International Journal of Higher Education Pedagogies

The Summoning of the Muses: Transporting a History Class into the Studio

Esthy Kravitz-Lurie — Wed, 18 Dec 2024 00:00:00 +0000

Teaching art history in a Department of Visual Communication (VC) can be challenging for any instructor. VC students tend to be very practically oriented, so engaging them in theoretical subjects requires that the instructor demonstrate the relevance of those subjects to their actual practice. An experimental second-year course titled “Mythological Narratives in Art and Design” introduced a practical approach to theory that made the subjects more appealing to VC students. It utilized the technical knowledge they had acquired in previous studio classes to interpret the theoretical subjects with a view toward creating their own artistic expressions. The course methodology relied on John Dewey’s theory of meaningful learning and Jürgen Habermas’s tri-dimensional conception of knowledge. In accord with Dewey’s usage of prior experience in the process of learning and Habermas’s technical, practical, and critical dimensions of knowledge, the students’ professional skills, acquired in four semesters of workshops and studio classes, were harnessed to approach the classical narratives and artworks. The students channeled their technical knowledge into practice, basing their final artistic project on their theoretical research and completing it using their professional skills. The current paper argues that this practical approach to the teaching of art history in schools of design is more effective, as it engages students’ attention, keeps them creative throughout the learning process, and makes the studies of humanities relevant and meaningful to their practice.

Wait a Minute? Uniting Physical Exercise and Data Science in Higher Learning

Shawn Cradit R — Wed, 18 Dec 2024 00:00:00 +0000

Purpose: This study explores the design and implementation of a novel Data Science course that integrates physical activity and physiological data collection. The course, scheduled twice weekly, combines a 30-minute physical exercise session with data collection activities focusing on metrics such as temperature, three separate heart rates, blood pressure, Functional Movement Screening (FMS), nutritional assessment using MyPlate.gov categories, urinalysis, and other metrics. The primary objective was to provide students with practical experience in data science by engaging them in real-time physiological data collection and analysis. Methods: This study involved a structured course format where students engaged in physical activities and recorded physiological data using standardized measurement tools and techniques. The course structure included instructional sessions on data science principles, data collection procedures, and statistical analysis. Students then applied their knowledge by undertaking a project that involved analyzing the collected data to address specific research questions or hypotheses related to physical health and performance. Each student presented their findings through a PowerPoint presentation, fostering peer review and collaborative learning. Results: Findings indicated that students successfully developed data science skills while gaining insights into the relationship between physical activity and physiological metrics. The projects revealed varied patterns and correlations, demonstrating the practical applicability of data science in health and fitness contexts. Discussion/Conclusions: The study highlights the effectiveness of integrating physical activity with data science education, enhancing both engagement and learning outcomes. The course equips students with technical skills while emphasizing the importance of holistic health data analysis.

Exploring Teaching Strategies to Bridge the Educational Equity Gap in Higher Education Mathematics for Minoritised Ethnic Students

Anastasia Sofroniou, Dinara Lokusuriyage, Bhairavi Premnath — Wed, 18 Dec 2024 00:00:00 +0000

This study investigates seven teaching methods designed to mitigate academic disparities in mathematics among undergraduate students from minoritised ethnic backgrounds in higher education through meta-analysis. This aims to determine the overall impact of different teaching approaches on student engagement and academic performance. The various methods of teaching analysed include Culturally Responsive Teaching, blended learning, Inquiry-Based Learning, Flipped Classroom, Project-Based Learning, Differentiated Instruction, and Mathematical Modelling. The analysis also examines two strategies, mathematical modelling and inquiry-based learning, which are particularly beneficial in promoting equal learning environments and assisting under-represented students in achieving their academic goals. The results correspond with previous research highlighting the importance of inclusive teaching strategies and validating the essential role these methods play in reducing educational inequalities. The research findings indicate that the p values and effect size demonstrate that all teaching methods and strategies improved students' academic performance and involvement. The study continues with recommendations for Higher Educational Institutions to incorporate these strategies into the curriculum to enhance the academic performance of minority ethnic students in mathematics.