Author: Donna Heiland Publisher: ISBN: 9780983123606 Category : Educational evaluation Languages : en Pages : 351
Book Description
This collection of essays, "Literary Study, Measurement, and the Sublime: Disciplinary Assessment," edited by Donna Heiland and Laura J. Rosenthal, represents an important new venture in the Foundation's communication program. The book is the product of many authors, including the editors, both of whom have written essays for it. But it is the creativity and the persistence of the editors that explains the appearance of this new publication. The editors have reviewed the essays rigorously, to ensure that they meet the highest academic standards. The essays represent an enticing and interesting series of ideas and experiences about the work of assessment in literature and related fields that often resist the language and the methods of standard forms of assessment--often, one might add, for very good reasons. Contents include: (1) Transformative Learning--Mine and Theirs (Carol Geary Schneider); (2) Making the Case for Discipline-Based Assessment (Rachelle L. Brooks); (3) Where Has Assessment Been in the Modern Language Association? A Disciplinary Perspective (Rosemary G. Feal, David Laurence, and Stephen Olsen); (4) Measuring the Humanities: The Slippery Slope from Assessment to Standardization (Michael Holquist); (5) The Pygmies in the Cage: The Function of the Sublime in Longinus (W. Robert Connor); (6) Approaching the Ineffable: Flow, Sublimity, and Student Learning (Donna Heiland); (7) Fearful Symmetries: Rubrics and Assessment (Sarah Webster Goodwin); (8) Posthumanist Measures: Elephants, Assessment and the Return of Creativity (Lucinda Cole); (9) Assessment in Literary Education (Charles Altieri); (10) Assessment, Literary Study, and Disciplinary Futures (Laura J. Rosenthal); (11) The Future of Literary Criticism, Assessment, the Curricularized Classroom, and Thick Reading (Charles M. Tung); (12) a Progressive Case for Educational Standardization: How Not to Respond to Calls for Common Standards (Gerald Graff and Cathy Birkenstein); (13) English Departments, Assessment, and Organizational Learning (David Mazella); (14) From Skepticism to Measured Enthusiasm: The Story of Two Literary Scholars' Introduction to Assessment in the Major (Kirsten T. Saxton and Ajuan Maria Mance); (15) a Cautionary Tale about System-Wide Assessment in the State University of New York: Why and How Faculty Voices and Must Unite (Pat Belanoff and Tina Good); (16) The Collaborative World Languages Department: a Teamwork Approach to Assessing Student Learning Outcomes (Jose G. Ricardo-Osorio); and (17) How to Construct a Simple, Sensible, Useful Departmental Assessment Process (Barbara E. Walvoord). Appended are: (1) English 10 Essay Assessment Guide; and (2) Basic Communication Outcomes suny. Individual essays contain figures, notes and works cited. [This paper was written with the assistance of Cheryl Ching.].
Author: Christopher Newfield Publisher: University of Chicago Press ISBN: 0226817164 Category : Social Science Languages : en Pages : 324
Book Description
This collection examines the uses of quantification in climate science, higher education, and health. Numbers are both controlling and fragile. They drive public policy, figuring into everything from college rankings to vaccine efficacy rates. At the same time, they are frequent objects of obfuscation, manipulation, or outright denial. This timely collection by a diverse group of humanists and social scientists challenges undue reverence or skepticism toward quantification and offers new ideas about how to harmonize quantitative with qualitative forms of knowledge. Limits of the Numerical focuses on quantification in several contexts: climate change; university teaching and research; and health, medicine, and well-being more broadly. This volume shows the many ways that qualitative and quantitative approaches can productively interact—how the limits of the numerical can be overcome through equitable partnerships with historical, institutional, and philosophical analysis. The authors show that we can use numbers to hold the powerful to account, but only when those numbers are themselves democratically accountable.
Author: Publisher: ISBN: 9780983123613 Category : Literature Languages : en Pages : 374
Book Description
Explores what is at stake in the work of assessment in the literature classroom, what we stand to gain, what we fear to lose, and whether current assessment methods can capture the outcomes we care about most: the complex, subtle, seemingly ineffable heart of learning. The essays in this volume are divided into four sections that focus on: outcomes assessment in the context of current national discussions of higher education and the work being done by various professional organizations; approaches to assessing "sublime learning" (that is, learning that can seem unassessable) and creativity; the question of what outcomes assessment can measure in the literature classroom, as well as the theoretical and political implications of doing so; case studies and templates for the assessment of literature programs, with related discussions of the assessment of writing and foreign language acquisition.--From publisher's description.
Author: Thomas Matthew Vozar Publisher: Oxford University Press ISBN: 0198875940 Category : Languages : en Pages : 225
Book Description
No author in the English canon seems more deserving of the epithet sublime than John Milton. Yet Milton's sublimity has long been dismissed as an invention of eighteenth-century criticism. The poet himself, the story goes, could hardly have had any notion of the sublime, a concept that only took shape in the decades after his death with the advent of philosophical aesthetics. Such a narrative, however, fails to account for the fact that Milton is one of the first writers in English to refer to Longinus, the author traditionally associated with the Ancient Greek treatise On the Sublime. This book argues that Milton did have an idea of the sublime--one that came to him from Longinus but also from a larger classical tradition that offered a pre-aesthetic predecessor to the aesthetic concept of the sublime. Thomas Vozar shows that Longinus was better known in early modern England than has been previously appreciated; that various notions of sublimity beyond that of Longinus would have been available to Milton and his contemporaries; and that such notions of the sublime were integral to Milton's rhetorical, scientific, and theological imagination. Additional material relating to the early modern reception of Longinus is provided in the appendices, which contain the first bibliographical study of copies of Longinus in English private libraries to 1674 and an edition of a newly discovered seventeenth-century English translation of Longinus. Far from being anachronistic, Milton's "abstracted sublimities" touch on almost every aspect of his thought, from rhetoric to politics, from science to theology. Making substantive contributions to literary scholarship, classical reception studies, and the history of ideas, Milton, Longinus, and the Sublime in the Seventeenth Century returns the sublime to its proper place at the forefront of Milton criticism, re-evaluates the diffusion of Longinian texts and concepts in early modern Europe, and records a crucial missing chapter in the history of the sublime.
Author: Emilia Di Martino Publisher: Cambridge Scholars Publishing ISBN: 1443871109 Category : Language Arts & Disciplines Languages : en Pages : 175
Book Description
Studying Language through Literature invites readers to reconsider the opportunity represented by literary texts for language-related purposes. Despite the close relationship between literature and language in educational contexts, literature is frequently associated with teaching practices which have been judged to be unsuccessful. Subsequently, texts of the non-literary type are preferred, on the basis that they are ‘authentic’ and closer to ‘real’ language. The everlasting relationship between language and literature is here reassessed starting from two assumptions: literature is the expression of an emphasized perception of reality – be it private, collective, or pertaining to a certain temporal/spatial context; and literary language is language in its utmost form. Following an outline of the philosophy that governs the book, each chapter presents specific insights on the use of the various different literary genres: namely, fiction, poetry and drama. The opportunities offered by translation in the foreign language classroom constitute a recurrent theme throughout the book, although Chapter 5 is entirely devoted to translation criticism. The closing pages put forward a few reflections on assessment. While offering some food for thought in order to reassess the role of literature in the language class, this book puts together ideas, considerations and suggestions from which the reader is free to pick, mix and adjust, exploiting them to her/his greatest benefit.
Author: H. Aram Veeser Publisher: Anthem Press ISBN: 1785274392 Category : Language Arts & Disciplines Languages : en Pages : 304
Book Description
The interviewees of this volume fall into three groups: the main players who brought about the rise of theory (Fish, Gallop, Spivak, Bhabha); a younger group of post-theorists (Bérubé, Dimock, Nealon, Warren); the anti-critique theorists (Felski); and new order theorists (Puchner, Wolfe). They discuss elemental questions, such as trying to grasp what was logic and what was rhetoric; trying to see down the road while fog and turmoil held visibility to arm’s length; and trying to pick legible meanings out of the cultural blanket of deafening noise. Theorists were not only good thinkers but also pioneers who were seeking profound transformations.
Author: Andrew Delbanco Publisher: Princeton University Press ISBN: 0691246378 Category : Education Languages : en Pages : 280
Book Description
The strengths and failures of the American college, and why liberal education still matters As the commercialization of American higher education accelerates, more and more students are coming to college with the narrow aim of obtaining a preprofessional credential. The traditional four-year college experience—an exploratory time for students to discover their passions and test ideas and values with the help of teachers and peers—is in danger of becoming a thing of the past. In College, prominent cultural critic Andrew Delbanco offers a trenchant defense of such an education, and warns that it is becoming a privilege reserved for the relatively rich. In describing what a true college education should be, he demonstrates why making it available to as many young people as possible remains central to America's democratic promise. In a brisk and vivid historical narrative, Delbanco explains how the idea of college arose in the colonial period from the Puritan idea of the gathered church, how it struggled to survive in the nineteenth century in the shadow of the new research universities, and how, in the twentieth century, it slowly opened its doors to women, minorities, and students from low-income families. He describes the unique strengths of America’s colleges in our era of globalization and, while recognizing the growing centrality of science, technology, and vocational subjects in the curriculum, he mounts a vigorous defense of a broadly humanistic education for all. Acknowledging the serious financial, intellectual, and ethical challenges that all colleges face today, Delbanco considers what is at stake in the urgent effort to protect these venerable institutions for future generations.
Author: Barbara E. Walvoord Publisher: John Wiley & Sons ISBN: 1118559185 Category : Education Languages : en Pages : 128
Book Description
Step-by-step guidance for shaping better writers while keeping faculty workloads manageable Effective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently. Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to: Articulate goals for student writing Measure student writing Improve student writing Document that improvement The book begins by addressing four basic concepts: what we mean by writing, what we mean by "good" writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English. The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments. Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.
Author: Denis C. Bosseau Publisher: Springer Nature ISBN: 3031076389 Category : Political Science Languages : en Pages : 292
Book Description
This book considers whether critical theory is up to the task of addressing our contemporary crises, including the question of ‘post-truth’ discourse, psycho-social pathologies, the rise of right-wing populism, the Covid-19 pandemic, the anticolonial deficit in critical theory, and the neo-liberal management of the academy. The contributors offer a series of timely and complex reflections on the nature of critical theory, its role in contemporary society, and its various developments since the early twentieth century. In doing so, they analyse a variety of contemporary issues that, through critical reflection, can help us to navigate these problems. This volume seeks to highlight problems and possibilities within this field of thought, and endeavours to contribute towards reconsidering its capabilities and relevance.
Author: Stephen P. Hundley Publisher: Taylor & Francis ISBN: 1000970760 Category : Education Languages : en Pages : 240
Book Description
Trends in Assessment provides readers with a survey of the state-of-the-art of the enduring assessment concepts and approaches developed over the past twenty-five years, and includes chapters by acknowledged experts who describe how emerging assessment trends and ideas apply to their programs and pedagogies, covering: Community Engagement ePortfolios Faculty Development Global Learning Graduate and Professional Education High-Impact Practices Learning Improvement and Innovation Assessment Trends from NILOA STEM Student Affairs Programs and Services The concluding chapters point to a future of assessment and identify several meta-trends in assessment. The book was conceived by organizers and contributors of the Assessment Institute in Indianapolis, the nation’s oldest and largest higher education assessment event, and includes contributions by the following partners of the Institute: Association for the Assessment of Learning in Higher Education (AALHE); Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL); Association for General and Liberal Studies (AGLS); Association for Institutional Research (AIR); Association of American Colleges and Universities (AAC&U); Center for Postsecondary Research (CPR)/National Survey of Student Engagement (NSSE); and Higher Education Data Sharing Consortium (HEDS). Trends in Assessment serves as a vital resource for faculty, student affairs professionals, administrators, anyone involved in accreditation, and scholars in the field.
Author: Donna Heiland
Author: Christopher Newfield
Author: 
Author: Thomas Matthew Vozar
Author: Emilia Di Martino
Author: H. Aram Veeser
Author: Andrew Delbanco
Author: Barbara E. Walvoord
Author: Denis C. Bosseau
Author: Stephen P. Hundley