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New CRC 2012 Spring Session

Deadline: 11th March, 2012


Media Studies
Teaching ICT Policy Skills
March 26 - 30, 2012

More on CRC sessions...

Scholarship of Teaching and Learning Fellowship
 


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Project Description

 

Project Background

SOTL began as a tool to facilitate professors’ self-reflexivity in the classroom - taking an academic approach (i.e. a research approach) to the question of innovation in their teaching practice and to questions surrounding student learning in their courses. It has since developed into an emerging sphere of scholarship. The CRC became interested in SOTL through the Pilot Course Portfolio project and our efforts first to promote self-reflexivity and secondly to find out more about how professors in our target region utilize and understand innovative practices and reforming university contexts. Currently, CRC is part of a global network of institutions - Carnegie Foundation’s Institutional Leadership Program (CASTL) - dedicating their energies to collaboration and development of models to support academics as scholars of teaching. This experimental new program is possible thanks to the support of our funders: the OSI’s Higher Education Support Program (HESP).

The project is a marriage between programs developed in the Western context, particularly those of Carnegie’s Academy for the Scholarship of Teaching and Learning, and our distinct expertise in working with academics in Eastern Europe and the Former Soviet Union. The program idea is designed on the basis of the experience of the first SOTL Writing Residency which took place in July 2007, our understanding of original ideas on SOTL, and is also parallel to the approach we took in designing a Curriculum Research Fellowship (CRF) program. This new project will allow us to develop SOTL in our region, and to create knowledge on teaching and learning in the disciplines and contexts of our region, carried out by the academic practitioners themselves with our support. (For more general information on this approach you may consider consulting the resources on CRC’s SOTL website: web.ceu.hu/crc/sotl/).

Project objectives

The new program will help the academic participants to develop their own, high level engagement with the scholarship of teaching and learning, moving from reflection to analysis and research on questions of interest to them and their teaching practice. In other words, it aims to provide a programmatic tool for supporting not only reflection and documentation of teaching, but a more focused research on specific questions to do with teaching and student learning in higher education. The aim of the program is to allow university teachers as practitioners and scholars to develop their own interests, expertise and knowledge in order to update, deepen or transform the teaching and learning paradigms and practices in their own universities.

We would like to attract innovative and inquiring university teachers who display potential as scholars of teaching and who already have some engagement with the questions of student learning. The main aim of the program is to foster their capacity through project development in one academic year, through structured writing and peer evaluation opportunities, financial resources and methodological support, and, ultimately, by creating a new community of scholars able to influence the discussion on teaching and learning. The program alumni are expected to become scholarly teachers and scholars of teaching and learning (through the produced research) and leaders in teaching and learning change who can engage in discussion with their peers offering leadership, knowledge and insight. The tangible outcomes will be research papers, web-based project posters and academic presentations, that is outcomes appropriate to scholarship of teaching and learning.

Targeted project proposals

Solicited projects aim at the improvement of student learning and creation of knowledge on teaching and learning in the disciplines (humanities & social sciences) and particular institutional contexts. The projects can be based on research of one existing course developed by the academic, or a cross-analysis of several courses. This essentially means a research project that is engaging with appropriate readings from various sources, posing relevant and interesting questions related to university teaching and student learning, and using appropriate methods and evidence to persuade readers of the validity of conclusions drawn. The research focus is not so much a matter of generic teaching methods or approaches but the question of the optimal link between the course content, the course context and method of teaching or assessment. Evidence of student learning and appropriate research method selection is to be developed during the project’s implementation, and should be considered in the proposal. As part of the process of developing the project, direct engagement with discipline-specific SOTL readings will be encouraged. The choice of method, appropriate literature, type of evidence sought is ultimately up to the academic’s own choosing, as with any other research project, though we will facilitate the process.

The projects can also have an additional institutional or faculty development or higher education reform interest, as long as the focus on teaching and learning or impact on student experience is clearly demonstrated. Interest areas for research can include, for example:

  • the development of graduate level student skills (MA or doctoral level) through appropriate methods,
  • the development of research, writing, or other appropriate skills at undergraduate level,
  • the development of discipline-specific ways of thinking,
  • inquiry into the linking of teaching and research in research-based courses,
  • the development of interdisciplinary or discipline-specific models of teaching and learning in social sciences and humanities.

These research projects are to be based on teaching of the grantee in his/ her institution and on the analysis of his/her own courses.

Eligible participants

Academics of non-EU countries in our target region (South Eastern Europe, Former Soviet Union and Mongolia) with full time employment in higher education and with the ability to develop and deliver their own courses are eligible to apply. The aim of the CRC is to support innovative and high quality university courses and academics who are, or have the potential to become, excellent or expert teachers. Therefore a Ph.D. or its equivalent, three years teaching experience and a full time university position is a pre-requisite. Documented exposure to faculty development programs, and interest in teaching and learning is an advantage. Participants with strong methodological preparation such as CRC session’s alumni, AFP alumni, former CDC grantees and Course Portfolio Project alumni are welcome to apply. Ability to read, write and collaborate in English is necessary (this means an advanced level of English proficiency).

The SOTL Fellowship program structure

Below is a brief description of main components and stages related to the selection of participants, content and methodological support, peer evaluation, expected outcomes and further collaboration.

Application process: Applicants are expected to fill in an application form (including a brief argumentative project justification) and to submit a 2-3-page long preliminary research proposal. Relevant course syllabi or course descriptions need to be supplied as background information together with a recommendation of a senior university administrator from own institution.

Selection process : CRC office (SOTL group) plus an external academic expert in SOTL will review initial proposals. The selection review is based on an initial project proposal and background information such as course syllabi or course descriptions, CV and recommendation letter.

The initial brief proposal needs to attest to the applicant’s research ideas/preliminary questions as indicating a viable research project and to some knowledge of the questions or problems related to teaching and learning in their discipline or in higher education in general. Telephone interviews will be used to complete the selection process of short listed applicants.

Scholarship of Teaching and Learning Residency . The project development will be facilitated by two SOTL Writing Residencies held in Budapest (each a combination of SOTL seminars and writing and peer reviewing elements) at the beginning and end of the project period. Peer and external input and online communication will be carried out during the rest of the project. The event will consist of a three-day seminar on SOTL plus a 5-day writing workshop (including some independent writing and facilitated reading and discussion workshops). The residency will run Monday to Monday. The grantees attend both residencies, first as starting fellows, then at then end of the grant period as graduating fellows. In both cases they are at the even as writers and peer collaborators (for the starting fellows this means developing their research design based on received advice, resources, individual learning, for the graduating fellows this means writing up and peer reviewing their final research papers). The CRC will facilitate the writing process through ongoing collaborative peer review and advice as well as by giving the participants access to resources, time and space to write.

Progress review:

After the residency : updated proposal with initial literature review and a project snapshot (poster) online is required (very basic structure). Mid year review: on-line project snapshot to be updated (a fully elaborated version), continuing feedback from peer-reviewers and the project facilitators. Final project review: at the next summer event and after, the snapshot is to be updated with evaluation and feedback from the event and a working paper is produced within and after the workshop as the main outcome. (papers are also reviewed in writing by the peers and the facilitators)

Financing procedure :

Individuals receive 10 months funding and some additional resources, if necessary, for their research. Two installments of stipend are paid out (after the first event, and towards the end of the process upon submitting draft paper manuscripts). Any financial resources other than the stipend are included with the first installment and need to be financially accounted for with the appropriate receipts at the time of the progress review.

Final outcomes and further collaboration with the CRC:

The graduating fellows receive a certificate of program completion, which will confirm their achievement of ongoing and substantial professional development as a university teacher. The fellows’ papers are put on the CRC website as Working Papers on Teaching and Learning series). The papers are expected to be of good academic quality, this means they have achieved presentable quality (for international SOTL or teaching focused conferences) and are close to publishable quality (in English-language journals dealing with SOTL, either multi-disciplinary or discipline-specific). We also encourage the dissemination of results in the local university context and in national language publication venues. If enough research projects are generated through the first 2-3 years of the program, a conference could be envisaged to contribute to the dissemination and development of generated ideas. Other formats of collaboration can be also be envisaged in the future, such as approaching a journal to have a special issue made up of the papers or putting together an edited volume.

Further information:

Project facilitator: Joanna Renc-Roe

Email: sotl@ceu.hu

Telephone: +36327 3000 extension 2615

Other relevant website: web.ceu.hu/sotl/

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Facilitators

 

Joanna Renc-Roe

Program manager and facilitator

Dr. Joanna Renc-Roe has been the development manager and one of the CRC instructors at CEU since 2003. Joanna holds a PhD in education from Keele University, UK, an MPhil in gender studies from the Open University, UK, and an MA in Linguistics from Gdansk University, Poland. Joanna has been responsible for developing and implementing a range of programs for visiting academics at the Curriculum Resource Center since 2003. Joanna is also the lead instructor for several courses and seminars run by the CEU Center for Teaching and Learning.

Her main professional focus has been university teacher development, teaching and learning and the scholarship of teaching and learning. In addition to her own academic research, she has taken part in institutional research of both CRC and CEU programs, she has served in many professional associations and she has often presented her work and research internationally. Her current research interests include internationalisation, higher education policy and practice, higher education pedagogies and the scholarship of teaching and learning, gender and higher education.

 

Richard Gale

External advisor and facilitator

Dr. Richard Gale is the Founding Director of the Institute for Scholarship of Teaching and Learning at Mount Royal University, Alberta, Canada. From 2002 2007 he served as Senior Scholar for The Carnegie Foundation for the Advancement of Teaching (Stanford CA) where he directed the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Higher Education Program. Richard has published and spoken widely on aesthetic literacy, integrative learning, and of course scholarship of teaching and learning. He has taught courses in theatre history and theories of drama, freshman composition and graduate level playwriting, critical pedagogy and interdisciplinary arts. His degrees are in theatre history (PhD from the University of Minnesota), playwriting (MFA from the University of California San Diego), drama (MA from San Jose State University), and liberal studies (BA from San Jose State University).

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2011/2012 Fellows

 

Elena Trubina

Thought Experiments in Teaching Philosophy to Undergraduates

Elena Trubina is Professor of Philosophy at Ural State University in Ekaterinburg, Russia. Her research addresses a broad set of issues in social theory, including the intersections between philosophy and qualitative studies, and the interactions between urban space and subjectivities. She teaches courses on social philosophy, philosophical anthropology, social anthropology, and urban theory. Her SOTL project deals with possible uses of the thought experiments discussions to facilitate critical thinking in students.

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Natalia Morozova

Teaching Students to Think Critically About the Role of International Law in World Politics

Natalia Morozova is a Lecturer at the Faculty of International Relations, Nizhny Novgorod State University. She holds a PhD from the Department of International Relations and European Studies, Central European University, Budapest, Hungary. In 2005-2006 she was a Visiting Graduate Student at the Russian and Eurasian Studies Centre, Oxford University. Natalia teaches core courses in international law and world politics as well as elective courses in international relations theory and international humanitarian cooperation. Her research project concerns issues of critical and analytical skills development and in raising students' awareness of the importance of learning theories.

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Mihaela Vidaicu

Visual Learning Tools For Teaching Criminal Law

Mihaela Vidaicu is an associate professor at Law Department, Chair of Criminal Law and Criminology, Moldova State University. She holds the PhD in Criminal Law and her research interests include domestic and European criminal law and criminology. She is actively involved in research and reform oriented projects in the criminal justice field in Moldova. In her SOTL project Mihaela is investigating the impact of film clips on the development of students legal reasoning skills.

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Etleva Lala

The Contrastive Method as a Tool to Deconstruct Misconceptions, Stereotypes and Cliches in Learning History

Etleva Lala is a lecturer at the University of Elbasan, Albania, where she teaches history related courses, but not only, at the Department of Foreign Languages, German section. She graduated from the Central European University, Department of Medieval Studies. As a medievalist, Etleva Lala was a successful scholar conducting research in many archives of Europe, but mainly focusing on the Vatican Secret Archives. She is editor of the Book of Year 2009 in Albania and she has been twice awarded the grant of Excellence from the Albanian Ministry of Education and Science. Recently she has shifted her interest from archival research to classroom research, and she is trying to understand why students do not like to engage in learning history.

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Diana Stah

Integrating Texts and Contexts for Becoming Independent Thinkers

Diana Stah is Associate Professor at the Faculty of Philology, Tiraspol State University, Chisinau, Republic of Moldova. She teaches courses on history of English Literature, British and American Culture. Her research interests include topics related to English literary history, namely, the evolution of English prose, and literary methodology. As a National Expert and Contact Point for the Seventh Framework Programme (FP7) Dr. Stah has been involved in a number of capacity building projects based at the Academy of Sciences of Moldova.

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Rima Dabdoub

Evaluation of the PFDP SET Master Trainer Program on Faculty Participants

Rima started has been working as an English instructor at Bethlehem University, Palestine, since 1980. She holds Master's in TESOL from Boston University, and teaches courses in both English Department and SAT (Subject Area Teaching) program in the Faculty of Education. She also teaches two modules on Ethics and Writing Standards for the MICAD (Master's in International Cooperation and Development) and Master's in Biotechnology at BU. Rima has just completed a 3-year Master Trainers' program of the Palestinian Faculty Development Program, delivered by CEU instructors. Rima is a teaching fellow at the Center for Excellence in Teaching and Learning at Bethlehem University. Her research investigates the impact of the Master Trainers program on the participants' identity and practice. This fellowship is sponsored by funding from Amideast (Palestinian Faculty Development Program).

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2010/2011 Fellows

 

Olena Andrushenko

Thinking Like a Linguist in the Course "Introduction to Germanic Linguistics"

Olena Andrushenko is an Associate Professor at Department of Cross-Cultural Communication at the Institute of Foreign Philology by Zhytomyr State University, Ukraine. She holds her PhD in Linguistics (Germanic Languages), is the author of a textbook "Introduction to Germanic Linguistics" and more than 40 articles in the history of the English language. In 2009-2010 she was Fulbright Senior Visiting Fellow at Stanford University, Department of German Studies.

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Olga Breskaya

Where is Religion? Applying the Integrative Learning Model in the Classroom of the Study of Religion

Olga Breskaya is an assistant professor at Brest state university (BrSU), Belorus in the department of cultural and religious history, she is also a head of religious study sector at the research Center for "Border and Boundary studies" at (BrSU). She is a sociologist of culture and she has participated and led several research projects dealing with the religion in contemporary urban life and teaches courses at the intersection of religious studies and sociology.

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Svitlana Burdina

The impact of Reflection Papers on Forming Teacher Identity in the Course "Theoretical Grammar"

Svitlana Burdina is an Associate Professor at the Department of English Philology, Luhansk Taras Schevchenko National Pedagogical University. She teaches courses in English and American Studies and acts as a teacher trainer for regional professional development team. She has attended many professional development courses in Sweden, US and Ukraine. She has an interest in various aspects of language and professional identity development as well as in issues of language policy and social cohesion.

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Elmira Muratova

Perceiving the "Other": Undermining Students' Bias in the Process of Learning

Elmira Muratova is a Docent at the Department of Political Science and International Relations at Taurida National V. I. Vernadsky University in Simferopol, Crimea, Ukraine. She is a political scientist with a strong research background in the study of Crimean Tatars. She teaches courses dealing with Islam and world politics. She is a former Fulbright Fellow at the University of Kansas.

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Vladimir Solodov

Learning Values and Attitudes in Teaching PA through the Use of Games and Simulations

Vladimir Solodov is associate professor at Moscow Lomonosov State University, School of Public Administration and teaches courses on public administration and governance, simulations and games as a learning and decision-making technique. He is actively involved in research and analytical projects in the field of reforms of public administration, civil service, e-government and anti-corruption policy.

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2009/2010 Fellows

 

Etibar Najafov

The Role of Position Papers in Improving Students' Learning of Critical Thinking in International Relations in Baku MA programs

Etibar Najafov is the Head of Department of European Studies at Baku Slavic University and a Professor of Department of International Relations at Baku State University (part time. He is author of several monographs, textbooks, and articles. His research interests include theoretical issues of International Relations, conceptualization of post-communist development.

The project investigates the role of position papers (critique and comparative critique) in improving the MA students' ability to critically analyze existing knowledge and available ideas in the field of theory of international relations, which is very important prerequisite for developing their own point of view. The project will be implemented on the basis of teaching the course "Theory of International Relations". The MA students of Baku Slavic University and Baku State University are taken as a case study. Including position papers in the course syllabus as a requirement is intended to foster the process of students' learning of critical thinking in the discipline which in its turn should improve their learning.

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Elena Yarskaia-Smirnova

Looking for Change: Visual Methods in Teaching Social Work and Public Sociology

Elena Yarskaia-Smirnova is a professor at the Department of Social Anthropology and Social Work at Saratov State Technical University (Saratov) and also teaches at the Department of General Sociology at State University - Higher School of Economics (Moscow). She is Research Director of an independent non-profit organization "Center for Social Policy and Gender Studies" and a co-editor of the Journal of Social Policy Studies.

Her project aims to contribute to the discussion on the role of visual methods in improving student learning. The courses integrated into the study are "Public sociology" (PS) and "Social work" (SW) from two MA programs, taught at two universities. By tracing the changes in students' performance in home assignments, oral discussions and their own self-reflection, the research will investigate whether or not visual technology applied along with reading the relevant texts significantly contributes to student learning in public sociology.

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Svetlana Poleschuk

Linking Theory and Practice: Teacher's Goals and Student's Expectations. A Case of Workshop-Based Courses

Svetlana Poleschuk is a lecturer at European Humanieties University. She teaches courses at the Department of Media, tracks 'Mass Communications and Journalism' and 'Visual and Cultural Studies' and the Department of Philosophy, track 'Theory and Practices of Contemporary Art'. She is researching art photography in Belarus for her doctoral dissertation, (expected submission in 2010 at Graduate School for Social Research, Warsaw, Poland)

This project investigates the problem of linking theory and practice in teaching media through workshop-based courses. The course 'Theory and Practice of Photography' taught at the Department of Media at the European Humanities University serves here as a laboratory for research due to the fact that the course has a specific structure. A scrupulous analysis of students' learning experience in the framework of this research will help us to examine the effectiveness of such a structure of a media course and help us to understand the possible ways of further development of workshop-based media courses.

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Alexander Livshin

Learning About Social Capital Development: New Approaches to Teaching a Course on Non-Profit Management

Alexander Livshin is a professor at Moscow Lomonosov State University, School of Public Administration and teaches courses on non-profit management and corporate social responsibility. He is Deputy Director of the Institute for Strategic Innovations at the school (CSI SPA) and is the head of a workgroup on NGO studies and inter-sectoral partnership, SPA MSU. He has been involved in extensive research in the area of non-profit studies, as well as in course and curriculum development.

The project is aimed at researching and applying new methods of teaching students philanthropic thinking, charitable behavior and increasing social capital by building trust and developing public participation. The key element of the project is having students work in small groups on a group project which deals with making up a local community-based NGO which would be involved in philanthropic activity.

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Andrei Sokolov

The Development of the Students' Critical Thinking in Teaching the Evolution of the School History Textbook

Andrei Sokolov is a professor of history and Dean of the Faculty of History, YSPU. He teaches courses in modern historiography and history of the body. His research interests include modern Western historiography, Russian and British history and new themes and new approaches in teaching history and training history teachers.

The goal of the project is to discover whether the course "The Evolution of the History School Textbook (XIX - the beginning of the XX centuries)" will help the future teachers of history to develop their critical thinking, support their professional learning and develop competencies that are necessary for their work at schools. As the course is based on the analysis of the textbooks from different countries it is expected that it will help the students to find stereotypical views in textbooks and overcome them.

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2008/2009 Fellows

 

Svetlana Suveica

Teaching, Learning and Thinking Comparatively in the History Classroom

Svetlana Suveica is an associate professor at the Faculty of History and Philosophy, The State University of Moldova, Chisinau. Her research interests are linked with Bessarabian interwar and post-war history, as well as comparative methodology. As coordinator of Comparative History Project (CHP), initiated by the Faculty of History of CEU, she aims to foster peers’ and students’ interest in the comparative theory and practice.

The current SOTL project, that will be implemented within the course Anti-communist Resistance in Romania and Moldovan S.S.R. 1944-1989 aims at improving both teaching and learning, as well as at opening discussions on the learning process within the comparative frame. The research questions for this project are: how students understand the comparative approach, what kind of obstacles students face in a comparative course, what makes them better understand the task posed. Thus, the proposed SOTL project, aims at improving both teaching and learning, as well as at opening discussions on the learning process within the comparative frame.

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Marina Miladinov

Using Student Portfolios In Developing The Sense For Intellectual Property At Undergraduate Level

Marina Miladinov is a lecturer at the Theological Faculty “Matthias Flacius Illyricus” in Zagreb. Her background is medievalist and her interests rest with the historical aspects of the cults of saints and their criticism in the Reformation period. She has first become interested in the scholarly aspects of teaching and learning in the context of Curriculum Resource Centre at Central European University, Budapest, where she has taken part in a course development project (CDC and Pilot Course Portfolio Project), and it has lead to her current SOTL research.

This research is based on the problem that many students do not really realize the full importance of independently conducted research with original results It is quite evident that the students are poorly prepared to conduct independent, project-oriented research and traditional teaching methods, still largely practiced at Croatian universities, greatly discourage active participation in the process of teaching and learning

This project will address the following questions: How can student portfolio and poster-making facilitate the acquisition of research skills and thus develop the students’ sense for intellectual property? What methods can be used to actually monitor and document this improvement?

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Siarhei Liubimau

Small Group and Project-oriented Work within the Course. Implementation and Research

Siarhei Liubimau is a lecturer at the Departments of Social Sciences and Belarusian Studies: Preservation and Use of Cultural Heritage and at the MA program Visual and Cultural Studies at the European Humanities University, currently located in Vilnus, Lithuania. The courses he teaches are Sociology of Culture, The phenomenon of Tourism in the Perspective of Social Critical Theory and Critical Urbanism. He is finishing his PhD dissertation at the Graduate School for Social Research (Polish Academy of Science). In the year 2007 he was one of the founders of the Laboratory of Critical Urbanism at EHU, which serves as a platform for scholars and practitioners working in the field of urban studies.

The main idea of his study is to find out whether small groups’ problem-based work within the course (Sociology of Culture) makes students’ learning experience more integrative and project-oriented? In other words, whether in such a context students learn how to link different topics and theories within the course and whether they start to treat knowledge and skills they acquired within the class as something significant for their career building? The problem posed this way makes my study conceptually close to what is called integrative learning, i.e. the strategies of teaching and learning, which facilitate students’ matching of the knowledge they acquired in one particular class with the information and skills they gain from the other classes and the other sources of the information.

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Irina Kabanova

IT in Humanities Seminar: Shifting Student Learning Attitudes

Irina Kabanova is Head of Department of World Literature at Saratov State University since 2005. Her publications include textbooks on World Literature, Critical Theory, books and articles on English Literature and literary theory.

The project is connected to the course which will be taught in spring 2009 “Introduction to Literary Studies: English Metaphysical Poets” in the new format, adding to traditional classroom, face-to-face teaching the virtual learning space opened by Moodle course management system, and analyzing information technologies’ (IT) influence on student learning. The task of the project is to see how this “hybrid format” might work for a group of around 15 second-year students majoring in English, in the seminar “English Metaphysical Poets”, in specific Russian higher educational context.
Will introduction of virtual learning space to supplement traditional classroom learning make student learning in literature seminar more meaningful? Connectivity is selected to measure the degree of critical thinking; more precisely the research questions are: What are the dynamics of connectivity evidenced by student work in the course of literature seminar? Is it possible to show that using IT as educational environment in teaching literature affects/enhances student ability to make connections within and outside the course?

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Yuri Frantsuz

Creating Independent and Critical Thinking in Students' Learning While Implementing Different Teaching Strategies

Yuri Frantsuz is a senior lecturer at the Department of Social Work at the University for Humanities of the Trade Unions in St. Petersburg, Russia. He teaches and researches Demographic Sociology and related subjects. This research is focused on students’ development of critical, independent and creative thinking (correspondingly CT, IT and CTT) in the course of studying three social disciplines-Theory of Social Work, Social Policy and Sociology of Family. The main goal of the study is to study how and to what extent different teaching strategies results into different levels of the development of independent and critical thinking. The idea is to study not only the dynamics of CT, IT and CTT in general but to look at the changes of their constitutive parts, or subtraits, as well. Special attention is given to developing of connectivity - within courses, with other courses and with everyday life including personal experiences. The data is collected at the St. Petersburg Humanitarian University of the Trade Unions during 2008-2009 academic year at the Department of Social Work.

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2007/2008 Fellows

 

Julia Barlova

Learning History by Way of Constructing Interpretations:
Visualization of the Past

Rescent changes in historiography and methodology of History have caused the need for reconsideration of methods and approaches to teaching and learning. Historical education in Russia is shifting its key points from reproduction to analysis and interpretation. In the university teaching teachers began to realize that students must “do”, “create”, “construct” their own History, but not “remember” it or “learn by heart”, not repeat the clauses and provisions of textbooks. So, a core concept for my investigation is teaching students in a way that could help them construct their own interpretations of History, using sources not as illustrations or confirmations of the textbook author’s concept, but rather as independent keys to understanding the Past, as tools for building up the interpretation of the problem, with the help of creative mind, analysis and critical thinking. How to teach students to visualize History? How do they learn when they visualize History using images? Does it help them in constructing independent interpretations when they see, decode, analyze and value visual evidence? These are initial questions in my SOTL research project.

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Gueorgui Kassianov

Making Students’ Learning Visible. How?
The case of teaching/learning theories of nationalism in contemporary Ukraine

Teaching and learning in the Ukrainian higher education institutions is predominantly based on traditional Humboldt university model were teaching techniques and approaches dominate learning (so called ‘reproductive’ model of teaching/learning). The focus of the project will be shifted from subject-centered approach to the student-centered one. The teaching of nationalism will be transformed into learning about nationalism - the ‘learning’ becomes the focal point, the theories of nationalism become subsidiary tool. The resulting paper will focus on methods and techniques aimed at their transformation of students from ‘invisible’ and passive objects of teaching into pro-active and visible subjects of learning. The process of students’ learning should become transparent, visible and comprehensible both for professor and for students in the course of the project implementation. The basic element of study/learning strategy will be based upon developing personal research trajectory for each student - in fact they should develop their personal research micro-projects on selected topics and to exchange their knowledge and project’s progress with colleagues. This project to a great extend challenges the dominant model of teaching/learning in the Ukrainian universities and even some basic cultural stereotypes deeply rooted and permanently reproduced through educational system

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Iris Goldner Lang
Tamara Perišin

Teaching and Learning “Eu Internal Market Law” via
Case-Study Method and Problem-Solving

The development of EU law, particularly in the area of internal market was largely led by the European Court of Justice and its case law. Therefore, the content of the "EU Internal Market Law" course necessarily presupposes the application of the case-study teaching method. In this project, SoTL fellows want to find out whether the case-study method used in studying "EU Internal Market Law" leads to the acquisition and more comfortable use of problem-finding and problem-solving skills. The positive effects of the case-study method are visible on four different levels. First, the case-study method improves students' understanding of the dynamics of the "EU Internal Market Law" course and to better problem-solving as regards the course's subject-matter. Second, we believe that the acquisition of the transferable problem-solving skill has positive impacts on students' ability to grasp other law courses. Third, the use of case-study methodology ensures a higher degree of practical knowledge, i.e. knowledge that students can apply as practicing lawyers to real, everyday situations. Finally, it is our conviction that the case-study approach and its necessary critical thinking element lead to intensified students' civic engagement. This SoTL project focuses on the first one of the mentioned levels.

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Natalia Novikova

Teaching Women’s and Gender History in Russian Institutions of Higher Education:
Investigating Cases of Student Resistance

The study explores student resistance to critical educational practices in the field of women’s history and gender studies. Although over the last decades women’s and gender studies have became a recognized part of universities’ curricula in Russia, both models of training and content of courses are strongly determined by dominant academic discourses, and women’s and gender studies play minor role in historical education.
The research is focused on a group of students reluctant to participate in class work. I am interested in exploring their motives and ways of expressing the reluctance to study gender issues, looking at various “strategies” of open (hidden) resistance to course material, and how the students’ particular ways of resistance affect their learning process. This research will examine moments of resistance in the classroom and provide their contextual analysis. In the end, it is aimed at further implementation of successful pedagogic models that would help to modernize the national system of higher education.

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