“Pilot implementation of an interdisciplinary course on climate solutions”

A pilot implementation of an experimental interdisciplinary course on climate solutions was undertaken at San Jose´ State University in the fall semester of 2008. The course, co-taught by seven faculty members from six colleges, was approved for a general education requirement and was open to upperclass students campus-wide. A course with such a breadth of topics and range of student backgrounds was the first of its kind here. The lessons learned from the pilot effort were assessed from student, faculty, and administrative perspectives. The educational benefits to students from the interdisciplinary format were found to be substantial, in addition to faculty development. However, challenges associated with team-teaching were also encountered and must be overcome for the long-term viability of the course. The experimental course was approved as a permanent course starting in the fall semester of 2009 based on the pilot effort, and plays a role in the College of Engineering’s recent initiatives in sustainability in addition to campus-wide general educatio

Finding the Missing Link: Student-Centred Assessment in Art and Design Education as a Catalyst for Expanded Communities of Practice and Lifelong Learning

In art and design education, engaging students as partners in practice is a pedagogical necessity. Research shows that it is also an ethical necessity. However, art and design education are deeply entrenched in traditional modes of assessment that are sometimes counterintuitive to the landscape of progressive and innovative learning. There is evidence that assessments are based on subjective values in disciplines where objectivity is difficult to ascertain. Is there a link between the deceleration or arrest of the learner’s participation in communities of practice and lifelong learning because of ambiguous assessment methods? Can these deficits be addressed by educational interventions

OER-Enabled Pedagogy Practicalities

Open Pedagogy encourages development of 21st century skills, and it can increase learner engagement. However, some structure and careful thought is needed in designing open learning experiences. This session will address practical concerns for teachers integrating OP into educational practice. OBJECTIVES: Open pedagogy matters in the field of education, because it is one way to both provide low-cost options to students, and to encourage newer and more engaging pedagogy. However, open pedagogy only works if instructors have worked out practical issues, like explaining open licensing to students or how to assess student work. This session provides a hands-on opportunity for participants to design an open pedagogy experience, and consider all of the practical issues related to that lesson. Participants will explore their own ideas around how the 5Rs can change student experiences, and then they will engage in problem solving for how to address practical concerns. At the end, participants should walk away with an idea for implementing open pedagogy in their own teaching, and some tools for addressing overall practical issues. While this session is largely hands-on, and speaks mostly to people who have some basic knowledge in using OER, it is appropriate for people at any level of familiarity with open pedagogy

Television and the Irish Language

The controversy which greeted the announcement by Minister for Arts. Culture and the Gaeltacht Michael D. Higgins of the forthcoming establishment of Teilifis na Gaellge (TnG) - particularly in view of its cost - has once again put the Issue of Irish language television broadcasting under the spotlight

Survey of 75 businessmen in the Berlin-New Britain area of Connecticut to determine what the businessman expects of the beginning office worker.

Thesis (M.A.)--Boston Universit

Misogyny and Ideological Logic

[no abstract available

Knowing things and going places

When I say “I know Sarah,” or “I know Berlin,” what sort of knowledge am I claiming? Such knowledge of a particular is, I claim, not reducible to either propositional knowledge-that or to traditional physical know-how. Mere, bare knowledge by acquaintance also does not capture the kind of knowledge being claimed here. Using knowledge of a place as my central example, I argue that this kind of knowledge-of, or “objectual knowledge” as it is sometimes called, is of a distinctive epistemological sort. It is a genre of inherently first-personal aesthetic knowledge, but it also, like know-how, involves active skill. I end by exploring a couple of classic problems in aesthetic epistemology, applied to the case of knowledge-of as active aesthetic knowledge. © 2022 The Authors. European Journal of Philosophy published by John Wiley & Sons Ltd