| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adapting intercultural research for performance: Enacting hospitality in interdisciplinary collaboration and public engagement
|
Harvey, Lou
|
|
2018
|
|
4 |
p. 371-387
|
artikel
|
| 2 |
Aesthetic cognitivism: Towards a concise case for doctoral research through practices in the visual arts
|
Riley, Howard
|
|
2019
|
|
4 |
p. 430-443
|
artikel
|
| 3 |
Against critical thinking pedagogy
|
Hayes, David
|
|
2015
|
|
4 |
p. 318-328
|
artikel
|
| 4 |
A Higher Education – A polemic (for a change)
|
Peters, Lloyd
|
|
2015
|
|
4 |
p. 313-317
|
artikel
|
| 5 |
A ‘journey in feminist theory together’: The Doing Feminist Theory Through Digital Video project
|
Hurst, Rachel Alpha Johnston
|
|
2014
|
|
4 |
p. 333-347
|
artikel
|
| 6 |
A narrative approach to interactive information visualization in the digital humanities classroom
|
Stephens, Sonia H
|
|
2019
|
|
4 |
p. 416-429
|
artikel
|
| 7 |
An outsider’s ethnographic thoughts about design
|
Agar, Michael
|
|
2014
|
|
4 |
p. 404-411
|
artikel
|
| 8 |
Aristotle and the ERA: Measuring the immeasurable
|
Bennett, Dawn
|
|
2013
|
|
4 |
p. 367-381
|
artikel
|
| 9 |
A tale of two cultures: The Omani–Indian encounter in the literature classroom
|
Heble, Ayesha
|
|
2013
|
|
4 |
p. 382-390
|
artikel
|
| 10 |
Bridging gaps and jumping through hoops: First-year History students’ expectations and perceptions of assessment and feedback in a research-intensive UK university
|
Skinner, Kate
|
|
2014
|
|
4 |
p. 359-376
|
artikel
|
| 11 |
Cartographies: Graduate education, SOTL and the third space
|
Tremonte, Colleen M.
|
|
2012
|
|
4 |
p. 387-405
|
artikel
|
| 12 |
Conservatism and the culture wars: The view from the college classroom
|
Manuel, Jeffrey T.
|
|
2012
|
|
4 |
p. 380-386
|
artikel
|
| 13 |
Dancing the thesis, writing on the body
|
Mills, Dana
|
|
2014
|
|
4 |
p. 395-403
|
artikel
|
| 14 |
Dialogic pedagogy in Hong Kong: Introducing art and culture
|
Mui, Ma So
|
|
2013
|
|
4 |
p. 408-423
|
artikel
|
| 15 |
Digital–visual–sensory-design anthropology: Ethnography, imagination and intervention
|
Pink, Sarah
|
|
2014
|
|
4 |
p. 412-427
|
artikel
|
| 16 |
Disciplinarity vs. creativity? Of design thinking and ‘the metacognitive mind’
|
Parker, Jan
|
|
2014
|
|
4 |
p. 329-332
|
artikel
|
| 17 |
Editorial: Pedagogies, writing and identity in the arts and humanities
|
Melles, Gavin
|
|
2012
|
|
4 |
p. 329-332
|
artikel
|
| 18 |
Editorial: Transforming Humanities and Arts in HE - networks, blogs, journal Special Issues
|
Parker, Jan
|
|
2015
|
|
4 |
p. 311-312
|
artikel
|
| 19 |
Evaluating interdisciplinary collaborative learning and assessment in the creative arts and humanities
|
Miles, Melissa
|
|
2015
|
|
4 |
p. 409-425
|
artikel
|
| 20 |
From Plato to Erikson: How the war on ‘bad play’ has impoverished higher education
|
Carnes, Mark C
|
|
2015
|
|
4 |
p. 383-397
|
artikel
|
| 21 |
Functional foreign language literacy for higher education and research: The case of French in Nigerian universities
|
Uhuegbu, Alozie R
|
|
2015
|
|
4 |
p. 398-408
|
artikel
|
| 22 |
Humanities in post-enlightenment and global Europe
|
McArthur, Jan
|
|
2018
|
|
4 |
p. 369-370
|
artikel
|
| 23 |
Inspiring desire: A new materialist bent to doctoral education in Arts and Humanities
|
Carter, Susan
|
|
2019
|
|
4 |
p. 296-310
|
artikel
|
| 24 |
Isolation in studio music teaching: The secret garden
|
Burwell, Kim
|
|
2019
|
|
4 |
p. 372-394
|
artikel
|
| 25 |
Lost in translation: Reconsidering reflective practice and design studio pedagogy
|
Mewburn, Inger
|
|
2012
|
|
4 |
p. 363-379
|
artikel
|
| 26 |
Music, social learning and senses in university pedagogy: An intersection between art and academe
|
Jensen, Julie B
|
|
2019
|
|
4 |
p. 311-328
|
artikel
|
| 27 |
Original knowledge, gender and the word’s mythology: Voicing the doctorate
|
Carter, Susan
|
|
2012
|
|
4 |
p. 406-417
|
artikel
|
| 28 |
Participant observation, anthropology methodology and design anthropology research inquiry
|
Gunn, Wendy
|
|
2014
|
|
4 |
p. 428-442
|
artikel
|
| 29 |
Postdoctoral scholars in a faculty of education: Navigating liminal spaces and marginal identities
|
Burke, Lydia E Carol-Ann
|
|
2019
|
|
4 |
p. 329-348
|
artikel
|
| 30 |
Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities
|
Riddell, Jessica
|
|
2018
|
|
4 |
p. 410-432
|
artikel
|
| 31 |
Scholars, intellectuals, and bricoleurs
|
Papson, Stephen
|
|
2014
|
|
4 |
p. 377-394
|
artikel
|
| 32 |
Shifts in the treatment of knowledge in academic reading and writing: Adding complexity to students’ transitions between A-levels and university in the UK
|
Baker, Sally
|
|
2018
|
|
4 |
p. 388-409
|
artikel
|
| 33 |
Signature pedagogy/powerful pedagogy: The Oxford tutorial system in the humanities
|
Horn, Julia
|
|
2013
|
|
4 |
p. 350-366
|
artikel
|
| 34 |
SoTL reconsidered: A British perspective
|
|
|
2013
|
|
4 |
p. 344-349
|
artikel
|
| 35 |
SoTL reconsidered: An American perspective
|
|
|
2013
|
|
4 |
p. 337-340
|
artikel
|
| 36 |
SoTL reconsidered: An Australian perspective
|
|
|
2013
|
|
4 |
p. 340-344
|
artikel
|
| 37 |
Stories on the Skin: Tattoo Culture at a South Florida university
|
Leader, Karen J
|
|
2015
|
|
4 |
p. 426-446
|
artikel
|
| 38 |
Teaching close reading: A VLE-based approach
|
Adlington, Hugh
|
|
2013
|
|
4 |
p. 391-407
|
artikel
|
| 39 |
The minimalist reading model: Rethinking reading lists in arts and education subjects
|
Piscioneri, Matthew
|
|
2013
|
|
4 |
p. 424-445
|
artikel
|
| 40 |
The Pilgrimage Project: Speculative design for engaged interdisciplinary education
|
Osborn, J.R.
|
|
2019
|
|
4 |
p. 349-371
|
artikel
|
| 41 |
The Roehampton Campus Project: Using campus, collections and memories of the university as a learning and teaching resource for Humanities students
|
Behr, Charlotte
|
|
2019
|
|
4 |
p. 395-415
|
artikel
|
| 42 |
The theatrical and the accidental academic: An autoethnographic case study
|
Franklin, Jo
|
|
2019
|
|
4 |
p. 281-295
|
artikel
|
| 43 |
The World Wars through tabletop wargaming: An innovative approach to university history teaching
|
Reynaud, Daniel
|
|
2015
|
|
4 |
p. 349-367
|
artikel
|
| 44 |
The yin and yang of Tuning History
|
Nováky, György
|
|
2017
|
|
4 |
p. 410-414
|
artikel
|
| 45 |
Thoughts on history, tuning and the scholarship of teaching and learning in the United States
|
Pace, David
|
|
2017
|
|
4 |
p. 415-419
|
artikel
|
| 46 |
Trouble in mind: Supporting the transition to graduate research in English
|
Kelly, Frances
|
|
2012
|
|
4 |
p. 418-433
|
artikel
|
| 47 |
Tuning and History: A personal overview
|
Isaacs, Ann Katherine
|
|
2017
|
|
4 |
p. 403-409
|
artikel
|
| 48 |
Tuning history
|
Booth, Alan
|
|
2017
|
|
4 |
p. 333-336
|
artikel
|
| 49 |
Tuning history in Latin America
|
Velázquez Albo, Marco
|
|
2017
|
|
4 |
p. 358-370
|
artikel
|
| 50 |
Tuning history: The French experience
|
Lamboley, Jean-Luc
|
|
2017
|
|
4 |
p. 371-384
|
artikel
|
| 51 |
Tuning the discipline of history in the United States: Harmony (and dissonance) in teaching and learning
|
McInerney, Daniel J
|
|
2017
|
|
4 |
p. 337-357
|
artikel
|
| 52 |
Using US Tuning to effect: The American Historical Association’s Tuning Project and the first year research paper
|
Belanger, Elizabeth
|
|
2017
|
|
4 |
p. 385-402
|
artikel
|
| 53 |
Vale: The Champion
|
Brawley, Sean
|
|
2013
|
|
4 |
p. 333-336
|
artikel
|
| 54 |
Wargaming in higher education: Contributions and challenges
|
Sabin, Philip
|
|
2015
|
|
4 |
p. 329-348
|
artikel
|
| 55 |
What do we want from a discipline-based education? What do we need?
|
Edmond, Jennifer
|
|
2014
|
|
4 |
p. 348-358
|
artikel
|
| 56 |
Whither the humanities?— Reinterpreting the relevance of an essential and embattled field
|
Campion, Corey
|
|
2018
|
|
4 |
p. 433-448
|
artikel
|
| 57 |
World of Wordcraft: Foreign language grammar and composition taught as a term-long role-playing game
|
Gellar-Goad, THM
|
|
2015
|
|
4 |
p. 368-382
|
artikel
|
| 58 |
Writing and resistance: Reflections on the practice of embedding writing in the curriculum
|
Clughen, Lisa
|
|
2012
|
|
4 |
p. 333-345
|
artikel
|
| 59 |
Writing purposefully in art and design: Responding to converging and diverging new academic literacies
|
Melles, Gavin
|
|
2012
|
|
4 |
p. 346-362
|
artikel
|
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