Migration and Mobility in the Viking Age: Global Perspectives
Keywords:College course, writing pedagogy, Viking Age, migration, archaeology, history, mobility, legitimate peripheral participation, digital humanities pedagogy
"Migration and Mobility in the Viking Age: Global Perspectives" is an intensive six-week summer course that fulfills the second part of UC Berkeley's "Reading and Composition" requirement for lower-level undergraduates. Rooted in pedagogical practices of creating authentic learning experiences for students, the course is designed to appeal to undergraduate students across a wide variety of disciplines in order to teach them college-level academic writing. The course design uses digital technologies in the classroom and historical perspectives of the Viking Age to encourage students to think critically about human migrations, both historical and modern, and to apply issues related to cross-cultural interactions, such as race, gender, religion, and agency, to their world today. This syllabus has been slightly revised from the most recently taught version of this course, in Summer 2017.
Bain, K. (2011). What the best college teachers do. Cambridge: Harvard University Press.
Bean, J.C. (2011). Engaging Ideas: The Professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: John Wiley & Sons.
Beetham, H. and Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. New York: Routledge.
Blumberg, P. (2009). Developing Learner Centered Teaching: A practical guide for faculty. San Francisco: Jossey-Bass.
Curzan, A. and Damour, L. (2006). First day to Final grade: A graduate student's guide to teaching. Ann Arbor: Univeristy of Michigan Press.
Edmondson, D.R., Boyer, S.L. and Artis, A.B. (2012). "Self-directed learning: A meta-analytic review of adult learning constructs." International Journal of Education Research, 7(1), 40-48.
Fink, L.D, (2003). Creating Significant Learning Experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
O'Brien, J.G., Millis, B.J., & Cohen, M.W. (2009). The course syllabus: A learning-centered approach (2nd ed). San Francisco: Jossey-Bass.
Prégent, R. (1994). Charting Your Course: How To Prepare To Teach More Effectively. Madison: Magna Publications.
Ramsden, P. (2003). Learning to teach in higher education. New York: Routledge.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others non-commercial use of the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).