Higher Education Exchange: 2012

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share.The Higher Education Exchange is founded on a thought articulated by Thomas Jefferson in 1820: "I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education."In the tradition of Jefferson, the Higher Education Exchange agrees that a central goal of higher education is to help make democracy possible by preparing citizens for public life. The Higher Education Exchange is part of a movement to strengthen higher education's democratic mission and foster a more democratic culture throughout American society.Working in this tradition, the Higher Education Exchange publishes interviews, case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies

The influence of curricula content on sociology students’ transformations: the case of feminist knowledge

Previous research identifies the importance of feminist knowledge for improving gender equity, economic prosperity and social justice for all. However, there are difficulties in embedding feminist knowledge in higher education curricula. Across England, undergraduate sociology is a key site for acquiring feminist knowledge. In a study of four English sociology departments, Basil Bernstein's theoretical concepts and Madeleine Arnot's notion of gender codes frame an analysis indicating that sociology curricula in which feminist knowledge is strongly classified in separate modules is associated with more women being personally transformed. Men's engagement with feminist knowledge is low and it does not become more transformative when knowledge is strongly classified. Curriculum, pedagogy and gender codes are all possible contributors to these different relationships with feminist knowledge across the sample of 98 students

Transforming knowledge

Philadelphiaxiii, 210 p.; 22 c

Judging in Hannah Arendt (1905-1975)

Elizabeth Minnich, American Association of Colleges and Universitie

Thinking in Hannah Arendt (1906-1975)

Elizabeth Minnich, American Association of Colleges and Universitie

Autotrophic Carbon Fixation by the Chemoautotrophic Symbionts of Riftia pachyptila

Volume: 177Start Page: 372End Page: 38

Dialogue: In conversation with Elizabeth Minnich

At the conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL) in Bergen, Norway (October 2018), we were privileged to have heard a lecture by Elizabeth Minnich, “People who are not thinking are capable of anything: What are students learning, how are students learning it, and does it make them better people?” In November 2018, as a follow-up to the lecture, Chng Huang Hoon (then ISSOTL vice president, Asia Pacific) invited the ISSOTL community to pose the questions to Professor Minnich. Questions from four members—John Draeger, Torgny Roxå, Johan Geertsema, and Chng Huang Hoon—were received. Professor Minnich emailed her responses to each question, and over the next six months there ensued several email exchanges between each contributor and Professor Minnich, which resulted in the first draft of this conversation. With the help of the above contributors, Huang Hoon wove the separate pairs of exchanges into this conversation, which not only addresses points in her keynote in Bergen but also discusses issues in her works. Teaching & Learning Inquiry has generously provided this platform for sharing the conversation. We hope TLI readers will benefit from this effort and we welcome readers to continue the discussion

In conversation with Elizabeth Minnich

At the conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL) in Bergen, Norway (October 2018), we were privileged to have heard a lecture by Elizabeth Minnich, “People who are not thinking are capable of anything: What are students learning, how are students learning it, and does it make them better people?”In November 2018, as a follow-up to the lecture, Chng Huang Hoon (then ISSOTL vice president, Asia Pacific) invited the ISSOTL community to pose the questions to Professor Minnich. Questions from four members—John Draeger, Torgny Roxå, Johan Geertsema, and Chng Huang Hoon—were received. Professor Minnich emailed her responses to each question, and over the next six months there ensued several email exchanges between each contributor and Professor Minnich, which resulted in the first draft of this conversation. With the help of the above contributors, Huang Hoon wove the separate pairs of exchanges into this conversation, which not only addresses points in her keynote in Bergen but also discusses issues in her works.Teaching & Learning Inquiry has generously provided this platform for sharing the conversation. We hope TLI readers will benefit from this effort and we welcome readers to continue the discussion