The Journal of General Education最新文献_第9页

The Effect of University Self-accreditation on Extra-curricular Implementation : A Case of K University 大学自我认证对课外实施的影响——以K大学为例

The Journal of General Education Pub Date : 2021-07-31 DOI: 10.24173/jge.2021.07.16.4

Bang-Kyun Oh, Kyunglee Kim

引用次数: 0

Undergraduate Perceptions of the Three Branches of the Arts and Sciences: An Empirical Study of Both Stated and Revealed Preferences 本科生对艺术和科学三个分支的感知:一项关于陈述偏好和显示偏好的实证研究

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.5325/jgeneeduc.70.1-2.0111

Davis Gammon, Nina Namaste, Alexa Darby, S. Giovanello

{"title":"Undergraduate Perceptions of the Three Branches of the Arts and Sciences: An Empirical Study of Both Stated and Revealed Preferences","authors":"Davis Gammon, Nina Namaste, Alexa Darby, S. Giovanello","doi":"10.5325/jgeneeduc.70.1-2.0111","DOIUrl":"https://doi.org/10.5325/jgeneeduc.70.1-2.0111","url":null,"abstract":"abstract:Exploration of the breadth of the Arts and Sciences lies at the core of liberal arts education and gets prominently featured in most undergraduate general education programs. The authors of this study investigated student perceptions of the three branches of the Arts and Sciences using cohorts of high-achieving first-year college students enrolled in an innovative 3-week course designed to increase interest, familiarity, and research competency within each of the three branches. Stated and revealed preferences of these students were measured through student surveys and course work. The data often showed a retreat to pre-existing disciplinary preferences, particularly the data on revealed preferences. Students became more familiar with all three branches during the course, but their interest in Arts and Humanities and STEM decreased unless they were majoring in the branch. Also, despite the course's emphasis on crossdisciplinarity, students informally sorted themselves into two groups: STEM students (who avoided Arts and Humanities), and non-STEM students (who avoided STEM). Faculty and administrators of general education programs will therefore need to think carefully about how to structure disciplinary and interdisciplinary coursework, especially when it comes to bridging the perceived divide between the STEM and non-STEM disciplines.","PeriodicalId":39912,"journal":{"name":"The Journal of General Education","volume":"95 1","pages":"111 - 132"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73507982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Alumni Perspectives on Undergraduate Education: How Writing Can Increase What We Know 校友对本科教育的看法:写作如何增加我们的知识

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.5325/jgeneeduc.70.1-2.0149

A. Gere, Jason Godfrey, Marquise Griffin, Kelly Hartwell, Michael Ion, Naitnaphit Limlamai, Andrew Moos, A. Pine, Kathryn Van Zanen

{"title":"Alumni Perspectives on Undergraduate Education: How Writing Can Increase What We Know","authors":"A. Gere, Jason Godfrey, Marquise Griffin, Kelly Hartwell, Michael Ion, Naitnaphit Limlamai, Andrew Moos, A. Pine, Kathryn Van Zanen","doi":"10.5325/jgeneeduc.70.1-2.0149","DOIUrl":"https://doi.org/10.5325/jgeneeduc.70.1-2.0149","url":null,"abstract":"abstract:In a moment when the \"value\" of postsecondary education has been repeatedly called into question, this study responds by identifying long-term effects of the undergraduate experience with particular attention to the general education curriculum. Specifically, it draws on 559 written responses from a wide range of alumni to identify which elements of their undergraduate education are still most salient. Of these elements, coursework emerged as most important for alumni, who cited its contributions to their development of self-understanding, interpersonal skills, career preparation, and intellectual skills such as critical thinking. Alumni also indicated that perceptions of coursework shifted with time so that courses that did not seem useful at graduation ultimately provided valuable preparation for their lives and careers. In negative accounts, alumni described a lack of guidance through curricular requirements. This study demonstrates an approach that can yield more nuanced and complex information about the general education curriculum's long-term effects by including respondent writing as a supplement to the data gathered through closed-entry surveys. Analyzing what college alumni write about their undergraduate education proves not only to be a promising approach for understanding how to improve general education curricula more effectively, but to also further evidence for proclaiming the importance of general education.","PeriodicalId":39912,"journal":{"name":"The Journal of General Education","volume":"55 1","pages":"149 - 173"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86912554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward an Engaged and Engaging "Garden" Paideia for General Education and Beyond: Centripetal and Centrifugal Dimensions of Classrooms, Coursework, and Curricula 面向普通教育及其他领域的参与式和参与式“花园”式教学:教室、课程作业和课程设置的向心和离心维度

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.5325/jgeneeduc.70.1-2.0001

Matthew P. Brigham

{"title":"Toward an Engaged and Engaging \"Garden\" Paideia for General Education and Beyond: Centripetal and Centrifugal Dimensions of Classrooms, Coursework, and Curricula","authors":"Matthew P. Brigham","doi":"10.5325/jgeneeduc.70.1-2.0001","DOIUrl":"https://doi.org/10.5325/jgeneeduc.70.1-2.0001","url":null,"abstract":"abstract:As higher education seeks to define and justify itself in a \"post-pandemic\" world, it is important to understand the role of centripetal and centrifugal forces. The centrifugal approach suggests engagement facing outward and away from the classroom, from curricula, and from campus in favor of service learning, internships, political involvement, and other similar activities. While valuable, such efforts risk neglecting classroom, curriculum, and campus. However, a (re)turn inward, with a purely centripetal focus, is neither satisfactory nor possible. This article argues that higher education (and society) is optimally served by uniting the best of General Education (as experienced through classroom pedagogy of its curriculum) and outward-facing engagement efforts. The author offers the pedagogical program (paideia) of Greek rhetorician Isocrates as a model of such an approach, given the significant duration of time (years) and sequence required to complete it, and since it was seen as both successful and enjoyable for/by its students. General Education in this model embraces not a banking pedagogy but the \"not-yetness\" of students and teachers alike, and in contrast to the metaphors of the ivory tower and the laboratory, the article offers an alternative, drawn from Jeffrey Walker's description of the Isocratean paideia: the sweet garden.","PeriodicalId":39912,"journal":{"name":"The Journal of General Education","volume":"160 1","pages":"1 - 26"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89448074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Holistic Assessment Framework for General Education Program Review 通识教育课程检讨的整体评估架构

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.5325/jgeneeduc.70.1-2.0085

Roshini Ramachandran, M. Jacobs, A. Lavine, M. Levis-Fitzgerald

引用次数: 0

Pulling It Together: A Mixed-Methods Study of Integrated Thinking Within a General Education Program 整合:通识教育项目中整合思维的混合方法研究

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.5325/jgeneeduc.70.1-2.0062

Laura Cruz, J. Stone, Kyung Sun Chung, Bradley J. Sottile, Maggie Slattery

{"title":"Pulling It Together: A Mixed-Methods Study of Integrated Thinking Within a General Education Program","authors":"Laura Cruz, J. Stone, Kyung Sun Chung, Bradley J. Sottile, Maggie Slattery","doi":"10.5325/jgeneeduc.70.1-2.0062","DOIUrl":"https://doi.org/10.5325/jgeneeduc.70.1-2.0062","url":null,"abstract":"abstract:To enable students to navigate the \"wicked\" problems of the world, many universities have introduced integrative learning as a significant component of their general education programs. Despite recognition of the value of teaching students to make connections, apply, and synthesize information from multiple sources, relatively few studies exist that explore how students experience this form of thinking across the curriculum. The present study analyzes the open-ended responses to a student survey (n = 1,967) to gain insight into how students at a large, public research university perceive the integrative learning that takes place in their general education classes. Through the application of three methods of discourse analysis, our findings suggest that the majority of students were able to make connections across disciplines. By looking at the language they used to describe these connections, we were able to identify linkages between integrative learning, course attributes (such as size), and gender. Based on these linkages, we suggest potential new lines of inquiry and practice related to the development of a shared language for integrative learning and thinking.","PeriodicalId":39912,"journal":{"name":"The Journal of General Education","volume":"61 1","pages":"62 - 84"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88526385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Think Beyond the Major: Pilot Test of a Communication Campaign to Increase Student Appreciation for General Education Curriculum 超越专业思考:提高学生对通识教育课程欣赏的沟通活动的试点测试

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.5325/jgeneeduc.70.1-2.0133

R. Record, B. N. Lash

引用次数: 0

Shared Learning and Unity of Knowledge: Connecting a First-Year Core Course and the Major Curriculum 共享学习与知识统一:一年级核心课程与专业课程衔接

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.5325/jgeneeduc.70.1-2.0027

Jennifer J. Dose

{"title":"Shared Learning and Unity of Knowledge: Connecting a First-Year Core Course and the Major Curriculum","authors":"Jennifer J. Dose","doi":"10.5325/jgeneeduc.70.1-2.0027","DOIUrl":"https://doi.org/10.5325/jgeneeduc.70.1-2.0027","url":null,"abstract":"abstract:A first-year general education core course can act as a keystone connecting general education and specialized major courses, enhancing their value in the eyes of students and recognizing student goals for both career preparation and self-discovery. The core course introduces themes based on distinctive institutional mission and identity and also points out their relevance to future major coursework and organizational contexts beyond graduation. Major courses can then reinforce those same key themes, which may already be implicit in the curriculum. This article describes a first-year core course at Messiah University, a faith-based institution, where students participate in the course in the same semester with the same curriculum, emphasizing shared learning as well as integration of course themes and specialized major curriculum. Examples of how major courses reflect back on the core course are also provided. The article places course design in the context of general education reform and best practices, examines the scarce but promising evidence of the benefits of creating such connections, and provides recommendations for implementation in a variety of institutional contexts.","PeriodicalId":39912,"journal":{"name":"The Journal of General Education","volume":"55 1","pages":"27 - 49"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80171304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Redefining liberal arts education in the twenty-first century ed. by R.E. Jr. Luckett (review) 重新定义21世纪的文科教育R.E. Jr. Luckett编辑(评论)

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.2307/j.ctv1s5nx1f

Rebecca Ewert Schaefer

引用次数: 1

The Boston College Capstone Program: Formation and Function of a Holistic General Education Cumulative Experience 波士顿学院顶点项目:全人通识教育的形成和功能

The Journal of General Education Pub Date : 2021-06-01 DOI: 10.5325/jgeneeduc.70.1-2.0050

J. Weiss, Russell Kirkscey, J. Vale

{"title":"The Boston College Capstone Program: Formation and Function of a Holistic General Education Cumulative Experience","authors":"J. Weiss, Russell Kirkscey, J. Vale","doi":"10.5325/jgeneeduc.70.1-2.0050","DOIUrl":"https://doi.org/10.5325/jgeneeduc.70.1-2.0050","url":null,"abstract":"abstract:This essay discusses Boston College's Capstone Program (BCCP), a distinctive experience with a thirty-two-year history. Unlike capstones focused on specialized projects, often in the student's major, BCCP has helped seniors integrate their entire academic and personal growth. Additionally, the article describes BCCP's historic models, holistic goals, course designs, faculty formation, administrative support, and impacts. It also offers recommendations for founding or extending general education capstones. BCCP comprises 25 or more seminars available to all seniors. Instructors from over 20 departments in Humanities, Sciences, Education, Management, and Nursing use materials and methods from their specializations, but do so to explore larger life purposes for students from any major. Examples from several disciplines are offered. Focusing on personal development, each seminar proceeds by review and preview: students review their agency in their educations and preview long-term goals. Demand for seminars has remained high: students praise them among their most significant college experiences. Regular faculty communication has ensured BCCP's vitality, including annual retreats on pedagogy and shared oversight of new seminar proposals. BCCP has enjoyed substantial administration support, providing a program director with stipend and course reduction. As a signature element of Boston College's curriculum, BCCP has also generated formative curricula for freshmen.","PeriodicalId":39912,"journal":{"name":"The Journal of General Education","volume":"44 1","pages":"50 - 61"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82051577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0