Grant Recipients
Danielle Deveau, English Language and Literature
(Project timeline: January 2024 - December 2024)
Description
- This grant seeks to explore how engaging experts from outside of the university fosters student growth in the applied, creative classroom. It will further investigate how engaging experts can push students to make creative moves in their work, such as major revisions, pushing boundaries, engaging in difficult questions, tackling difficult creative projects, and taking risks.
Questions Investigated
- How does engaging expertise in the classroom impact student learning experiences?
- Do students perceived internal (professorial) and external (industry) expertise differently? How do these differences impact their perceptions of learning?
- Can the guidance of experts be seen in the content and quality of student work?
- Do students respond differently to content delivered by external experts than that delivered by an instructor?
- Does the invocation of external expertise push students to make more “real world” moves: increase the professionalism of submitted work; take creative risks; accept major revisions and reworkings?