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Class Discussion (class + discussion)

Distribution by Scientific Domains

Humanities and Social Sciences	50%

Selected Abstracts

Sharing our Experiences with Writing-for-Learning Techniques in a Large Introductory Course: The Daily Microtheme

JOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2002
S.J. Schmidt
ABSTRACT: The Daily Microtheme was an in-class, writing-for-learning assignment during which students script brief (micro) responses to selected questions (themes) pertinent to the lecture topic. The assignment maximized student-thinking time, while minimizing instructor-grading time. The questions posed were designed to help develop cognitive skills, as well as to generate class discussion, summarize lecture highlights, and capture student questions, feedback, and opinions. We observed that the assignment actively engaged the students with the course content, captured their feedback, and encouraged student attendance. The students reported that they felt the assignment was an effective tool for helping them learn the course content and the points associated with the assignment were an incentive for attending class more regularly. [source]

Ford Motor Company and the Firestone tyre recall

JOURNAL OF PUBLIC AFFAIRS, Issue 3 2003
Robert Moll
Abstract This paper was prepared as the basis for a class discussion rather than to illustrate either effective or ineffective handling of an administrative situation. It may be appropriate for public affairs, business and public policy, and/or crisis management courses at the undergraduate or graduate level. In conjunction with this case, it may be useful to use the framework for crisis management developed by Dr Ian I. Mitroff, the Harold Quinton Distinguished Professor of Business Policy at the Marshall School of Business, University of Southern California. This best practice model is discussed in ,Managing Crises Before They Happen', which Mitroff published in 2001 with Gus Anagnos, Vice President of Comprehensive Crisis Management. This case leads the audience through the Ford,Firestone tyre crisis from 1997,when Ford began to learn of a problem with Firestone tyres on its popular Explorer sport-utility vehicle,up until the summer of 2001, just after Ford recalled 13 million Firestone tyres and the National Highway Transportation and Safety Administration cleared Ford of further investigation into potential defects in the Explorer. The case addresses potential causes of the tyre problem, how Ford handled the crisis from a corporate public affairs perspective and, tangentially, how Firestone handled the issue. Copyright © 2003 Henry Stewart Publications [source]

Film and Early Medieval Literature

LITERATURE COMPASS (ELECTRONIC), Issue 1 2004
Stuart D Lee
,Lights, camera, action!' These are hardly the words one would normally associate with the study of medieval literature, but this article suggests that the study of films can be a major asset to English lecturers. Using Old English literature as an example, this short article demonstrates how portrayals of the Anglo-Saxons in films can stimulate an interesting class discussion on their place in history and relevance to modern culture. Moreover, the article shows that one can draw similarities between the devices used by film directors and editors and those employed by the Old English poets, thus allowing teachers to introduce films into the classroom to illustrate the complexity of Old English literature. [source]

Facilitating professional identity in occupational therapy students

OCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2003
Moses N. Ikiugu PhD, OTR/L Assistant Professor of Occupational Therapy
Abstract The purpose of this study was to explore how a graduate course in occupational therapy theory can help prepare students to develop a professional identity. Thirty students participated in the study. The course included content on the history of occupational therapy, models of practice and the social, philosophical, political and economic factors that impact on occupational therapy. The students were divided into groups of four or five where they discussed issues assigned by the instructor. An electronic blackboard was used to share the discussion with the class. Surveys of the students' opinions were used to collect data on what the students viewed as the strengths and weaknesses of the course. The students felt that the class discussions were the strongest part of the course. They felt that the course improved their critical thinking and problem solving significantly. It was concluded from the results that the course facilitated their professional identity through the connection made between theory and practice. There is a recognized need to explore the issue of developing a professional identity in occupational therapy students through courses integrating philosophical topics and clinical practice. Specifically, it is recommended that further research be carried out in educational settings with larger samples, using comparison groups and other methodologies to evaluate the issue of facilitating professional identity in occupational therapy students. Copyright © 2003 Whurr Publishers Ltd. [source]