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ENG2501: Interdisciplinary Course is a fordypning level course which, as the title suggests, is intended to have an interdisciplinary focus and therefore varies from run to run. This semester, the course focused on both textiles and literature. From the semester’s description:  "We recognize that literature is shaped by the environments in which it is created, and that aspects of those environments are reflected in the texts themselves. Textiles and textile development is one of those aspects, and one we often overlook. Fiber and fabric create metaphor and imagery, lend depth, and may easily provide a framework for a telling, both fictional and nonfictional. It all starts with a pair of hands, but the where, what, and how of textile production has changed dramatically over the relatively recent past, and that change has both affected and been reflected in the texts we read. Focusing primarily on literature of the U.S., this course will offer insight into textiles and textile production, the industrialization of the textile industry, and the ways in which text and textile may be woven together or impact one another across a variety of forms and genres." The dual-thread nature of the course created space for an introduction to cultural history surrounding textiles, textile production, technology of textiles, community and gender identity, as well as a host of other related and interrelated topics. For certain elements, the instructor was able to bring in samples of tools, equipment, fibers, and textiles in order to provide a hands-on experience for students and thus allow them to gain additional insight into the history and consequences of those elements. The course included one obligatory assignment with two possible variants: a traditional essay or a creative alternative.  The traditional variant of the OA was a critical essay. Students were encouraged to choose their own focus, using either Life in the Iron Mills, the excerpts from The Lowell Offering, or Silas Marner (all pensum materials). Fifteen students chose this option. Students who attended class and chose this option were given extensive written feedback. Students who chose not to attend the course but remained on the roll and submitted a task were given an abbreviated response and invited for further supervision. None of the non-attending students took advantage of that opportunity. The creative variant of the OA was a hands-on element which allowed students to choose a textile element to pursue, then connect the project back to the pensum and course focus. They were required to submit a project proposal, then the project and a reflective written text. Six students chose this option. For instance, one student chose to work with recreation of a Viking-age hussif. Another explored and recreated a shawl which would have been typical for the period surrounding one of the pensum texts in which such a shawl was specifically mentioned. Another explored the spinning element which was mentioned in a number of the early texts and then complicated by the industrial revolution, while yet another took on a small weaving project and connected the exercise to Silas Marner. Students who took this option reported very much enjoying the opportunity to deviate from the traditional academic task format while also exploring a new textile element and expressing their own creativity. Student feedback reported that the workload was comfortable, as were the readings, and they very much appreciated the demonstration items which were provided for a large number of the lectures. As is true with a number of other courses during the post-Covid period, this course struggled with student attendance. Of 33 students registered for the course, there were never more than ten students in regular attendance. There are a number of possible reasons for the issue.  One reason was that the scheduled lecture periods for the course conflicted with a seminar session for another fordypning course which occupied a one-hour block of one of ENG2501’s two-hour blocks and students were put in the unfortunate position of having to make a choice. The schedule conflict was the result of a one-time only late change to the timeplan; the secondary fordypning course will not have seminars in the future, and future semesters will have a closer control of the timeplan in order to avoid a similar issue. However, the conflict is not as large an issue as it might initially appear since it only affected one hour of the four hours of instruction during the course; students enrolled in both courses could easily have attended three hours of instruction with ENG2501 while also attending both lecture and seminar for the other course.    However, there are certainly other reasons for lack of attendance. Anecdotal evidence from students suggested that some students chose not to attend the course because the exam was a home exam.  There is no way to know for certain what other reasons might be behind the issue, and the students who did not attend the course chose not to complete the survey which specifically asked for help identifying those factors.  As a secondary note, the course was compressed into a block in the latter half of the semester with two hours of teaching happening on two consecutive days. Of the 33 students initially registered, 21 submitted an OA and took the exam. While the exam was heavily focused on material from the class meetings, the structure of the exam gave room for some students—with some outside work—to still pass the course, albeit with lower grades.

NTNU:TIA:REST

Department of Language and Literature

Institutt for språk og litteratur

Engelsk

Mer om vurdering

Emnet har hjemmeeksamen som besvares i løpet av 7 dager. Besvarelsen skal være på ca. 3000 ord. 

Anbefalte forkunnskaper

Fullført basisdel (ENG1000-emner) i bachelorprogrammet i engelsk eller tilsvarende godkjent utdanning.

Faglig innhold

Emnet omhandler tema i grenselandet språk, litteratur og kulturstudier. Fokus kan variere fra semester til semester. Nærmere beskrivelse av det faglige innholdet i emnet vil foreligge i pensumheftet for engelsk ved semesterstart.

Kursmateriell

Læringsutbytte

Kunnskap Kandidater som har bestått dette emnet- har betydelig kunnskap om det relevante tverrdisiplinære temaet. Ferdigheter Kandidater som har bestått dette emnet- kan gjøre rede for sin kritiske forståelse av et gitt tverrdisiplinært emne eller en gitt tverrdisiplinær problemstilling;- kan gjøre rede for sin forståelse av emnets/problemstillingens tverrdisiplinære natur;- kan produsere analytiske tekster om temaet som emnet tar for seg;- kan uttrykke seg skriftlig på engelsk på en måte som passer til sjanger og tema, og kan gjøre bruk av og vise forståelse for sjangerrelatert ordforråd. Generell kompetanse Kandidater som har bestått dette emnet - anerkjenner viktigheten av kritisk refleksjon omkring forholdet mellom relevante tema;- kan kritisk evaluere ulike kunnskapskilders troverdighet og relevans;- utvikler større tverrkulturell kompetanse.

Læringsformer og aktiviteter

Forelesninger, seminarer, veiledning. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Studenter bør forvente at dette emnet på 7,5 studiepoeng tilsvarer omtrent 10 timers arbeid per uke, inkludert undervisningstid. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).

Skriftlig(e) arbeid(er) (ca. 2000 ord)

Tverrdisiplinært emne

Lektorutdanning i språkfag for trinn 8 – 13

Europastudier - bachelorstudium

Språk og litteratur - bachelorstudium

Fremmedspråk - bachelorstudium

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ikke relevant NB! ENG2501 var lagt på is i flere år for å lage plass for ENG2800. Da ENG2800 var lagt ned ble ENG2501 tatt tilbake i bruk. Dette er første gangen emnet har blitt undervist siden 2018.

ENG2501: Interdisciplinary Course is a fordypning level course which, as the title suggests, is intended to have an interdisciplinary focus and therefore varies from run to run. This semester, the course focused on both textiles and literature. From the pensumhefte:  <ul><li>We recognize that literature is shaped by the environments in which it is created, and that aspects of those environments are reflected in the texts themselves. Textiles and textile development is one of those aspects, and one we often overlook. Fiber and fabric create metaphor and imagery, lend depth, and may easily provide a framework for a telling, both fictional and nonfictional. It all starts with a pair of hands, but the where, what, and how of textile production has changed dramatically over the relatively recent past, and that change has both affected and been reflected in the texts we read. Focusing primarily on literature of the U.S., this course will offer insight into textiles and textile production, the industrialization of the textile industry, and the ways in which text and textile may be woven together or impact one another across a variety of forms and genres.</li></ul> The dual-thread nature of the course created space for an introduction to cultural history surrounding textiles, textile production, technology of textiles, community and gender identity, as well as a host of related and interrelated topics. For certain elements, the instructor was able to bring in samples of tools, equipment, fibers, and textiles in order to provide a hands-on experience for students and thus allow them to gain additional insight into the history and consequences of those elements. The course included one obligatory assignment in the form of a critical essay. Students were encouraged to choose their own focus and primary text from the pensum materials. Some students were given extensive written feedback, but the instructor unfortunately suffered from an injury and feedback on the remaining tasks was necessarily provided in audio feedback files. Students were invited to make appointments for further supervision and input on their essays, but only a limited number of students took advantage of that opportunity. Student feedback reported that the workload was comfortable, as were the readings, and they very much appreciated the demonstration items which were provided for a large number of the lectures. Student feedback regarding course cohesion reflects the instructor’s own feeling about this issue; while the textiles and literature overlapped and related well to one another, the overall red thread of the course needed to be more clearly stated and carried throughout the individual lectures. It was unfortunately too easy to see the content as two distinct threads, especially for the students who chose not to participate, or to participate irregularly. If this variant is taught in the future, this will be an area which needs further definition. Another area which needs improvement is the overall activity level of the students; in other words, there needs to be an increase in activities which promote student engagement within the learning periods. The demonstration items helped with this, as did discussion groups, but there is room for improvement. Because of the dual focus of the course and how that information was presented, it was easy to see which students submitting the exam had actually participated in the classes. The exam was written in such a way that it allowed them to play to their individual strengths and draw from both what they had gained from the OA as well as the lectures, so a surprising percentage of the grades were relatively high. It can be assumed that a major percentage of the students who chose not to attend class also did not attempt the exam. Of 32 registered students, 25 submitted. Of that 25, fully 14 fell in the A/B range. The end result was that 78.12% of those registered successfully passed the course.

Forelesninger, seminarer, veiledning. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform.Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).

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Tverrdisiplinært emne - ENG2501