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As a literary genre, the nonfictional reportage has particular implications for the role of the writer. Pascal Sigg shows how six U.S. American writers, including David Foster Wallace, George Saunders, and Rachel Kaadzi Ghansah, reflect on themselves as human media in their reportage. The writers assert themselves in a postmodern way by scrutinizing their own mediation. As it also traces and develops the theorization of reportage as genre along the reporters' early concerns with technical media, this pioneering contribution to literary journalism studies paves a way for a new materialist approach in the under-researched field.

LITERARY CRITICISM / American / General. --- American Studies. --- Digital Media. --- Human. --- Literary Studies. --- Literature. --- Media. --- Mediation. --- Mediatization. --- Reportage. --- Self-Reflection.

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Best known as the writer who introduced French existentialism to English-speaking readers through her translation of Sartre's Being and Nothingness, Hazel E. Barnes has written an autobiography that is both the success story of a professional woman as well as a profoundly moving reflection on growing older. Transcending the personal details of her life, Barnes' memoir stands as an important contribution to the intellectual history of our century. "An intimate record of our times and of the ongoing issues that challenge us to define ourselves over and over again."-Kirkus Reviews "An engaging autobiography that spans not only [Barnes'] self-identified period of 'flourishing' but virtually all the twentieth century."-Library Journal "Thoughtful, gracefully written reflections. . . . Readers will be glad they pursued an unusual woman's intellectual and personal journey."-Booklist "An accessible, wonderfully written book packed with wisdom and insight."-Denver Post "Absorbing and satisfying."-Gertrude Reif Hughes, Women's Review of Books

College teachers --- Feminists --- Existentialism. --- Existenzphilosophie --- Ontology --- Phenomenology --- Philosophy, Modern --- Epiphanism --- Relationism --- Self --- Barnes, Hazel Estella. --- Barnes, Hazel E. --- Barnes, Hazel Estella --- United States --- Biography --- Existentialism --- existentialism, memoir, biography, autobiography, women, gender, feminism, professional woman, career, aging, freedom, revelation, translation, sartre, nonfiction, barry goldwater, letters, prison, prisoner, hoax, equality, right to die, philosophy, academia, higher education, female philosopher, professor, retirement, mortality, meaning, fulfillment, religion, psychoanalysis, self-understanding, self, reflection.

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Acquiring knowledge is a life-long process; we constantly need to keep abreast of developments and progress in science and other disciplines. Embracing a scholarship of teaching and learning (SoTL) means practicing constant self-reflection, involving evaluation of the academic career and the ways in which strategies are designed to examine, interpret, and share learning about teaching. This practice not only yields benefits to the lecturer but also enriches the scholarly community in the discipline. In general, SoTL is regarded as a vibrant practice of ongoing self-criticism and sharing, which results in accumulated teaching experiences for teachers, students, and the teaching community at large. This book is a contribution from authors sharing their experiences, how their teaching portfolios reflect their personal development as teachers, and how their teaching experiences are embedded in the scholarship of teaching and learning.

high school --- education --- active methodology --- spatial visualization --- improving classroom teaching --- faculty --- evaluation --- feedback --- curriculum development --- active learning --- outcomes --- learning activity --- critical pedagogy --- module --- engineering --- sustainability --- teaching/learning strategies --- PDF-3D --- self-reflection --- GIS --- crystal system --- chemical education --- systems engineering --- survey --- satellite data --- engineering education research --- viscometer --- anti-deficit approach --- ternary phase diagrams --- engineering education --- service-learning --- design --- CDIO --- professionalization --- re-thinking the teaching --- didactic virtual resources --- open source software --- didactic virtual tools --- reverse engineering --- underrepresented minorities --- critical theoretical frameworks --- pass rate --- hidden curriculum --- role-play --- simulations --- STEM --- Green Engineering --- inductive methods --- moderation --- mixed-methods --- project-based learning --- learning tool --- spatial abilities --- engineering curriculum --- Bravais lattices

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This book on ‘Cooperative Learning in Higher Education’ addresses the development of both reflective teaching and learning in higher education to promote sustainable education in several disciplines where reflection is at the core of sustainable development. The book explores reflection within higher education and/or within instructional approaches to higher education, not only via in-house and external individuals, collective initiatives and activities that focus on reflection and the generation of knowledge, but also on the transformative outputs of learning communities. We place an emphasis on reflective practices and communities, as well as linking reflective learning and the development of professional identity through reflection. The book also addresses the connections between theoretical and applied research on reflective practices and knowledge generation in all areas, as well as professional practice and identity through theoretical definitions, situated and grounded practice, and transformative knowledge.

Experience --- student --- higher education --- practice --- self-reflection --- (self-)educational process --- roles in the profession --- reflective learning --- education for sustainability --- teacher education --- math teachers --- knowledge transformation --- professional competences --- sustainable education --- trust --- reciprocity --- experiment --- game theory --- extracurricular activities --- volunteering --- reflection --- sustainability --- sustainable development --- food systems --- education --- rich picture --- reflective teaching --- summer school --- information technology --- experiential learning --- simulation game --- ERP systems --- usability --- SUS --- SAP --- cooperative learning --- instructional approaches --- professional identity --- psychometrics --- metacognition --- culture of thinking --- cultural forces --- academic literacy --- curriculum-integrated design --- inclusive practice intervention --- student diversity --- pedagogical approach --- transformative education --- tertiary systems

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The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University

Higher & further education, tertiary education --- Academics --- Academic achievement --- Academic advising --- Academic advisors --- Academic challenge --- Academic development --- Academic literacy --- Academic performance --- Academic support --- Access --- Academic staff (also see academics/Lecturers) --- Actionable --- Active learning --- Agency --- Aggregated --- Analyse --- Apply --- Ask questions --- Assessment --- Attitude --- Australasian Survey of Student Engagement (AUSSE) --- Beginning University Survey of Student Engagement (BUSSE) --- Benchmarking --- Bloom’s taxonomy --- Business --- economics and management --- Campus environment --- Capacity --- Career advisors --- Challenges --- Classroom activities --- Classroom Survey of Student Engagement (CLASSE) --- Co-curricular (also see extra-curricular) --- Cognitive --- Cognitive development --- Cognitive educational activities --- Cognitive functions --- Cognitive skills --- Collaborative learning --- Colleges --- Community college --- Comprehensive universities --- Conditional formatting --- Contextual --- Contextual challenges --- Contextualised --- Council on Higher Education (CHE) --- Course (module/subject) --- Critical thinking --- Culture --- Curriculum --- Data --- Data-informed --- Decision-making --- Decolonisation --- Deep learning --- Department chairs (heads of departments) --- Department of Higher Education and Training (DHET) --- Development --- Developmental outcomes --- Diagnostic --- Disaggregating --- Discussions --- Discussion with diverse others --- Dropout --- Education outcomes --- Effective educational behaviours --- Effective educational practices --- Effective leadership --- Effective teaching practices --- Empirical --- Engagement – also see Student Engagement --- Engineering --- Equity --- Equitable outcomes --- Evaluate --- Evidence --- Evidence-based --- Expectations --- Expected academic difficulty --- Expected academic perseverance --- Experiential learning --- Experience with staff --- Extended degree --- Extended curricula --- Extra-curricular (also see co-curricular) --- Financial Stress Scale --- First-generation --- First-year --- Food --- Food insecurity --- Frequency --- Freshman myth --- Gender --- Graduate attributes (Learning outcomes) --- Group work --- Heads of departments --- High-Impact practices --- Higher education outcomes --- Higher-Order Learning --- Holistic --- Humanities --- Incentive --- Indicators --- Innovation --- Innovative --- Instructional paradigm --- Interactions --- Interventions --- Institutional culture --- Institutional performance --- Institutional research --- Institutional researchers --- Institution-wide approaches --- Interpersonal relationships --- Interpersonal skills --- Intersectional --- Intersectionality --- Irish Survey of Student Engagement (ISSE) --- Knowledge --- Knowledge society --- Language --- Law --- Leaders --- Leadership (management/university leadership) --- Learning --- Learning environments --- Learning facilitator --- Learning outcomes --- Learning paradigm --- Learning strategies --- Learning with peers --- Lecturer Survey of Student Engagement (LSSE) --- Lecturers (also see academics/academic staff) --- Librarians --- Management (University leaders and Leadership) --- Mathematics --- Memorisation --- Mentor --- Mentoring --- Mentorship --- Mission --- Module (course/subject) --- Motivation --- National Benchmark Tests (NBT) --- National Benchmark Test Project (NBTP) --- National Development Plan --- National Survey of Student Engagement (NSSE) --- Natural and Agricultural Sciences --- Next Generation of Academics Programme (nGAP) --- Numeracy development --- Off-campus --- On-campus --- Online resources --- Pathways --- Peer learning (also see Tutor) --- Pedagogical approaches --- Pedagogical contexts --- Pedagogical environments --- Pedagogical experiences --- Pedagogical innovation --- Pedagogical practices --- Pedagogical relationship --- Pedagogical responsiveness --- Pedagogies --- Perceived academic preparation --- Perceived preparedness --- Persistence --- Policies --- Policy --- Policy makers --- Practical significance --- Practical work --- Preparing for class --- Professional development --- Professionals --- Professional staff --- Quadrant --- Quality --- Quality assurance --- Quality of interactions --- Quantitative reasoning --- Reflection --- Reflective and integrative learning --- Relationships --- Research --- Responsiveness --- Resources --- Retention --- Science --- engineering and technology --- Self-reflection --- Senior students --- Service learning --- Social sciences --- Socio-economic --- South African Survey(s) of Student Engagement (SASSE) --- Staff development (also academic development and lecturer development) --- Stakeholder --- Strategies --- Statistical --- Student affairs --- Student behaviour --- Student bodies --- Student data --- Student development --- Student engagement --- Student evaluation --- Student financial aid --- Student involvement --- Student learning --- Student life --- Student needs --- Student outcomes --- Student organisations --- Student perspective --- Student participation --- Student performance --- Student persistence --- Student retention --- Student responses --- Student societies --- Student-staff interaction --- Student success --- Student views --- Student voice --- Success rates --- Subject (course/module) --- Support services --- Support staff --- Supportive campus --- Supportive environment --- Synthesise --- Systemic perspective --- Systemic understanding --- Teaching --- Teaching and learning --- Techniques --- Time --- Time management --- Traditional universities --- Transformation --- Transformative --- Transition --- Tutor --- Tutorials --- Undergraduate research --- Underprepared --- United States --- University Capacity Development Grant (University Capacity Development Programme) --- Universities --- Universities of Technology --- University leaders --- Unrealistic --- Well-being