This case study reports on a project funded by the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS). At the University of Brighton undergraduates were given the opportunity to examine the social responsibility of the writer through a series of workshops and seminars led by local writers, actors, comedians and politicians. Students were expected to produce their own socially conscious creative piece and to reflect on the process. This study reports on the students’ experience of this module and suggests ways in which the module impacts on their development. We argue that HE needs to create learning environments for undergraduates that can help students understand how their degrees might influence and help them in their sustainable careers, studies and lives post-university.
|Journal||The Higher Education Academy: English Subject Centre|
|Publication status||Published - 2011|
- social purpose