Languages, Literatures, Cultures, Women's Studies, American Cultural Studies, First-Year Seminars, and So On: Teaching in a Small Liberal Arts College

ADFL Bulletin ◽  
1999 ◽  
pp. 10-12
Author(s):  
Richard Colt Williamson
Keyword(s):  
Cultural Studies ◽  
Women's Studies ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
First Year ◽  
Women’S Studies ◽  
First Year Seminars

Women's Studies as Change Agent

1977 ◽  
Vol 1 (4) ◽  
pp. 377-379 ◽  
Author(s):  
Ruth Scott ◽  
Ann Richards ◽  
Marie Wade
Keyword(s):  
Undergraduate Students ◽  
Women's Studies ◽  
Liberal Arts ◽  
Change Agent ◽  
Liberal Arts College ◽  
Attitudes Toward Women ◽  
State University ◽  
Women’S Studies ◽  
Regional Campus ◽  
Students Attitudes

Students' attitudes toward women and changes in those attitudes after taking a women's studies course were studied. The Spence Attitude Toward Women Scale was administered to 354 undergraduate students at two mid-western institutions. Matched pre- and posttests were obtained for 176 students. Results showed that attitudes toward women became more liberal after taking a women's studies course ( p < .001); also that attitudes were initially more liberal at an affluent liberal arts college than at a regional campus of a state university ( p < .001).

Gender, Race, and Class

1998 ◽  
Vol 22 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Evelyn Nakano Glenn
Keyword(s):  
Political Economy ◽  
Social Movements ◽  
Cultural Studies ◽  
Social Science ◽  
Women's Studies ◽  
Ethnic Studies ◽  
Women’S Studies ◽  
Race And Class ◽  
Political Commitments

For social historians and historical sociologists working in the interdisciplinary fields of ethnic studies and women's studies, the challenges posed by poststructuralism are neither purely intellectual matters nor disciplinary quibbles. Rather, a concern with “rescuing political economy” from being washed away by the tide of poststructuralism is impelled by larger political commitments that transcend the academy.Unlike mainstream disciplines, these fields historically have been connected to social movements dedicated to empowering people marginalized by reason of race, class, and/or gender. Poststructuralism has become a thorny issue in these fields: Many social science- and political economy-oriented scholars have come to feel, whether justifiably or not, that these fields are being “taken over” by literary, film, and cultural studies scholars.

Popular Culture and Iconology

2019 ◽  
pp. 174-187
Author(s):  
Pınar Aslan
Keyword(s):  
Popular Culture ◽  
Cultural Studies ◽  
Media Studies ◽  
Women's Studies ◽  
Art History ◽  
Literature Study ◽  
Women’S Studies ◽  
Works Of Art

This chapter intends to take a look at the concept of iconology with a focus on how it evolved into today's iconicity within the framework of cultural studies, media studies, and women's studies. The relation of icons to popularity and popular culture is paid special attention since icons are the best symbols of the zeitgeist of the era they belong to. The main theory of the literature study is taken from art history, that is Erwin Panofsky's study of iconology, and it is implemented into popular culture which can be summarized as a process of reading contemporary icons as works of art.

scholarly journals The effectiveness of the Bringing in the Bystander™ program among first-year students at a religiously-affiliated liberal arts college

2018 ◽  
Vol 6 (2) ◽  
pp. 511-525 ◽  
Author(s):  
Elizabeth M. Inman ◽  
Stephenie R. Chaudoir ◽  
Paul R. Galvinhill ◽  
Ann M. Sheehy
Keyword(s):  
Self Efficacy ◽  
Liberal Arts ◽  
Survey Design ◽  
Liberal Arts College ◽  
Rape Myth Acceptance ◽  
Rape Myth ◽  
First Year ◽  
Median Income ◽  
First Year Students ◽  
Myth Acceptance

To address sexual assault, many universities are implementing Bringing in the Bystander™ (BitB) training, a prevention program that aims to improve participants’ bystander self-efficacy and reduce rape myth acceptance. Although growing evidence supports the efficacy of BitB, data primarily have been amassed at one large public university, the University of New Hampshire, limiting the generalizability of intervention effectiveness. To address this gap, we made modifications to training structure and assessed BitB effectiveness among first-year students at a private Jesuit Catholic liberal arts college in Massachusetts. Using a within-subjects pre-/post-test survey design, we found that students’ (N = 164) bystander self-efficacy significantly increased and rape myth acceptance significantly decreased following training. Results indicate that BitB implementation is feasible and effective on a new campus despite modest modifications to training delivery and despite differences in religious affiliation, median income, and class size between the two campuses.

scholarly journals An Exploration On The Differences In Emotional Intelligence Of First Year Students Examined Across Disciplines Within The School Of Business In A Liberal Arts College

2011 ◽  
Vol 2 (4) ◽  
pp. 47 ◽  
Author(s):  
Karen K. Yarrish ◽  
Mark D. Law
Keyword(s):  
Emotional Intelligence ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Self Control ◽  
First Year ◽  
Next Generation ◽  
Business Professionals ◽  
First Year Students ◽  
Area Of Interest

In preparing the next generation of business professionals, educators need to take seriously the responsibility of empowering students with tools to assist them in their pursuits.  One area of interest is Emotional Intelligence.  Emotional Intelligence determines how students exercise self-control, zeal and persistence, and the ability to motivate themselves.  The purpose of the study is two-fold with respect to Emotional Intelligence.  First, the researchers will explore the differences of emotional intelligence examined by students’ discipline within the school of business in a liberal arts college.  Secondly, the researchers will analyze the implications for educators, administrators, researchers, and other interested parties.  Findings, conclusions, and recommendations will be presented.

Placing Women in the Liberal Arts: Stages of Curriculum Transformation

1984 ◽  
Vol 54 (4) ◽  
pp. 413-429 ◽  
Author(s):  
Marilyn Schuster ◽  
Susan Van Dyne
Keyword(s):  
Women's Studies ◽  
Liberal Arts ◽  
Human Experience ◽  
Curricular Change ◽  
Traditional Curriculum ◽  
Women’S Studies ◽  
Body Of Knowledge ◽  
Traditional Courses ◽  
Teachers And Students ◽  
Curriculum Transformation

Research on women has created a new body of knowledge that is reshaping our understanding of the traditional curriculum. The scholarship about women's experience produced in the last two decades has entered the curriculum primarily through women's studies courses. But what happens next? In the last five years, informed administrators and women's studies teachers have undertaken to transform traditional courses throughout the curriculum. Marilyn Schuster and Susan Van Dyne present a paradigm describing how teachers and students experience the process of curricular change. Their analysis suggests that teachers may move through a sequence of stages and try a variety of strategies in order to represent women and minorities,and thus a fuller range of human experience, in their courses.

Decolonizing Global Learning and Internationalization

2021 ◽  
pp. 133-148
Author(s):  
Gundolf Graml ◽  
Elaine Meyer-Lee ◽  
Janelle S. Peifer
Keyword(s):  
Liberal Arts ◽  
Liberal Arts College ◽  
Integrated Approach ◽  
Multiple Identities ◽  
Lessons Learned ◽  
First Year ◽  
Global Learning ◽  
Human Scale ◽  
Local Impacts ◽  
And Migration

The implications and challenges of critical, responsible internationalization are central to the global learning aspect of Agnes Scott College's SUMMIT initiative, a reinvention of the curriculum and co-curriculars. Partly due to the human-scale size of a small liberal arts college, it has been able to take an unusually bold and integrated approach to internationalization, which includes providing faculty-led global immersion to every student but from a unique angle. This chapter will outline an approach to global learning that centers a critical focus on colonialism/imperialism/diaspora in its curriculum, including in its required, first-year interdisciplinary Journeys course; co-curriculars on the local impacts of globalization and migration; and assessment and research. This approach also manifests in taking into account the intersectional effect of students' multiple identities on these issues. The authors will share sample learning outcomes, activities, assignments, and faculty development strategies, as well as lessons learned for decolonizing global learning.

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