Teaching Transformations 2011

Contributions from the May 2011 Joint Annual Conference of the Center for Innovative Teaching (CIT) and Educational Technology (EdTech) at UMass Boston

Journal of the Sociology of Self-Knowledge

Volume IX • Issue 3 • Summer 2011

Journal Editor:
Mohammad H. Tamdgidi, UMass Boston

Issue Co-Editors:

  • Eleanor Kutz, UMass Boston
  • Vivian Zamel, UMass Boston


This Summer 2011 (IX, 3) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Teaching Transformations 2011″—a fourth of its annual “Teaching Transformations” series—brings together selected proceedings of the joint CIT (Center for Innovative Teaching)/EdTech (Educational Technology) conference held on May 12, 2011, at UMass Boston. The editors’ note describes the reasons for the bringing together of the two separately organized conferences in the past. It also reports on the new name adopted by CIT (from its former name, the Center for the Improvement of Teaching). The papers include a variety of contributions on topics such as: innovative techniques to enrich the dynamics of classroom discussions; “addressing plagiarism in a digital age”; cross-cultural/national, cross-institutional teaching of a course using online educational tools; “‘Islamicizing’ a Euro/American curriculum”; modernizing classical language education using the communicative language teaching (CLT) technique in conjunction with new educational technologies; teaching about race, caste and gender in light of the findings of anthropological and genetic sciences; and suggestions for online student collaborations based on the experience of teaching a Critical Thinking course. Contributors include: Eleanor Kutz (also as journal issue guest editor), Vivian Zamel (also as journal issue guest editor), LaMont Egle, Evelyn Navarre, Cheryl Nixon, Wayne Rhodes, Stephen Sutherland, Edward J. Romar, Annamaria Sas, Irene Yukhananov, Alan Girelli, Teddy Hristov, Mary Ball Howkins, Apostolos Koutropoulos, Tara Devi S. Ashok, Bob Schoenberg, and Mohammad H. Tamdgidi (also as journal editor-in-chief). Human Architecture: Journal of the Sociology of Self-Knowledge is a publication of OKCIR: The Omar Khayyam Center for Integrative Research in Utopia, Mysticism, and Science (Utopystics). For more information about OKCIR and other issues in its journal’s Edited Collection as well as Monograph and Translation series visit OKCIR’s homepage.

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To read individual contributions of this volume that are freely accessible online, please click on the title of each contribution in the table of contents below.


vii—Editors’ Note: Becoming Innovative, Technologically Savvy Teachers
Mohammad H. Tamdgidi, Eleanor Kutz and Vivian Zamel, University of Massachusetts Boston

1—Breaking the Rules of Discussion: Examples of Rethinking the Student-Centered Classroom
LaMont Egle, Evelyn Navarre, Cheryl Nixon, University of Massachusetts Boston

15—Addressing Plagiarism in A Digital Age
Eleanor Kutz, Wayne Rhodes, Stephen Sutherland and Vivian Zamel, University of Massachusetts Boston

37—“Two Markets, Two Universities”: An Experimental, Cross-Cultural, and Cross-Institutional Course Using Online Educational Technologies
Edward J. Romar, University of Massachusetts Boston; Annamaria Sas, University of Pannonia, Hungary;
Irene Yukhananov, University of Massachusetts Boston; Alan Girelli, University of Massachusetts Boston;
and Teddy Hristov, Boston University

49—“Islamicizing” A Euro/American Curriculum
Mary Ball Howkins, Rhode Island College

55—Modernizing Classical Language Education: Communicative Language Teaching & Educational Technology Integration in Classical Greek
Apostolos Koutropoulos, University of Massachusetts Boston

71—Why Is It Important to Teach about Race, Caste and Gender?: An Anthropologist’s Viewpoint
Tara Devi S. Ashok, University of Massachusetts Boston

81—Student Collaboration Online in A Critical Thinking Course
Bob Schoenberg, University of Massachusetts Boston