List of articles for Studio Learning in Humanities Symposium: 1) Atif, Yacine. “Conversational learning integration in technology enhanced classrooms.” Computers in Human Behavior. Vol. 29, No. 2, 416-423: March 2013. a. Analyzes how to implement conversational learning in technology enhanced classrooms. Has great diagrams of general conceptions of centering the classroom around different pedagogical strategies such as conversational learning and studio model. See section 4 for specific reference to conversational learning in a studio classroom. 2) Barry, Daved. Meisiek, Stefan. “Discovering the Business Studio.” Journal of Management Education. Vol. 39, No. 1, 153-175: 2015. a. This article examines the use of studio learning in business education based on 25 years of studies. The introduction (153-156) outlines the history of implementing studio design into business courses; lists successful business schools that have integrated studio learning into their curriculum. The first section “Places for Learning by Making” (156-161) defines what a business studio consists of. The second section “A Timely Phenomenon” (161-163) discusses the current relevance of business studios. The third section “Business Studios in Practice” (163-170) analyzes 4 studio “lenses” through which to approach studio learning—materialities, place, process, and theme. The fourth section, “Studio Legitimization” (170-171) speaks to application of studio learning is business. Conclusion, “Further on” (171-172). 3) Heathcott, J. “Blueprints, Tools, and the Reality Before Us, Improving Doctoral Education in the Humanities.” Change. 39, 5, 46-51: Sept. 2007. a. This article addresses specific steps taken by the faculty and staff at Saint Louis University to redesign their Ph.D. in American Studies. In addition to replacing exams with creating a portfolio, they also redesigned courses, including retooling courses to fit the studio model. Most relevant page is 49. 4) Bernhard, Meg. “New Humanities Courses Experiment with Teaching Methods.” The Harvard Crimson. Jan 29 2014. http://www.thecrimson.com/article/2014/1/29/new-humanities-coursesstudio/ a. This brief (1.5 pg) article details how two freshman humanities courses will incorporate studio learning into their cross-disciplinary content. These courses are being sponsored by what looks like the Harvard equivalent of CNDLS – their Institute for Learning and Teaching. i. (Although this article is from 2014, a brief search of Harvard’s site revealed that the university continues to offer humanities studio courses.) 5) “What is a Humanities Studio?” UC Humanities Research Institute. a. Very brief (1 pg) overview with concise definition of humanities studio and several key features of what a humanities studio includes. Seems like a nice introduction to the concept of inclusion studio learning in humanities. Also references 2 ongoing humanities lab projects, see below. i. Duke University: Founded in 2010, the Haiti Lab is the first humanities laboratory at the Franklin Humanities Institute. The lab merges research, education, and practical applications of innovative thinking for Haiti’s disaster recovery and for the expansion of Haitian studies in the U.S. and Haiti. Located at the FHI’s headquarters at the Smith Warehouse, the Haiti Lab takes its inspiration from the collaborative and discoverydriven model of research laboratories. Undergraduate and graduate students work with specialists in Haitian culture, history, and language on projects featuring vertical integration of Duke University expertise across disciplines and schools. The Haiti Lab is also a resource for media outlets seeking to gain knowledge of Haiti. - See more at: http://www.fhi.duke.edu/labs/haitilab#sthash.AGiquvzC.dpuf ii. UC Berkeley: In 2009, The Townsend Center developed the Townsend Humanities Lab as an exploration into the ways in which Web 2.0 resources and digital tools could enhance research in the humanities and interpretive social sciences. Originally conceived of as a two-year project, this endeavor was up and running for four years and was successful in creating a consciousness about digital tools among scholars at Berkeley and in the broader community. The project was also successful in launching many types of collaborations across disciplines—from courses and research groups to Designated Emphases (minors) and on-line museum exhibitions—all taking place on the site and supported by the Townsend Center. We remain committed to digital humanities research and interdisciplinary collaboration and we will continue to foster the digital humanities community in many ways—by migrating the THL blog and the biblio-file to the main Townsend Center Site, and by continuing to offer and support public programming about digital humanities research. http://townsendcenter.berkeley.edu/programs/townsendhumanities-lab 6) Brown, John Seely. “New Learning Environments for the 21st Century: Exploring the Edge.” a. Discusses how to incorporate many students’ videogame experiences/skills into the classroom setting. Addresses humanities beginning page 21. Has valuable diagrams for visualizing how to integrate specific kinds of skills and focus capabilities. 7) Waldvogel, Francis A. “The new educational frontier: Spoken word, written word, cyberword - the newest challenge of higher education.” Keynote lecture, 19th ACDE World Conference, Vienna. 1999. a. Presented as the key-note lecture at the International Council for Open and Distance Communication Conference in June 1999, this lecture and accompanying powerpoint slides from a presentation comparatively analyzes the repercussions of the Gutenberg press and 21st century massive shift in information technologies. An interesting read – on page 11 he predicts the impending arrival of smartphones and discusses generally how to approach this shift in human communication, and thus, in pedagogy.