Papers by Laura Elizabeth Bekeris Key
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Journal of Learning Development in Higher Education
This lightning talk examined the journey taken to re-create and co-construct the Academic Skills ... more This lightning talk examined the journey taken to re-create and co-construct the Academic Skills Workshop Programme on offer at Leeds Beckett University, an interactive and inclusive online classroom adapted due to the impact of Covid-19. A 'learning on the go' and 'trial and error' approach involving continuous evaluation was adopted for the creation of the programme, which was informed by staff and student feedback. The approach helped move this new and varied programme beyond the crisis point of Covid-19 towards a more robust online presence for future purpose. Key considerations helping to shape the programme included creating a sense of community and belonging online, co-creating a curriculum that addressed student feedback and needs, and responding to student wellbeing as well as academic skills development. This resulted in the redevelopment of an entire workshop programme, offered to students via BB Collaborate. Sixteen workshops were rewritten as one-hour in...
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Journal of Learning Development in Higher Education, 2022
Key, L. (2022) “’Beyond the crisis’: accepting and adapting to the virtual academic skills worksh... more Key, L. (2022) “’Beyond the crisis’: accepting and adapting to the virtual academic skills workshop”, Journal of Learning Development in Higher Education, (25). doi: 10.47408/jldhe.vi25.974.
This lightning talk examined the journey taken to re-create and co-construct the Academic Skills Workshop Programme on offer at Leeds Beckett University, an interactive and inclusive online classroom adapted due to the impact of Covid-19. A 'learning on the go' and 'trial and error' approach involving continuous evaluation was adopted for the creation of the programme, which was informed by staff and student feedback. The approach helped move this new and varied programme beyond the crisis point of Covid-19 towards a more robust online presence for future purpose. Key considerations helping to shape the programme included creating a sense of community and belonging online, co-creating a curriculum that addressed student feedback and needs, and responding to student wellbeing as well as academic skills development. This resulted in the redevelopment of an entire workshop programme, offered to students via BB Collaborate. Sixteen workshops were rewritten as one-hour interactive webinars; asynchronous materials and resources were provided for 24/7 availability; and a central sign-up service was offered via the institute's MyHub interface. Already established principles in online learning were taken into account during the development process (Anderson, 2008; Nguyen, 2015).
These adaptations saw a twofold increase of student participation during 2020-2021 (1107 students, 53%) compared to 2018-2019 (410 students, 20%) or 2019-2020 (562 students, 27%). Learnings and successes from this project ranged from being adaptable, available, and offering different formats for learning where webinars were a feature, to seeing online as normal. Challenges that continue to be pondered are the value of F2F classrooms vs online, creating more 'on-demand' learning resources, blog posts, podcasts, and study modules available 24/7 for self-directed learning.
The presentation hoped to share our experience as a team, but also to offer an opportunity to hear about broader thoughts and experiences relating to academic skills webinar delivery at HE institutions since the Covid-19 pandemic began.
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<jats:p>The New American Cinema was a movement to create independent films that expressed t... more <jats:p>The New American Cinema was a movement to create independent films that expressed the countercultural moods and sensibilities of the late 1950s and early 1960s; these films represented a break away from the standardization and conformity of corporate Hollywood and from the ideological conservatism of the American mainstream. The term refers both to the films of the period and to the independent film distribution collective of the same name which was established in New York by some New American Cinema filmmakers.</jats:p>
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3 Declaration 4 Copyright Statement 4 Acknowledgements 5 About the Author 6 Introduction 7 Chapte... more 3 Declaration 4 Copyright Statement 4 Acknowledgements 5 About the Author 6 Introduction 7 Chapter 1: “The Effect of the Work was Two-Thirds the Game”: Exterior Presentation and Interior Reality in Robert Herrick’s The Common Lot 48 Chapter 2: “Remembering Right”: Gertrude Stein’s Three Lives and the Development of Early Modernism 96 Chapter 3: Boom and Bust: F. Scott Fitzgerald and Money Management 138 Chapter 4: The Dominant Dollar: John Dos Passos’ U.S.A. 189 Conclusion 238 Bibliography 253
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Routledge Encyclopedia of Modernism
Willard Maas (1906–71) was an American filmmaker and poet. He was known for his experimental styl... more Willard Maas (1906–71) was an American filmmaker and poet. He was known for his experimental style of filmmaking and was considered part of an avant-garde group of artists who worked in opposition to the commercial film industry. The types of films he made were sometimes referred to as "film poems" for their unconventional style, blurring the traditional distinction between the media of film and poetry. Maas was a literature professor by trade, working at Wagner College in New York City. Along with his wife, fellow filmmaker and artist Marie Menken, Maas was prominent in the New York art scene from the 1940s to the 1960s. Maas and Menken were founder members of the Gryphon Group, a set of like-minded artists who worked together on postwar experimental art and film projects. The couple was well-known for holding avant-garde salons at their Brooklyn apartment. Maas and Menken’s tempestuous relationship was well recorded, and they are cited as inspiration for the characters o...
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English Studies, 2014
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English Studies, 2014
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English Studies, Aug 30, 2014
F. Scott Fitzgerald was notoriously inept with regard to managing his vast income at the height o... more F. Scott Fitzgerald was notoriously inept with regard to managing his vast income at the height of his literary success, leading a hedonistic lifestyle and spending faster than he could earn. This paper seeks to understand Fitzgerald’s inability to control money and his compulsion to record his attitudes towards money through an analysis of his personal papers and his fiction and non-fiction writings. Fitzgerald’s obsession with money is contextualised here within the US economy of the 1920s, in which the rise of new credit facilities led to a social conflict between the imperatives of saving and spending, a problem which Fitzgerald’s fiction confronts, as evidenced by a close reading of his 1922 short story, “The Diamond as Big as the Ritz”. In this light, both the plot and the fragmented structure of the story are interpreted as symptomatic of an irresolvable conflict between past and future, metaphorised by the symbol of money, which had acquired the contradictory characteristics of stability and instability, potential and fear in 1920s American society.
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Conference Presentations by Laura Elizabeth Bekeris Key
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Papers by Laura Elizabeth Bekeris Key
This lightning talk examined the journey taken to re-create and co-construct the Academic Skills Workshop Programme on offer at Leeds Beckett University, an interactive and inclusive online classroom adapted due to the impact of Covid-19. A 'learning on the go' and 'trial and error' approach involving continuous evaluation was adopted for the creation of the programme, which was informed by staff and student feedback. The approach helped move this new and varied programme beyond the crisis point of Covid-19 towards a more robust online presence for future purpose. Key considerations helping to shape the programme included creating a sense of community and belonging online, co-creating a curriculum that addressed student feedback and needs, and responding to student wellbeing as well as academic skills development. This resulted in the redevelopment of an entire workshop programme, offered to students via BB Collaborate. Sixteen workshops were rewritten as one-hour interactive webinars; asynchronous materials and resources were provided for 24/7 availability; and a central sign-up service was offered via the institute's MyHub interface. Already established principles in online learning were taken into account during the development process (Anderson, 2008; Nguyen, 2015).
These adaptations saw a twofold increase of student participation during 2020-2021 (1107 students, 53%) compared to 2018-2019 (410 students, 20%) or 2019-2020 (562 students, 27%). Learnings and successes from this project ranged from being adaptable, available, and offering different formats for learning where webinars were a feature, to seeing online as normal. Challenges that continue to be pondered are the value of F2F classrooms vs online, creating more 'on-demand' learning resources, blog posts, podcasts, and study modules available 24/7 for self-directed learning.
The presentation hoped to share our experience as a team, but also to offer an opportunity to hear about broader thoughts and experiences relating to academic skills webinar delivery at HE institutions since the Covid-19 pandemic began.
Conference Presentations by Laura Elizabeth Bekeris Key
This lightning talk examined the journey taken to re-create and co-construct the Academic Skills Workshop Programme on offer at Leeds Beckett University, an interactive and inclusive online classroom adapted due to the impact of Covid-19. A 'learning on the go' and 'trial and error' approach involving continuous evaluation was adopted for the creation of the programme, which was informed by staff and student feedback. The approach helped move this new and varied programme beyond the crisis point of Covid-19 towards a more robust online presence for future purpose. Key considerations helping to shape the programme included creating a sense of community and belonging online, co-creating a curriculum that addressed student feedback and needs, and responding to student wellbeing as well as academic skills development. This resulted in the redevelopment of an entire workshop programme, offered to students via BB Collaborate. Sixteen workshops were rewritten as one-hour interactive webinars; asynchronous materials and resources were provided for 24/7 availability; and a central sign-up service was offered via the institute's MyHub interface. Already established principles in online learning were taken into account during the development process (Anderson, 2008; Nguyen, 2015).
These adaptations saw a twofold increase of student participation during 2020-2021 (1107 students, 53%) compared to 2018-2019 (410 students, 20%) or 2019-2020 (562 students, 27%). Learnings and successes from this project ranged from being adaptable, available, and offering different formats for learning where webinars were a feature, to seeing online as normal. Challenges that continue to be pondered are the value of F2F classrooms vs online, creating more 'on-demand' learning resources, blog posts, podcasts, and study modules available 24/7 for self-directed learning.
The presentation hoped to share our experience as a team, but also to offer an opportunity to hear about broader thoughts and experiences relating to academic skills webinar delivery at HE institutions since the Covid-19 pandemic began.