Journal article
INSTRUCTOR AND STUDENT REACTIONS TO "A RADICAL APPROACH" TO INSTRUCTING A LARGE UNDERGRADUATE CLASSICAL MYTHOLOGY LECTURE COURSE
The Classical journal (Classical Association of the Middle West and South), Vol.114(3), pp.345-363
02/01/2019
DOI: 10.5184/classicalj.114.3.0345
Abstract
This study applies S. Douglas Olson's (2012) pedagogical methodology to a specific subject: classical mythology, a course taught at universities and colleges across the country. Olson's innovations, while originally built around a classical civilization course, are easily adaptable to this subject matter and prevent a large instruction class from being too simplistic. Furthermore, they engage students in the material through primary source research and writing assignments without overburdening students. The grading load per student is decreased, making the instructor's invested time comparable to that of a traditional small-instruction class that implements papers and exams. The result was an enjoyable classroom experience that encouraged interaction among students with a wide variety of backgrounds and interests, while allowing the instructor to focus on the needs of the students in the classroom rather than excessive grading.
Details
- Title: Subtitle
- INSTRUCTOR AND STUDENT REACTIONS TO "A RADICAL APPROACH" TO INSTRUCTING A LARGE UNDERGRADUATE CLASSICAL MYTHOLOGY LECTURE COURSE
- Creators
- Debra A. Trusty - Univ Iowa, Iowa City, IA 52242 USA
- Resource Type
- Journal article
- Publication Details
- The Classical journal (Classical Association of the Middle West and South), Vol.114(3), pp.345-363
- Publisher
- Classical Assoc Middle West South, Inc
- DOI
- 10.5184/classicalj.114.3.0345
- ISSN
- 0009-8353
- eISSN
- 2327-5812
- Number of pages
- 19
- Language
- English
- Date published
- 02/01/2019
- Academic Unit
- Classics; University College Courses
- Record Identifier
- 9984397231202771
Metrics
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