‘Being an English major, being a humanities student’: connecting academic subject identity in literary studies to other social domains

Chan, Evelyn Tsz Yan

doi:10.1080/03075079.2014.1000291

Cited by 5 publications

(5 citation statements)

References 30 publications

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“…The academic identity domains were identified using Chan (2016) as a model. Chan (2016) describes academic subject identity as how students can find themselves and develop in their chosen fields. For this model, the antecedents in the academic identity are academic major, the presence of other content anxieties, attitudes and self-efficacy related to the content, and the past academic performance as measured by grades.…”

Section: Stem Anxiety Domainsmentioning

confidence: 99%

Conceptions of Disciplinary Anxiety across Science, Technology, Engineering, and Mathematics (STEM) Contexts: A Critical and Theoretical Synthesis

Grimes

Gardner

2023

Journal of Research in Science, Mathematics and Technology Education

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Education policy is currently calling for wholistic reform towards the integration of Science, Technology, Engineering, and Mathematics (STEM). However, much of the calls lack practical advice or application to aid classroom and teaching professionals in this venture. Of particular interest should be how properties, such as barriers, of the individual disciplines may change in an integrated form. One such barrier that should be considered is that of anxiety. This review develops a novel framework for STEM anxiety in the educational context. This is accomplished through a review of anxiety literature within the individual disciplines, with reference to related psychological constructs. Literature was reviewed for definitions of anxiety within the disciplines, ways that disciplinary anxiety has been measured, and what antecedents were identified. Antecedents were taken from those that were explicitly identified, as well as those that were inferentially indicated in the definitions or the measurement instruments. The antecedents, or contributors, to the individual disciplinary anxieties were cross-referenced to generate a single list of potential antecedents that may impact learning within the integrated STEM space.

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Section: Stem Anxiety Domainsmentioning

confidence: 99%

Conceptions of Disciplinary Anxiety across Science, Technology, Engineering, and Mathematics (STEM) Contexts: A Critical and Theoretical Synthesis

Grimes

Gardner

2023

Journal of Research in Science, Mathematics and Technology Education

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“…Learning discipline. The case study lead described Humanities as a group of disciplines with 'fuzzy identity' (Chan 2016(Chan : 1657, where the defining characteristics relate to a cluster of intellectual skills. Humanities disciplines, including English, focus on understanding interconnections, seeing the bigger picture, and the realities and the consequences of actions.…”

Section: Pedagogic Resonance In the Disciplinary Case Studies Humanitmentioning

confidence: 99%

“…Learning design. Chan (2016Chan ( : 1667 envisages constructing the Humanities curriculum to help develop a subject identity, through activities such as 'capstone projects which integrate and consolidate subject knowledge', similar to the dissertation in the UK, and also through the use of discussions and debates which address students' academic discipline identities, and their purpose in the wider social context of the 'real world'. In our case study (Table 1.1) we see the inclusion of a dissertation as the culmination of three years of deliberately designed preparation, where students are scaffolded through an increasingly independent approach to conducting and presenting research.…”

Section: Pedagogic Resonance In the Disciplinary Case Studies Humanitmentioning

confidence: 99%

Developing the Higher Education Curriculum

2017

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“…Chan (2016Chan ( : 1667 envisages constructing the Humanities curriculum to help develop a subject identity, through activities such as 'capstone projects which integrate and consolidate subject knowledge', similar to the dissertation in the UK, and also through the use of discussions and debates which address students' academic discipline identities, and their purpose in the wider social context of the 'real world'. In our case study (Table 1.1) we see the inclusion of a dissertation as the culmination of three years of deliberately designed preparation, where students are scaffolded through an increasingly independent approach to conducting and presenting research.…”

Section: Pedagogic Resonance and Disciplinary Considerationsmentioning

confidence: 99%

“…The case study lead described Humanities as a group of disciplines with 'fuzzy identity' (Chan 2016(Chan : 1657, where the defining characteristics relate to a cluster of intellectual skills. Humanities disciplines, including English, focus on understanding interconnections, seeing the bigger picture, and the realities and the consequences of actions.…”

Section: Pedagogic Resonance In the Disciplinary Case Studies Humanitmentioning

confidence: 99%

Developing the Higher Education Curriculum

Smith¹

2017

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Connecting research and teaching in disciplinary communities 148x List of tables L IS T O F CO N T RI B U TO R S xiiand Culture, Harvard Design Magazine, and Home Cultures, as well as in edited books, including his recently published edited book Sexuality and Gender at Home. Helen Chatterjee is Professor of Biology in the Division of Biosciences, School of Life and Medical Sciences and Head of Teaching andResearch at UCL Culture, UCL. She is a primatologist with a particular interest in the evolution of Southeast Asian primates and has a longstanding interest in university museums and the use of collections in object-based learning as well as to promote health and wellbeing.Elizabeth Cleaver is Director of Learning and Teaching at the University of the West of England. She previously worked at the University of Hull where she led the development of the Curriculum 2016+ approach to curricular and pedagogic design and enhancement. Her wider interests lie in the building of connections between teaching and research in academic settings and, in particular, in supporting colleagues to develop disciplinary pedagogies and disciplinary approaches to educational enquiry. Robert Cockcroft is an Assistant Professor in the Department of Physics andAstronomy at Western University, Ontario, Canada. His second postdoctoral research fellowship was at the MacPherson Institute (formerly MIIETL), where he worked with a number of Student Scholars including Sabrina Kirby. Corony Edwards pursued a successful academic career in EnglishLanguage at the University of Birmingham before being appointed as the University's Director of Educational Development in 2006. In 2012 she moved to the University of Exeter as Head of Education Quality and Enhancement. In 2016 she set up as a freelancer, offering her services to the sector as an independent consultant. She is a Principal Fellow of the HEA, and has significant experience of leading institutional quality enhancement and assurance activities and projects. Nick Grindle is Senior Teaching Fellow at the Arena Centre for Researchbased Education, UCL. Over the past six years he's developed a series of projects about how students learn with objects and in particular how they learn in gallery and study room environments, based in part on his teaching as an art historian. ShelleyLeonie Hannan is a Research Fellow at the School of History, Anthropology, Philosophy and Politics, Queen's University Belfast. She is a social and cultural historian working on themes relating to material culture, gender, intellectual life and the history of the home. She has a professional background in museums and heritage and has conducted research into the value of heritage objects in teaching and learning contexts. Dawn Johnson has worked in education, including compulsory and post compulsory, for the past 32 years. She is currently Director of the Certificate in Professional Studies in Higher Education at Xi'an JiaotongLiverpool University, and previously worked as an Academic Developer at the University of Centra...

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‘Being an English major, being a humanities student’: connecting academic subject identity in literary studies to other social domains

Cited by 5 publications

References 30 publications

Conceptions of Disciplinary Anxiety across Science, Technology, Engineering, and Mathematics (STEM) Contexts: A Critical and Theoretical Synthesis

Conceptions of Disciplinary Anxiety across Science, Technology, Engineering, and Mathematics (STEM) Contexts: A Critical and Theoretical Synthesis

Developing the Higher Education Curriculum

Developing the Higher Education Curriculum

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