Donna Heiland
Biographic Data
| ID | 4867883 |
|---|---|
| NAME | Donna Heiland |
| GIVEN NAMES | Donna |
| FAMILY NAME | Heiland |
| SIGNATURE | HEILAND D |
| AFFILIATIONS | Emerson College |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Building capacity for civic learning and engagement: An emerging infrastructure in the academic arts and humanities in the United States
American higher education has always articulated a civic mission as part of its purpose: colleges and universities educate students for life in a democratic society and provide that society with citizens who ensure that it thrives in turn. This essay maps the development of a national infrastructure for civic learning and engagement in American higher education, with a focus on the mid-1980s onward, when—after a period of relative eclipse—this wo…
The role of the arts and humanities in civic learning and engagement: The US debate
Over the past few years, a series of linked calls to action have urged US institutions of higher education to give greater attention to civic learning and engagement as central outcomes of a liberal education (Heiland and Huber, 2014). The purpose of this forum is to map out how this current spate of calls for civic learning and engagement in the US is being (or can be) answered by the arts and humanities in higher education, and how these discip…
Calls to action for the Arts and Humanities in the US
More than limited learning: The case for focusing on the disciplines
In their 2011 study Academically Adrift, Richard Arum and Josipa Roksa present considerable evidence that undergraduates in US colleges and universities make surprisingly little progress in their first two years of college. While acknowledging the force of this argument, the authors ask whether Arum and Roksa’s evidence – about students’ development of general skills including critical thinking, analytical reasoning, writing and problem solving –…
Gothic and the Generation of Ideas 1
Gothic writing has remarkable generative power: as Marshall Brown has described it, gothic is a genre with what he calls a teleology, whose “significance lies in what it enabled its future readers to see, in what arguments it provoked, and . . . in what dreams it stimulated” (xix). From a brief discussion of selected early studies of the gothic, this article moves on to consider the extraordinary development of gothic criticism from the 1970s on,…
Gothic & Gender
Gothic and Gender: An Introduction
Gothic & Gender
Gothic and Gender: An Introduction
Gothic and the Generation of Ideas 1
Gothic writing has remarkable generative power: as Marshall Brown has described it, gothic is a genre with what he calls a teleology, whose “significance lies in what it enabled its future readers to see, in what arguments it provoked, and . . . in what dreams it stimulated” (xix). From a brief discussion of selected early studies of the gothic, this article moves on to consider the extraordinary development of gothic criticism from the 1970s on,…
More than limited learning: The case for focusing on the disciplines
In their 2011 study Academically Adrift, Richard Arum and Josipa Roksa present considerable evidence that undergraduates in US colleges and universities make surprisingly little progress in their first two years of college. While acknowledging the force of this argument, the authors ask whether Arum and Roksa’s evidence – about students’ development of general skills including critical thinking, analytical reasoning, writing and problem solving –…
Calls to action for the Arts and Humanities in the US
Building capacity for civic learning and engagement: An emerging infrastructure in the academic arts and humanities in the United States
American higher education has always articulated a civic mission as part of its purpose: colleges and universities educate students for life in a democratic society and provide that society with citizens who ensure that it thrives in turn. This essay maps the development of a national infrastructure for civic learning and engagement in American higher education, with a focus on the mid-1980s onward, when—after a period of relative eclipse—this wo…
The role of the arts and humanities in civic learning and engagement: The US debate
Over the past few years, a series of linked calls to action have urged US institutions of higher education to give greater attention to civic learning and engagement as central outcomes of a liberal education (Heiland and Huber, 2014). The purpose of this forum is to map out how this current spate of calls for civic learning and engagement in the US is being (or can be) answered by the arts and humanities in higher education, and how these discip…
Sociology (5 works) · Pedagogy (4 works) · Art (3 works) · Gothic Literature and Media Analysis (3 works) · Higher education (3 works) · Political science (3 works) · Psychology (3 works) · The arts (3 works) · Action (physics (2 works) · Civic engagement (2 works)