interventions to understand and rectify the problem. This process culminated in the introduction of a guided fieldwork model based on building an online learning community mentored by PhD students. During their semester of fieldwork, students complete a series
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Transculturality in higher education
Supporting students’ experiences through praxis
Heidi A. Smith
internationalisation, Meeri Hellstén and Anna Reid (2008: 2) identified the ‘need for the collective global teaching and learning community to identify new pedagogies that engage with the new and future world where assumed old academic traditions may no longer prove
Enacting inclusivity in the preparation of emerging scholars
A response to programme reform in higher education
Saran Stewart, Chayla Haynes, and Kristin Deal
and unfavourable in the facilitation my own learning by concluding, ‘Our collective success as educators is dependent on each person's willingness to participate fully in the learning process, commitment to creating learning communities that foster
Museums in the Pandemic
A Survey of Responses on the Current Crisis
Joanna Cobley, David Gaimster, Stephanie So, Ken Gorbey, Ken Arnold, Dominique Poulot, Bruno Brulon Soares, Nuala Morse, Laura Osorio Sunnucks, María de las Mercedes Martínez Milantchí, Alberto Serrano, Erica Lehrer, Shelley Ruth Butler, Nicky Levell, Anthony Shelton, Da (Linda) Kong, and Mingyuan Jiang
, the Holburne Museum's Pathways to Wellbeing program has moved online with weekly Wednesday activities ( https://www.holburne.org/learning/community-engagement/pathways-to-wellbeing/ ); the Stirling Smith Art Gallery and Museum has devised online
