When studying the political development of young people, level of education matters. However, instead of concentrating on the amount of education and how it affects one’s political attributes (vertical effects of education), we consider the effects of characteristics of one’s education, specifically one’s college major, among people with similar levels of education (horizontal effects). Our study demonstrates that the discipline in which one majors affects one’s political development, over and above the expected self-selection effects. While our results are modest, they suggest that there is much to be gained from exploring horizontal variations in education and its effects on political attributes.
Hailey L. Huckestein, Steven M. Mikulic, and Jeffrey L. Bernstein
Service-learning and studying the past
Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.
Barbara Robertson and Mark J. Flowers
. , and G. Newton ( 2013 ), ‘ Use of lecture capture in undergraduate biological science education ’, The Canadian Journal for the Scholarship of Teaching and Learning 4 , no. 2 : 1 – 24 . http://dx.doi.org/10.5206/cjsotl-rcacea.2013
Andreas Baranowski and Heiko Hecht
Programs using Eye-Gaze Tracking .” Pattern Recognition 41 ( 5 ): 1610 – 1626 . Schacter , Daniel L. and Karl K. Szpunar . 2015 . “ Enhancing Attention and Memory during Video-Recorded Lectures .” Scholarship of Teaching and Learning in