How College Works

Chambliss, Daniel F.

doi:10.4159/harvard.9780674726093

Cited by 169 publications

(70 citation statements)

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“…This aspect of the education experience -the forming of important and lasting relationships between students and between students and their lecturers -has been noted as important at the university level by Lang (2015) too, who recommends that lecturers' informal engagement with students reaps the benefits of engagement and participation: 'The number and intensity of those relationships not only predicted students' general satisfaction with college, but had the power to motivate them to deeper, more committed learning in their courses' (Lang, 2015). Chambliss and Takacs have also noted that 'students best learn skills in a supportive community, with relationships that value and encourage those students and those skills' (Chambliss & Takacs, 2014). Baker, King and Totelin (2014) note that this engagement is a two-way process: the student needs to engage with the subject matter intellectually, critically and also emotionally -and so does the lecturer.…”

Section: Discussionmentioning

confidence: 99%

Teaching Sensitive Topics in the Secondary Classics Classroom

Hunt¹

2016

J. of Class. Teach.

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This article examines how a number of teachers of Classics at secondary school level say they deal with sensitive topics, such as violence, religious belief, death and sex and sexuality. In the secondary school original texts are read partly for improving the students' understanding of the language and partly for the study of other aspects of the ancient society, such as the subject matter and the process of a legal case, for example. Therefore, sensitive topics often arise incidentally during the reading of a text rather than because they are the particular feature of the reading. Should teachers brush past such an topic for fear of causing offence or getting into trouble with school authorities or parents, or should they use the topic to develop their students' understanding of the topic at hand – and if the latter, how far should they go?

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Section: Discussionmentioning

confidence: 99%

Teaching Sensitive Topics in the Secondary Classics Classroom

Hunt¹

2016

J. of Class. Teach.

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“…It focuses on the cultivation of personal relationships within the classroom, which, as current research suggests, are critical to the successful university experience. (See for example Chambliss, 2014, andTodd et al, 2006.) I draw on the discourses of critical pedagogy to sustain this idea, and argue on behalf of the creative potential of both lecturers and students.…”

Section: Introductionmentioning

confidence: 99%

The Slowly Structured Classroom: Narrative Time, Lived Experience and the Contemporary He Classroom

2017

Knowl. Cult.

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ABSTRACT. The detrimental impact of a globalised, highly technological world within the academe is well documented. The combination of moral efficiency, the global proliferation of contemporary capitalism and the compressing of time and space all have a role to play in the professional practice of contemporary higher education. This article attends to the negative outcomes of time and professional practice. It suggests the narrative classroom as one means of demonstrating agency and disrupting the status quo design of the higher education establishment. It employs an autoethnographic methodology to preface individual voice cultivated through storytelling and reflexivity. It suggests that this transformative process entails the establishment of creative communities. These communities are, by their very nature, relational and affective -and a necessary component of individual transformation.

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“…Another suggestion is to add language to the criteria about how inter-personal relationships are built and strengthened in the program, and allowing programs to define the forms and commitments of these relationships. Evidence indicates this approach might significantly strengthen student preparation to be engineers [11]. Macmurray would say without the ability to develop personal relationships it is not possible to work for the benefit of humanity.…”

Section: Discussionmentioning

confidence: 99%

A Philosophical Perspective on ABET's Proposed Changes to Criterion 3

Cheville¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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How College Works

Cited by 169 publications

References 0 publications

Teaching Sensitive Topics in the Secondary Classics Classroom

Teaching Sensitive Topics in the Secondary Classics Classroom

The Slowly Structured Classroom: Narrative Time, Lived Experience and the Contemporary He Classroom

A Philosophical Perspective on ABET's Proposed Changes to Criterion 3

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