Call for Abstracts
Due date for abstracts: July 19, 2013
Edited by Julinna C. Oxley, Associate Professor of Philosophy, Coastal Carolina University
The purpose of this edited collection is to articulate and examine pedagogical practices that focus on student engagement, by showcasing different models of experiential learning (such as service learning) in the discipline of Philosophy. While many university administrators praise MOOCs (massive open online courses) and distance learning courses, research on student learning reveals that students learn the most – in the sense that they acquire long-term knowledge and practical understanding – when the course involves experiential learning. Experiential learning is a pedagogy that emphasizes student engagement outside the classroom structure, as in traditional service learning or internships, or the practical application of knowledge in a reflective, creative and rigorous way, as in collaborative projects like creating websites and videos. Experiential learning is one of the few instructional strategies that are considered “high impact educational practices” – along with first-year seminars, learning communities, and undergraduate research. Experiential learning enables students to apply what they are learning in a Philosophy course beyond the classroom, and thus enables them to prepare for jobs in different sectors of society. This volume will examine different methods of experiential learning currently used in Philosophy, including service learning, civic engagement, and activism. It will thus be a timely reflection on best practices for teaching Philosophy and an anticipation of the ways in which pedagogical practices will continue to evolve in the 21st century.
Chapter proposals may include, but are not limited to, the following types of experiential learning:
· Internships, Service Learning and Volunteer Work
· Experiential Learning (Site Visits, Performances, Guest Speakers, Reflections)
· Political Activism and Social Change (Demonstrations or Letter-writing Campaigns)
· Community Action or Campus Project
· Creative Artifacts (a zine, pamphlet or PSA)
· Collaborative Projects such as creating websites, videos, skits, or games
Contributions from the following types of courses are desirable:
· Lower division courses, Upper-division courses, and Graduate courses
· Internships and Capstone Seminars
· Study abroad courses
Courses may be related to any area of Philosophy:
· Metaphysics or Epistemology (including Philosophy of Language, Philosophy of Mind, or Philosophy of Religion)
· Philosophy of Science (including Philosophy of Biology, Philosophy of Physics or Philosophy of Mathematics)
· Ethics (Normative Ethics, Applied Ethics, Meta-Ethics) and Political Philosophy (including Philosophy of Law)
· Feminist Philosophy
· Philosophy of Race
· History of Philosophy
· Special Topics in Philosophy
Solicited by: Lexington Books (A Division of Rowman & Littlefield) though other academic presses will be explored
Abstracts of 500-700 words should include:
(1) A brief overview of the course and its learning outcomes or goals
(2) A summary of the experiential learning activity
(3) A short description of the relationship between course readings and the proposed activity
(4) Assessment tools and guidelines
(5) The outcomes of the experiential learning activity
(1) Submission deadline for abstracts (500-700 words): July 19, 2013. Submissions should be prepared for blind-review (with author’s name and institutional affiliation appearing on a separate page) in a Word or PDF document and sent via email to: Julinna Oxley at email@example.com <mailto:firstname.lastname@example.org> .
(2) Notification of Acceptance: September 2013.
(3) Due date for drafts of accepted papers (c. 5,000 words): March 15, 2014.
(4) Publication date: Fall 2014.
Julinna C. Oxley, Ph.D.
Director, Women’s and Gender Studies Program
Associate Professor of Philosophy
Coastal Carolina University
P.O. Box 261954
Conway SC 29528