A Case Study: Using the Lessons of the Holocaust to Promote Student Learning in Higher Education

Autor/in	Herman, Jeanne
Titel	A Case Study: Using the Lessons of the Holocaust to Promote Student Learning in Higher Education
Quelle	(2015), (208 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Death; Jews; European History; Learning Processes; Higher Education; Teaching Methods; Undergraduate Students; Student Attitudes; College Faculty; Course Descriptions; Cultural Awareness; Cultural Pluralism; Prosocial Behavior; Democracy; Civil Rights; Futures (of Society) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Sterbefall; Tod; Todesfall; Jew; Jude; Jüdin; Juden; Learning process; Lernprozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Fakultät; Kursstrukturplan; Cultural identity; Kulturelle Identität; Kulturpluralismus; Demokratie; Bürgerrechte; Grundrechte; Zivilrecht; Future; Society; Zukunft
Abstract	The Holocaust, which occurred at the hands of the Nazi regime from 1933 to 1945 is the term used to describe the systematic torture and murder of approximately six million European Jews and millions of other "undesirables" (World War 2: Nazi Germany, 2010). The purpose of this dissertation was to provide a deep understanding of student experiences and viewpoints on this topic and to examine ways in which the lessons of the Holocaust might be used as a template in higher education to promote student learning. The analysis focused on the concern that as this generation of Holocaust survivors passes, the significant lessons of the Holocaust will be lost. The study implemented a mixed-methods approach in which qualitative and quantitative instruments were used to collect and analyze data in order to answer the research questions. Twenty five undergraduate students enrolled in the spring 2014 Holocaust course at the University of America, 10 Holocaust survivors and 26 children of Holocaust survivors responded to three different Likert scale surveys designed to uncover degrees of opinions on student learning ranging from one extreme to the other. Second, the interview protocol consisted of semi-structured open-ended questions and was administered to three students, three Holocaust survivors, three children of Holocaust survivors and the professor of the course. Finally, the observation protocol consisted of several observations, including one pre-scheduled guest appearance of a Holocaust survivor during the class period. Through the process of triangulation, the study's findings and implications indicated that in the 21st century and after this generation of Holocaust survivors passes, there is hope that lessons about multicultural and human awareness as well as tolerance, democracy and civil equality can continue to be taught to college level students in order to combat crimes against humanity from happening in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01