Vicky Gunn
Biographic Data
| ID | 6736402 |
|---|---|
| NAME | Vicky Gunn |
| GIVEN NAMES | Vicky |
| FAMILY NAME | Gunn |
| SIGNATURE | GUNN V |
| AFFILIATIONS | University of Glasgow |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 1 |
Inspiring desire
Doctoral learning entails transition from experienced student to stance-defending researcher, exposed to international critique: a disorientation and reorientation into a new identity. Arts and Humanities candidates typically navigate these moves without much of a map, choosing their own topics, avoiding the more externally defined approach available to STEM students, and mapping out their own research routes. They are often driven by desire and …
Present Teaching Stories as Re-Membering the Humanities
The ways in which Humanities scholars talk about teaching tell something about how we interact with the past of our own discipline as well as anticipate our students’ futures. In this we express collective memories as truths of learning and teaching. As cultural artifacts of our present, such stories are worthy of excavation for what they imply about ourselves as well as messages they pass onto our successors. This paper outlines “collective re-m…
Doing SoTL in Medieval History A cross-Atlantic dialogue
This article, presented as a dialogue between the authors, explores what they perceive as critical areas of teaching and learning in the discipline of Medieval Studies. Within the discussion, notions of relevance and usefulness, widening access, and epistemological assumptions about the discipline are discussed and related to the practice of teaching the subject. The authors reflect on these notions in terms of the maintenance of traditional meth…
Transforming Subject Boundaries
This article illustrates how theories encountered within academic professional development (particularly new lecturer programmes) can be applied to subject knowledge from outwith the Education discipline. It is argued that matters relating to present day teaching and learning can influence readily identifiable issues under scrutiny in other disciplines, particularly within the Arts and Humanities. Examination of the interface between the concept …
Inspiring desire
Doctoral learning entails transition from experienced student to stance-defending researcher, exposed to international critique: a disorientation and reorientation into a new identity. Arts and Humanities candidates typically navigate these moves without much of a map, choosing their own topics, avoiding the more externally defined approach available to STEM students, and mapping out their own research routes. They are often driven by desire and …
Transforming Subject Boundaries
This article illustrates how theories encountered within academic professional development (particularly new lecturer programmes) can be applied to subject knowledge from outwith the Education discipline. It is argued that matters relating to present day teaching and learning can influence readily identifiable issues under scrutiny in other disciplines, particularly within the Arts and Humanities. Examination of the interface between the concept …
Doing SoTL in Medieval History A cross-Atlantic dialogue
This article, presented as a dialogue between the authors, explores what they perceive as critical areas of teaching and learning in the discipline of Medieval Studies. Within the discussion, notions of relevance and usefulness, widening access, and epistemological assumptions about the discipline are discussed and related to the practice of teaching the subject. The authors reflect on these notions in terms of the maintenance of traditional meth…
Present Teaching Stories as Re-Membering the Humanities
The ways in which Humanities scholars talk about teaching tell something about how we interact with the past of our own discipline as well as anticipate our students’ futures. In this we express collective memories as truths of learning and teaching. As cultural artifacts of our present, such stories are worthy of excavation for what they imply about ourselves as well as messages they pass onto our successors. This paper outlines “collective re-m…
Inspiring desire
Doctoral learning entails transition from experienced student to stance-defending researcher, exposed to international critique: a disorientation and reorientation into a new identity. Arts and Humanities candidates typically navigate these moves without much of a map, choosing their own topics, avoiding the more externally defined approach available to STEM students, and mapping out their own research routes. They are often driven by desire and …
Epistemology (4 works) · Pedagogy (4 works) · Philosophy (4 works) · Sociology (4 works) · Aesthetics (3 works) · Art (3 works) · Philosophy (3 works) · Psychology (3 works) · Reflective Practices in Education (3 works) · Computer Science (2 works)