Abstract

This article narrates the manner in which a group of faculty from disparate disciplines at a small, liberal arts college experimented with a "cluster model" by which they extended learning about the Holocaust to a wide student audience through linked courses. Outcomes included the extension of interest in Holocaust-related matters to students beyond the core group, a much heavier than expected emotional and work impact on all the participants, the transmission of information between courses, and enhanced learning for the students and faculty.

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Additional Information

ISSN
1534-5165
Print ISSN
0882-8539
Pages
pp. 38-65
Launched on MUSE
2012-10-03
Open Access
No
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