"https://doi.org/10.1177/14740222241240710","url":null,"abstract":"We teach English literature in South Africa, to third- or fourth-language English speakers. Increasingly dissatisfied with the effectiveness of our pedagogy under conditions of massification, we seek to agitate propositions about our students’ reading and what these propositions means for our pedagogy. Drawing on narrative theory we analyse our students’ written responses to a portfolio assessment designed to scaffold their reading of a setwork novel, Lauren Beukes’ Zoo City. Six patterns emerge, around paraphrase, compensation strategies that replace literary reading, repertoires of knowledge and how these relate to access, personal salience and dissonance, reader discomfort, and decolonial opportunities. Understanding the students’ reading for our course as a complex web of material, social and affective relations opens avenues for pedagogy and assessment design that frames literary reading as communal encounter.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1177/14740222231213974
Kerry Boyle
This research, carried out between 2020 and 2021, involves an online questionnaire and individual interviews with undergraduate music students at universities and conservatoires in the UK, to examine student experiences of receiving and delivering instrumental and singing tuition. There is no regulation of instrumental teaching in the UK, and individuals are able to teach without formal training or qualification. Existing literature suggests that musicians often begin teaching while still in education, though there is limited research concerning the experience of this process. This research confirms that students are involved in delivering instrumental and singing lessons before and during their undergraduate studies, often beginning with peer learning initiatives in school or ‘helping’ family and friends. The study identifies positive perceptions of the role of teaching in portfolio careers in music and highlights the influence of both instrumental teachers and classroom music teachers in shaping understandings and providing guidance and opportunities for students.
{"title":"Students as teachers: A study of UK undergraduate music students’ experiences and perceptions of instrumental and singing teaching","authors":"Kerry Boyle","doi":"10.1177/14740222231213974","DOIUrl":"https://doi.org/10.1177/14740222231213974","url":null,"abstract":"This research, carried out between 2020 and 2021, involves an online questionnaire and individual interviews with undergraduate music students at universities and conservatoires in the UK, to examine student experiences of receiving and delivering instrumental and singing tuition. There is no regulation of instrumental teaching in the UK, and individuals are able to teach without formal training or qualification. Existing literature suggests that musicians often begin teaching while still in education, though there is limited research concerning the experience of this process. This research confirms that students are involved in delivering instrumental and singing lessons before and during their undergraduate studies, often beginning with peer learning initiatives in school or ‘helping’ family and friends. The study identifies positive perceptions of the role of teaching in portfolio careers in music and highlights the influence of both instrumental teachers and classroom music teachers in shaping understandings and providing guidance and opportunities for students.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139203080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1177/14740222231213971
Nathan B. Kruse, Kimberly K Emmons, Trista L Powers, Derrick L Williams, C. C. Wolken
Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants’ teacher identity and how a mentored teaching experience shaped participants’ future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students’ professional development.
{"title":"Humanities in collaboration: Mentored teaching experiences among humanities graduate students","authors":"Nathan B. Kruse, Kimberly K Emmons, Trista L Powers, Derrick L Williams, C. C. Wolken","doi":"10.1177/14740222231213971","DOIUrl":"https://doi.org/10.1177/14740222231213971","url":null,"abstract":"Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants’ teacher identity and how a mentored teaching experience shaped participants’ future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students’ professional development.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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