The combination of artistic practice with scientific inquiry has a long tradition that dates back to Ancient Greece. Despite a long and rich history, there are surprisingly few established models for combining academic and artistic methodologies in higher education. In the past decades, institutions of higher education have highlighted interdisciplinary efforts that bridge art and science. The ongoing interest in combining art with science can be seen in the numerous academic conferences (such as SIGGRAPH and ISEA) that bring together academics, artists and technologists working at the intersection of art, science and technology. The popularity of high-profile festivals and cultural summits such as SXSW (South by Southwest), Ars Electronica, and CYFEST are instrumental in raising awareness of the relevance of art and science collaborations for mainstream audiences. The STEAM (Science, Technology, Engineering, Arts and Math) movement, pioneered by Rhode Island School of Design, was an early effort to address interdisciplinary approaches by placing art and design at the center of STEM teaching in primary, secondary and tertiary education. Despite the widespread adoption of STEAM by universities and institutions of higher education, there is no clear methodology for how to approach the ever-emergent, always-becoming interdisciplinary field of art and science. This lack has implications for higher education and programs that will train the next generation of creative technologists and interdisciplinary researchers.
JPBLHE - Special issue: Integrating Academic and Artistic Methodologies within a PBL-environment
The combination of artistic practice with scientific inquiry has a long tradition that dates back to Ancient Greece. Despite a long and rich history, there are surprisingly few established models for combining academic and artistic methodologies in higher education.
Last modified: 31.10.2018
News
-
31.10.2018
JPBLHE - Special issue: Integrating Academic and Artistic Methodologies within a PBL-environment
The combination of artistic practice with scientific inquiry has a long tradition that dates back to Ancient Greece. Despite a long and rich history, there are surprisingly few established models for combining academic and artistic methodologies in higher education.
-
31.10.2018
Call for papers - PBL for Sustainability and Sustainable Cities
This is a call for papers for a special issue on “Sustainability and Sustainable Cities” to appear in Journal of Problem Based Learning in Higher Education (JPBLHE). The purpose of this Special Issue is twofold. It aims to collect the best contributions presented at the final Conference of the Citylab LA project, while remaining open to the entire PBL research community, inviting articles that deal with teaching and research within a PBL environment related to sustainability and/or sustainable cities.
-
30.10.2017
Journal of PBL in Higher Education (JPBLHE)
This is a call for papers for the peer reviewed Journal of Problem Based Learning in Higher Education (JPBLHE) to be published in 2017. JPBLHE provides an opportunity for scholars from all disciplines to publish. We have just published the latest issue of the journal: Special issue: blended learning in architecture and design education. Many thanks to the authors and reviewers for their contributions to the issue which is available at the journal site. The journal is gaining recognition and for this reason we are constantly looking for dedicated reviewers. Therefore, if you are doing research in PBL and would like to contribute to the consolidation of the journal please contact journal editor Thomas Ryberg, ryberg@hum.aau.dk.
-
30.10.2017
1st year network. Meeting in January 2018
We would like to invite all interested colleagues to a new meeting in the network on first year PBL. In light of the presentations and discussions at the last meeting, the topic of our next meeting is “supervision of projects at first year”. Thus, we will address and discuss topics such as: what is the role and responsibilities of the supervisor at first year, how do students experience supervision at first year, what is the trademarks of supervisors at first year, what should be the focal points in supervising groups at first year, how can supervisors motivate students? The meeting is organized around some of these questions, which we will discuss in smaller groups.
-
30.10.2017
Workshop on PBL and the creation of academic progression through education
On the 4th of May at ‘University Teaching Day’ Diana Stentoft and Erik Laursen from the PBL Academy hosted a well-attended workshop that addressed PBL and the creation of academic progression through education. In their presentation, Erik and Diana spoke on different approaches regarding progression. On this matter, they presented two models.
-
30.10.2017
The PBL Academy joined the half-year meeting for student guidance
March 31, 2017, the PBL Academy was invited to the half-year meeting for student guidance arranged by the central student guidance office. The theme for the presentation was how study-guides can help students overcome challenges of PBL. In the presentation the focus was not on providing tools and tricks for PBL as the study guidance office has in fact provided a “tool-box” for student counsellors and students