Three strategies for promoting intellectual engagement in advanced undergraduate seminars

Logan Connors, Nathalie Dupont, John Westbrook

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

With the humanities increasingly contested, we must adopt pedagogical approaches that promote the integral role of humanistic inquiry in student academic achievement. Whether they explore the eighteenth-century novel, cultural artifacts of the Third Republic, or sociopolitical controversies in contemporary literature, the three models described in this article propose innovative learning strategies for advanced undergraduate French and Francophone Studies seminars that fulfill the humanistic goals of the American university. From directed close reading exercises to analysis of the historical archive to creative exploratory writing, these activities engage students intellectually with complex cultural and narrative materials from diverse traditions and periods.

Original languageEnglish (US)
Pages (from-to)111-126
Number of pages16
JournalFrench Review
Volume87
Issue number4
StatePublished - Jan 1 2014
Externally publishedYes

Fingerprint

learning strategy
academic achievement
eighteenth century
artifact
student
narrative
university
Undergraduate
Humanistic
literature
Exercise
Third Republic
Learning Strategies
Academic Achievement
Cultural Artifacts
Cultural Complex
Close Reading

ASJC Scopus subject areas

  • Literature and Literary Theory
  • Language and Linguistics
  • Linguistics and Language
  • Education
  • Cultural Studies

Cite this

Three strategies for promoting intellectual engagement in advanced undergraduate seminars. / Connors, Logan; Dupont, Nathalie; Westbrook, John.

In: French Review, Vol. 87, No. 4, 01.01.2014, p. 111-126.

Research output: Contribution to journalArticle

Connors, Logan ; Dupont, Nathalie ; Westbrook, John. / Three strategies for promoting intellectual engagement in advanced undergraduate seminars. In: French Review. 2014 ; Vol. 87, No. 4. pp. 111-126.
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