Subject Index
Humanizing Higher Education through Innovative Approaches for Teaching and Learning
ISBN: 978-1-83909-861-1, eISBN: 978-1-83909-860-4
ISSN: 2055-3641
Publication date: 18 January 2021
This content is currently only available as a PDF
Citation
(2021), "Subject Index", Sengupta, E., Blessinger, P. and Makhanya, M. (Ed.) Humanizing Higher Education through Innovative Approaches for Teaching and Learning (Innovations in Higher Education Teaching and Learning, Vol. 35), Emerald Publishing Limited, Leeds, pp. 159-176. https://doi.org/10.1108/S2055-364120200000035015
Publisher
:Emerald Publishing Limited
Copyright © 2021 Emerald Publishing Limited
INDEX
Subject Index
Note: Page numbers followed by “n” indicate notes.
Academic
freedom
, 8–9, 74
intervention
, 39
standing
, 47, 49–52, 56
struggles
, 52–53
Academic recovery program (ARP)
, 7, 44
Action-based models
, 8
Active learning
, 6, 142–143
Adherent multiplicity
, 139
Adjunct faculty
, 109–110
Advising models
, 7, 44, 46–47, 56
Advisor recruitment
, 46
Aesthetics
, 16–17, 21
African traditional thought
, 124
Agency
, 90, 109–110, 113, 118–123
Aims and objectives
, 29, 31–32
Alexander Baumgarten
, 16
Analytic philosophy
, 119
Anxiety
, 8, 54–56
Assessment
, 9, 30, 36, 53, 70, 74, 92, 106–110, 112–115
as research
, 107, 109
At-risk students
, 7–8, 44, 46, 56–57
Attitude and values
, 32, 34
Autoethnography
, 8, 75, 78, 83
Autonomy
, 19, 24, 94
Axial Age
, 118–119
Bacon
, 8, 15, 60, 63–65, 67–71
Beauty
, 13–14, 16–17, 19
Behaviors of learning
, 10, 132
Blended advising model
, 44, 46, 56
Burbules
, 8, 60–66
Care theory
, 60
Case study
, 9, 38, 93, 107
Change agents
, 90–91
Cognitive, Affective and Psychomotor Domain
, 7, 30–32, 40
Cognitive development
, 7, 10, 40, 132–136, 140–144
Collaboration
, 74, 95, 97, 99
College environment
, 44, 46
Common-sense knowledge
, 121–123
Communicative virtues
, 8, 60–62, 66
Community
, 5–6, 30, 34, 94, 100, 113, 118
Concern
, 5, 8–9, 15–16, 29–31, 46, 53–54, 61–62, 64–69, 93, 97, 106–112
Constructed knowing
, 140
Creative writing
, 75, 77
Critical thinking
, 65, 111, 133, 139, 141, 144
Cultural/culture
of assessment
, 107, 110
heritage
, 7, 36–39
industry
, 108
Curriculum
, 7, 28–36, 91, 108
development
, 30–31, 35, 40, 69
transaction
, 7, 33–35, 39
Cycle of learning
, 142
Data
, 9, 47–48, 93, 110–112
Datafication
, 9, 111
Dataism
, 111
Democratization
, 91, 97
Developmental advising
, 45
Dialogue
, 8–9, 31, 60–65, 67, 75–76, 92, 95, 113–114, 118, 121, 124, 127
Dualistic thinking
, 132
Edmund Burke
, 14, 16
Elementary and intellectual knowing
, 126
Embodied
, 64, 77, 78, 82
Empowerment
, 112
Engagement
, 19–20, 109
corporeal affective
, 67
critical
, 132
dialogic
, 99
passive
, 94, 96
reflexive learner
, 90
student
, 7, 10
Epistemology
, 106, 137, 139, 143–144
Ethics
, 22, 61
Ethnography
, 107
Evaluation and monitoring
, 7, 35–36
Existentialism
, 122
External pressures
, 52–54
Faculty mindset
, 132–133
Feeling body
, 64
Fine art
, 76
First-generation students
, 47–48
Fixed mindset
, 137, 139, 143
Freter
, 8, 60–70
Friedrich Schlegel
, 16
Friendship
, 77–78
Future-ready spaces
, 19
Gauchet
, 10, 118–121, 125
Gert Biesta
, 15
Growth mindset
, 138
Hierarchies
, 9, 90, 92, 94, 96–100, 118, 120
Higher education (HE)
, 5, 8–9, 74, 90, 97, 106
academic standards
, 127
Funding Councils
, 74–75
humanistic perspective
, 106
institutions
, 45
Policy Institute
, 75
vision
, 96
Hula hoop
, 8, 75, 79, 81–82
Human
, 8, 76
Human agency
, 9–10, 118–122
Humanism
, 10, 106, 112–115, 118, 120
Humanizing approach
, 46
Humanizing Higher Education
, 106, 118, 121, 127
Identity
, 37, 76, 97, 133
Immaterial products
, 110
Impact on students
, 5
Inclusion
, 106, 139
Independent thought
, 15, 23–24
Innovation
, 4–5, 30, 34, 107, 111, 113
Innovative teaching learning strategies
, 32–36
Intangible and tangible cultural heritage
, 37
Integration of curriculum
, 28–36
Intellectual conversion
, 123, 127
Interdisciplinary
approach
, 34
learning
, 99
Intrusive advising
, 45–47
John Dewey
, 15, 19
Justice
to data
, 113–114
to faculty
, 113
to students
, 107, 113
Labor relations
, 108, 110, 113, 115
Latitudinal knowledge
, 63, 66
Learned helplessness
, 141
Learning
, 33, 93–95
environment
, 10, 63, 65, 71, 90–97, 100
experiences
, 28, 32–35, 90, 100
landscape
, 90, 92–93, 98–100
outcomes
, 7, 21, 28, 31–33, 35–36, 68, 70, 107–108, 111, 140
in partnership
, 91–92, 94, 96–97
Lectures
, 7, 15, 21–22, 92, 97
Literature and language
, 38
Lonergan
, 125–127
Making
, 21, 139
art
, 76
data
, 106
decisions
, 32
lectures
, 7, 15
things
, 5
Market demands
, 4
Mediated by meaning
, 126
Metacognition
, 141
Mind/body split
, 64
Motivation
, 4–5, 15, 22, 44–45, 52, 56, 69, 109, 141
Movement
, 8, 71, 75, 79–81, 121–122
Multiplistic knowing
, 136–137
Myths
, 124–125
Nagel
, 122–123
Neoliberalism
, 8–9, 73, 75
Noddings
, 8, 60, 62–64, 66, 69, 71
Participatory pedagogies
, 90
Passive learning
, 94
Patriarchy
, 77, 79
Pedagogical paradox
, 24
Pedagogy
, 4–6, 15, 19, 65, 67, 70–71, 90–91, 94, 98
Peer evaluation
, 139
Personal development
, 106, 118–119, 127
Philosophy
, 15–16, 119, 123
of assessment
, 106
of datafication
, 111
of education
, 8, 60, 100
history
, 22
of pedagogy
, 6, 15
Photos
, 79
Plug points in curriculum
, 29, 31–32
Practice(s)
, 108–109
cultural
, 37
educational
, 4
instructional
, 143
pedagogical
, 8, 60
practice-based
, 76–77
professional
, 5
Praxis
, 8, 60, 65–68
Procedural knowing
, 136–139, 141
Process and strategies
, 7, 29, 31–36
Quality
of assessment data
, 106
assurance agencies
, 6
in bodies
, 14
relational quality of teaching
, 65
of students’ submissions
, 111
of teaching method
, 4
Received knowing
, 136–137
Reductionist accounts of religion
, 120
Reinventing
, 4, 94
Relativism
, 122, 140
Relevance
, 5
Religious fundamentalism
, 120
Research
, 4, 6, 9, 65, 74, 90, 92, 94, 96, 111, 113, 132
Resource constraints
, 5
Rhetoric
, 15, 62
Rice
, 8, 10, 61–66
Roland Barthes
, 18
Role of advisors
, 44–47, 55–56
Rubrics
, 68, 92, 108–109, 111
Safeguarding
, 7, 36–37
Schmitz
, 8, 60, 63–64, 67
Science, math, social science
, 38
Secondary curriculum
, 37–39
Secular democracy
, 10, 118–119, 125, 127
Secularization
, 119–121
Self-authorship
, 140
Self-efficacy
, 141–142
Self-reflection
, 138, 141
Self-transcendence
, 127
Sianne Ngai
, 17
Social political culture
, 40
Space and spatially
, 92
Spinning
, 8, 74, 76–78, 81, 121
St. Thomas Aquinas
, 22
Student(s)
, 5–6, 47, 53–54, 65, 67–68, 97, 110, 140
development
, 34
mindset
, 137–138
student-centered pedagogy
, 65, 67, 71
success initiatives
, 29
Subject and theme based approach
, 34
Subjective knowing
, 137–138
Sustainable development
, 7, 29, 31–32
Sustainable Development Goals
, 7, 28–30
Teaching
, 4, 8, 15, 20–21, 28, 35, 60, 143
Teaching-learning methods
, 4, 10, 32, 34, 36, 39, 118
Thayer-Bacon
, 8, 60, 63–65, 67–71
The educational event
, 20
The interesting
, 6–7, 13–24
Theology
, 22, 119–120
Time-management
, 56
Tolerance
, 62, 65
Traditional-religious knowledge
, 125, 127
Transformational change
, 9, 90
Transparency
, 113–114
UN Goals
, 28, 30
Under preparedness
, 52
Undergraduate students
, 47–48, 133
Unquantifiable
, 111
Volition
, 8, 60, 65, 67–68, 71
Vulnerable
, 20, 37, 44, 66, 76, 83, 138
Women
, 34, 79, 82, 133, 136
- Prelims
- Part I: Pedagogical Impact on Learners
- Chapter 1: Introduction to Humanizing Higher Education through Innovative Approaches for Teaching and Learning
- Chapter 2: The Interesting as a Pedagogical Concept: An Essay
- Chapter 3: Understanding Processes and Strategies for Integrating Sustainable Development in Curriculum
- Chapter 4: Supporting At-Risk Students in a Small Private University
- Chapter 5: The Caring Teacher: A Philosophical Exercise in Praxis
- Chapter 6: Spinning in Higher Education: An Autoethnography of Finding Space to be Human in Academic Life
- Part II: Re-designing Learning
- Chapter 7: Disrupting Hierarchies and Shifting Identities in the Undergraduate Environment: Space as an Agent of Change
- Chapter 8: Toward Humanizing Assessment: A Call to Find Justice to Students, to Faculty, and to Data
- Chapter 9: Integrating Traditional-Religious Knowledge in Higher Education. Human Agency as Philosophical Norm
- Chapter 10: Using Models of Cognitive Development to Design College Learning Experiences
- About the Authors
- Name Index
- Subject Index