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  1.  8
    Plagiarism of the Implicit Concept in Interior Design Projects: Does It Exist?Abeer A. Alawad, Donia M. Bettaieb & Raif B. Malek - 2022 - Arts and Humanities in Higher Education 21 (1):21-39.
    Design spaces can be read in two complementary structural and compositional dimensions: the implicit dimension, and the formal dimension. This study aimed to answer the following questions: What are the phases of the original idea transformation in the design process? Does taking advantage of the implicit dimension of others’ interior spaces count as inspiration or plagiarism? Participants comprised nine postgraduate students, who were asked to copy others’ project ideas by applying four design phases: idea source, test, choice, and output. The (...)
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  2.  5
    (Re)Encountering A Thousand Plateaus: Producing 1000 Trail(Ing)S.Rebecca C. Christ, Candace R. Kuby, Sarah B. Shear & Amber Ward - 2022 - Arts and Humanities in Higher Education 21 (1):40-58.
    We, now colleagues, look to our “first” collective encounter with Deleuze and Guattari that took place in a university course on poststructuralism, where one of us was the teacher and three were students. This encounter still disturbs us. And new and different encounters happen each time we reread A Thousand Plateaus, revisit our previous conversations, and/or rewrite this manuscript. Each encounter produces a new trail. We follow some of these trails and write this manuscript as an invitation for other students (...)
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  3.  4
    Giovanna Fassetta, Nazmi Al-Masri and Alison Phipps (Eds), Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders.Toni Mclaughlan - 2022 - Arts and Humanities in Higher Education 21 (1):111-115.
    Arts and Humanities in Higher Education, Ahead of Print.
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  4.  7
    Surfacing Disciplinarity: Citation as a Site for Integrative Learning.Emily Russell, Lucy Littler & Nancy Chick - 2022 - Arts and Humanities in Higher Education 21 (1):59-73.
    Despite nearly ubiquitous general education requirements for students to take courses across disciplines, disciplinarity itself is often invisible to students and taken for granted by professors. We argue that surfacing these divisions and demystifying academic structures is, paradoxically, a key step in educating students toward the crossing of intellectual borders. In this article, we engage current Scholarship of Teaching and Learning to discuss the challenges both faculty and students face in navigating multidisciplinary general education programs, and we offer a practical (...)
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  5.  7
    Reading Texts, Reading People: Cognitive Literary Science and Pedagogy.Amanda Tucker - 2022 - Arts and Humanities in Higher Education 21 (1):94-110.
    Cognitive literary science has explored the the complex relationship between literary reading and social cognition. However, this insightful work about reading literature is frequently distanced from discussions about teaching literature. This essay discusses the results and ramifications of a pedagogical study conducted in two sections of an introductory literature course that was redesigned around cognitive literary studies. Qualitative and quantitative data is collected and analyzed in order to see if a pedagogy rooted in cognitive literary science affects students’ perspective-taking. The (...)
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