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For publication in a special section devoted to Teaching Methodology Courses in the Humanities and Sciences, in Academic Exchange Quarterly 10 no 2 (Summer 2006). Manuscripts from graduate students and college and university faculty are especially welcomed.
By August 31, please consult:
http://rapidintellect.com/AEQweb/5method.htm.
Submit manuscripts (2,000-3,000 words) no later than February 2006. Early submission is encouraged. For all details regarding the submission procedure, read:
http://rapidintellect.com/AEQweb/rufen1.htm
or
http://www.higher-ed.org/AEQ/rufen1.htm.
Description: Papers may explore any of the following themes or suggest others: What do methodologies courses contributing to the disciplines of the humanities and sciences share? How are we using methodologies to prepare students to work within and across disciplines and across the humanities and sciences? How are changes in disciplines constituting the humanities and sciences respectively impacting methodologies courses? For example, in the humanities, what is the impact of revisions to or the jettisoning of canons, or of the increased importance of theory in scholarship? How do methodologies courses in the humanities and sciences respectively deal with the multiplication of research materials in this age of ever-burgeoning information? In an era of multidisciplinarity, how do they address the multiplication of research methods? Are methodologies courses providing foundational preparation for proceeding to more advanced study in specific disciplines or in area, inter- and cross- disciplinary programs or cognates consisting of newly formed associations between long-standing and more recently configured fields? What contributions are methodologies courses expected to make to undergraduate and graduate programs? Are methodologies courses emphasizing intellectual content as distinct from or to the exclusion of teaching or practical information about professional practice? How do methodologies courses evaluate student learning? Are methodologies courses being asked to shoulder additional responsibilities in preparing and evaluating students, given the increasing institutional interest in and expectations regarding the evaluation of student learning? How does a department determine who teaches its methodologies courses?
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