Liberal Arts Education

This two-year project at Saint Mary's College, a women's college in Notre Dame (Indiana), focused on building intellectual community and fostering student leadership skills. The study targeted two student groups: (1) students with much to contribute to the intellectual life of the college but alienated from traditional forms of leadership, and (2) students who, while comfortable in traditional leadership roles, do not think of themselves as intellectual leaders, although they have the abilities, interests, and opportunities to play that role. The project conducted workshops for student resident advisors, members of the student academic council, and student orientation leaders. It also conducted events open to all students such as the Play of the Mind Conferences, the Student/Alumnae Life of the Mind conferences, and the Life of the Mind Lectures short intellectual autobiographies given by faculty. Qualitative and survey data indicated the project succeeded in nurturing intellectual life and leadership at the college. Individual sections of the report present an executive summary; an overview of the project; and a description of the project's purpose, background and origins, specific activities, and results. Among 11 appendices are the resident advisor guide to the project, a keynote address titled "Are We having Fun Yet?" (Dorothy M. Feigl), conference agendas, listings of conference participants, and a reprint of an article on the program titled "St. Mary's College: Involving Students in Campus Culture Project" (by Kristen A. Lippert-Martin). (DB)

This study focuses on the place and role of the humanities, especially the liberal arts in emerging economies which rely vastly on the development of national skills and expertise. It is based on one example of a publicly funded university in Oman where the urgency of creating a skilled workforce has led to an exercise in aligning higher education with the creation of an employable pool of skilled graduates. Given a variety of social, cultural and administrative considerations, the role of an English program has been challenged for its capacity to address changing market requirements. Based on current students, alumni, and faculty perceptions and recommendations, this study investigates the possible immediate and far-reaching goals of an English program in a tertiary educational institution and suggests ways in which liberal education could be rearticulated to align itself with rapidly changing realities for students and the community.

This study highlights the unique features of the JIFF (Joueur Issu des Filières de Formation) system in French rugby and compares it with present-day Japanese rugby to explore trends in sports policy that can promote internationalization and professionalization in other countries. The sports policy framework of French rugby presents a successful model for athlete development that embraces social inclusion, freedom of movement, and diversity. Influenced by multiculturalism and globalization, French policy prioritizes domestic player development while adapting to the global labor market. This approach has been integral to the ongoing development of French rugby. Conversely, in Japan, the absence of a coaching system that aligns with the developmental trajectories of individual players has emerged as a pertinent issue.

My day began on a high note. A senior student, president of a major student group, stepped into my office. She had come to tell me how very much a speech of mine had meant to her. The speech was given to a gathering of student leaders, faculty, and administrators. It had been a good speech, and if I needed further confirmation, it was there in the glow of admiration in her eyes. We chatted for some time, mainly about her studies and her plans for the future. She is a very able, poised, and accomplished young woman, confident and eager to move forward. She has all the makings of a leader who can make a difference, and I told her so as I wished her goodbye. I truly hope her life will continue to exhibit the formula goals plus efforts equals accornfilishnent, but I see in her an earlier version of myself, and I crossed my fingers for luck. Shortly thereafter, I left a women's studies meeting. I paused to tell the chairwoman what a good meeting it was and how much I thought she was accomplishing. To my dismay, she crumpled into a chair, in tears. She was exhausted, she said, and while she appreciated my kind words, she questioned whether she was making any headway and doubted The vignettes that appear throughout this chapter represent the actual experiences, thoughts, and feelings of the authors. M. D. Sagaria (ed.). Empowering Women. Leadership Development Stmtegiis on Campus New Directions for Student Services, no. 44. San Francisco: Joasey-Bass. Winter 1988.

Students enrolled in college today are, in many respects, quite differentfrom students enrolled afew decades ago. Learners today seem morefocused on being credentialed, and less concerned with obtaining a broad-based, liberal arts education. Today 'sfaculty mayfind it challenging toprovide engaging learning activitiesfor this generation ofstudents. Millennial educators mustinstillin students a desire tothinkcritically andprovide them withstrategies thatwillmake them more efficient learners. Campus learning centers andfaculty development centers can worktogether tofoster an academic climate that helps all students to realize their full academic potential.

American higher education has been in almost perpetual crisis for several generations, with students experiencing fragmentation and loss of coherence across the curriculum. Most liberal arts colleges in the 19th century had a required senior course in "moral philosophy" to integrate the curriculum and prepare students for future leadership, but over a century ago the new science and social science disciplines ended these courses. Students now are trained in disciplinary silos, with little opportunity to integrate their studies after freshmen year general education courses. This paper proposes to reintegrate a student's undergraduate experience by having a required interdisciplinary senior capstone course, modeled on the old moral philosophy course but without its elitist and authoritarian methods. This new course would incorporate university values and the disciplines within it, in small interdisciplinary seminars designed around contemporary problems, which would provide students an opportunity to develop a moral framework for future service. Where is the knowledge we have lost in information? Recently, I attended a faculty retreat on general education curriculum. We were discussing means to assess learning outcomes, specifically over whether, at the end of the course, freshmen could grasp the social scientific concept of "culture." The faculty sketched out rubrics for assessment: what criteria would represent distinguished work, what would be proficient, what merely basic, and what would constitute the minimum. For all the attempts by the facilitator to insist that these rubrics could not be easily transferred into grading scales, the rubric already had numeric values for each of the categories, with distinguished at a 4, and minimal a 1. Was this minimal level the absolute bottom, or was there even a lower level, indeed, a zero? And if so, what would this mean for a student's understanding of culture? One instructor ventured one criterion: "Let's assume there is a student, a fundamentalist," who, after the course, simply refused to admit that he was in a "culture"-that would constitute a learning outcome of zero, he argued. The instructor was only mildly apologetic at using the term fundamentalist, knowing that most in the room shared an assumption, and doubtless the experience, of students who refused to learn.

Liberal studies programming at the Faculty of Extension in the University of Alberta is primarily focused on providing courses that integrate cultural and contemporary societal issues. Courses are offered to provide context and meaning to the multi-faceted world around us, its arts, religions, histories, politics, and sciences. Interdisciplinary studies are promoted organically, in tandem with cultural and critical processes and with courses that emphasize communication skills (verbal, written, thought), critical skills of analysis and theory, cultural awareness, behaviours and society, the impact of culture on science and technology, qualitative and quantitative skills, public issues, and flexible learning modes and times. The concept of lifelong (and life-wide) learning espoused by our university continuing education programs suggests that such a

Undergraduate education for Science, Technology, Engineering and Mathematics (STEM) has been a global priority of governments for decades, because of its direct connection to work-force development in a world with growing dependence on technology and information. Technology is the outcome of an evolutionary process leading to increases of complexity and emergence of new functionalities, which is a central theme in Big History. In modern Japan, large public universities focus on undergraduate STEM education, originally inspired by the American model. This Japanese STEM approach is rather heavily based on liberal arts and general education courses that are taught as distinct silos in mathematics, physics, chemistry, biology, etc. At least, this is the case for most of the first-year and some of the second-year content in most four-year degree programs. This model has its benefits and provides a solid foundation in these disciplines, one that expands on high school experience. However, this often means that students tend to overlook or forget the deep connections between disciplines. Most students are eager to go on to the more advanced courses in their chosen program. Such specialization is understandable and desirable, but understanding how it emerges and why it can work in a larger context of differentiation, connections, exchanges and self-organized complexity is an important message to convey to the budding scientist / engineer. The first year of general-science education seems to be an ideal moment at which to provide an opportunity to look more deeply into these critical connections. I was faculty at Tohoku University, a top national research university in Sendai, north-eastern Japan. In 2013, I was asked to teach a course on 'Life and Nature, ' a requirement for international students studying in English at our Future Global Leadership Program. The majority of students came from South Asia and East Asia to study in specific STEM programs -1) Marine biology, 2) Molecular chemistry, and 3) Aerospace / mechanical engineering. 'Life and Nature' was meant to provide a good, general education STEM component in preparation for more advanced studies. Fortunately, I was given much freedom regarding the orientation of the course content. The 'Life and Nature' course title inspired me, in 2013, to connect fundamental principles of biology to their roots in the inorganic world and the cosmos. Indeed, I saw how an integrated STEM experience is more about what lies between different forms of complexity than about the complexity itself. Early in my career, I had become fascinated with the concept of emergence, a process that had deepened my own research interests on the biochemical analysis of bacterial metabolism. This led me to study cell-cell interactions in bacterial populations. From there, it was a small step to appreciate how all major steps in evolution are based on increasing interactions between otherwise similar elements. It was this narrative of elements coming together, mediated by physical / chemical forces, to bring new complexity into being that I was hoping to instil in my students. Of course, this complex process needed to be simplified for 'Life and Nature. ' I had to distil away many of the details about the elements themselves and focus instead on the process. I thought that the freshman level was an ideal time to do this, considering the liberal arts emphasis on basic knowledge. I was hoping to offer a way for students to better connect the basic mathematics, physics, chemistry and biology they were learning and bring them more satisfaction along the way. Little by little, this blending of life, cell biology, earth science and ecology grew into something more, as I dug into the underlying principles of physics and cosmology. At that point, there seemed to be no other logical starting point than the Big Bang. But teaching these additional themes was unsettling for me as a biochemist! Then, in 2015, by chance, I watched David Christian's inspiring Ted Talk, 'The History of our World in 18 Minutes. ' As a result, I leaned about the Big History Project that Christian had developed with Microsoft Research and realized that this was a resource that matched my ambitions to introduce concepts of complexity science in an accessible way. Big History brought together a mixture of content that fulfilled

A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em . Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença. Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso.

This chapter argues that contemporary discourses on the “usefulness” of liberal education would sound shameful and uncivilized to the original advocates of liberal education: the ancient Greeks. This is because, as reflected in the etymology of the word “school,”—which derives from the ancient Greek σχολή (schole) or “leisure”—for the Greeks, education was inherently connected with “leisure.”  By “leisure”, I will argue, the Greeks meant something like “freedom from work.” Leisure is not rest from all activity, however. Rather, it involves engaging in activities that stimulate one’s sense of wonder and that help to cultivate internal goods such as the virtue of moderation, as opposed to activities aimed merely at producing something externally useful—whether an object, capital, victory in war, or a job. In the works of various prominent ancient Greek thinkers, leisure is presented as essential to human flourishing. To rob human beings of leisure is to deprive them of the very thing that makes them human. As such, leisure is bound up with human dignity; it is not a superfluous good, but rather an essential good, like physical health. Accordingly, leisure is, or should be, the end goal of political life. To the ancient Greeks, the movement towards viewing universities as businesses whose raison d'être is to prepare their “customers” for the workforce would therefore be seen as a significant violation of human dignity and as anathema to the purpose for which political life is instituted.

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Teaching microeconomics to MBA students offers a unique set of challenges and opportunities to instructors. That is, the process of teaching business students may differ considerably, but in predictable ways, when compared to the classroom experience commonly found in liberal arts programs. While it is certain that all students are consumers, most MBA students possess, or are in the midst of obtaining, a mindset characteristic of firms and producers. As a result, some topics can be reframed within this producer-focused mindset in order to be particularly effective. For instance, elasticity discussions can be reframed by stressing the goal of revenue generation for producers, and elasticity's role in supporting this task. Additional differences experienced when teaching MBA students include a larger variation in the skills, background and motivation of students. This note delves into some issues to be tackled by an instructor with experience teaching economics in a liberal arts setting who is then tasked with teaching MBA students, and presents some suggested solutions and teaching applications to help aid in this endeavor.

Teaching microeconomics to MBA students offers a unique set of challenges and opportunities to instructors. That is, the process of teaching business students may differ considerably, but in predictable ways, when compared to the classroom experience commonly found in liberal arts programs. While it is certain that all students are consumers, most MBA students possess, or are in the midst of obtaining, a mindset characteristic of firms and producers. As a result, some topics can be reframed within this producer-focused mindset in order to be particularly effective. For instance, elasticity discussions can be reframed by stressing the goal of revenue generation for producers, and elasticity's role in supporting this task. Additional differences experienced when teaching MBA students include a larger variation in the skills, background and motivation of students. This note delves into some issues to be tackled by an instructor with experience teaching economics in a liberal arts s...

C a r e e r Q u e s t i s a s e l f -a d m i n i s t e r i n g a n d s e l f -i n t e rpreting program designed to enable students to become better acclimated to college by understanding themselves more thoroughly. This program, published by the Career Quest Corporation, contains four modules focused on basic principles of personality styles, learning styles, and goal setting. According to information supplied by Career Quest, this program retains students in college "by helping them fit in, improve their study habits, acclimate themselves to their new environment, and set career, educational, and personal developmental goals for their future" (Kulkin & Turose,1998, p. 1). The purpose of the study described herein was to determine if using Career Quest's Freshman Acclimation and Retention Program actually resulted in significant differences in student retention rates, academic performance, readiness for career selection, and acclimation to college. Method E a s t e r n C o l l e g e , a C h r i s t i a n l i b e r a l a r t s c o l l e g e located in the suburbs of Philadelphia, was used as a test site for the Career Quest program during the Fall of 1998. Subjects 3 2 5 f i r s t -y e a r s t u d e n t s a t E a s t e r n C o l l e g e p a r t i c i pated in this study. Each signed an informed consent form indicating their agreement to participate in the research study and to provide the data and information requested. Sixteen instructors of the first-year seminar entitled Living and Learning in Community were randomly assigned to one of two conditions: in the control condition, the instructor taught the 3-credit course as it has been taught for the past four years, following a common syllabus which did not include any sessions on career issues, discovering personality styles, or assessing learning styles. In the experimental condition, the instructors added four sessions of Career Quest materials, but otherwise taught the course as the control condition instructors did. The course normally focuses on a multi-faceted approach to wellness by examining intellectual wellness, socioemotional wellness, physical wellness, and spiritual wellness. Students were assigned to sections of the course based on their intended major or area of interest. Thus, 155 first-year students participated in the Career Quest condition and 170 first-year students did not.

Among the numerous cpnBicting iconographic interpretations of Michelangelo's projects for the tomb of Julius II, there has persisted a stubborn minority opinion that the slaves may have been intended to personify the Liberal Arts, as Condivi and Vasari asserted they were.l Thode was the first to claim, in 1908, that the ape image @ 1984 by The Regents of the UnivetSity of California 0083-5897/84/010335 + 70$00.50. I would like to thank L. D. Ettlinger, Kathleen Weil-Garris, and, especially, Pamela Askew, who read drafts of this paper, for encouragement and many helpful suggestions. This article is written in grateful memory of Adolf Katzenellenbogen, whose teaching and scholatship have been a continuing inspiration. 'Condivi was the first of the two to mention the Liberal Arts. In his life of Michelangelo of 1553 he wrote: "Inrorno, intorno di fuore, erano nicchie, dove entravano statue: et tra nicchia e nicchia termini, a i quali sopra certi dadi, che movendosi da terra sporgevano in fuori, erano altre statue legate come prigioni: Ie quali rappresentavano rarti liberali, similmente Pittura, Scultura, e Architettura, ognuna colle sue note, sicche facilmente potesse esser conosciuta per quelche era: denotando per queste, insieme con Papa Giulio, essere prigioni della Morte tutte Ie Virtu, come quelle che non fossero mai per trovare da chi cotanto fossero favorite e nutrite, quanto da lui" (Ascanio Condivi, Vita di Michelagnolo Buonarroti, ed. Antonio F. Gori [Florence 1746}). This text is identical to the original 1553 edition except for details of spelling and punctuation. A useful English translation is Alice S. and Hellmut Wohl, The Lift of Michelangelo (Baton Rouge, La. 1976). Vasari's earlier, fitSt description of the Julius tomb (1550) mentions only Victories, prisonetS and provinces: "Comincio in questo mezzo alcune vittorie ignude, che hanno sotto prigioni, et infinite prouincie, legate ad alcuni di marmo, i quali andauano per reggimento; e ne abbozzo una patte, figurando i prigioni in varie attitudini a quelli legati, de i quali ancora sono a Roma in casa sua per finiti quattro prigioni" (Paola Barocchi, ed. , Giorgio Vasari, La Vita di Michelangelo [Milan 1962} 1.28). In his second edition of the Lives (1568), Vasari follows Condivi in stating that some of the figures represent liberal arts (and virtues), but he identifies them with different figures on the tomb, as I discuss below. The

Student peer reviews are often introduced in the first year at universities to improve academic writing skills. However, considering the difference in academic abilities among students, there are strong doubts about its effectiveness. Through the analysis of short essays and workbooks that are submitted in the seminar for the first year students in the department of social welfare, this paper concluded that the introduction of peer review in the early stages of the first year is not effective. By this analysis we found not only wide differences in students\u27 writing abilities, but also a lack of the basic grammar knowledge. Therefore we suppose that they are unable to check and correct problems in other student\u27s writings effectively. Based on these results, we propose step-by-step training, which starts from the acquisition of grammar knowledge in the first year seminar program to support students in becoming more effective in evaluating each other\u27s academic writing

If the book in common is truly an institutional endeavor, campus stakeholders (i.e., faculty, staff, and administrators) should feel some sense of ownership during the development phase of common book programs. Faculty, staff, and administrators play a crucial role in student development, and to ignore the voice of those campus stakeholders would do a disservice to common book programs and the overarching goal of student development. Thus, the purpose of this research, and the goal of this forum submission, is to explore faculty, staff, and administrator perceptions of the book in common on the campus of a small private liberal arts institution and to provide a voice for faculty, staff, and administrators regarding book in common proceedings moving forward. KEYWORDS academic readiness and success, reading, student support services and tutoring During the 20th century, the practice of choosing and implementing a common text gained footing as a popular convention at American colleges and universities; with the establishment of this new convention, inevitably, came challenge, assessment, analysis, and revision of the process. For example, The College at Cortland, a four-year liberal arts institution in the State University of New York system, reports anecdotal and qualitative analysis of its common text program in the 1970s; subsequent campus surveys in the 1980s, reproduced in academic publications, recount its challenges with implementation of the common text: the university needed to ensure that students would take the program seriously and follow through with reading the text. In order to accomplish that goal, a variety of

If the book in common is truly an institutional endeavor, campus stakeholders (i.e., faculty, staff, and administrators) should feel some sense of ownership during the development phase of common book programs. Faculty, staff, and administrators play a crucial role in student development, and to ignore the voice of those campus stakeholders would do a disservice to common book programs and the overarching goal of student development. Thus, the purpose of this research, and the goal of this forum submission, is to explore faculty, staff, and administrator perceptions of the book in common on the campus of a small private liberal arts institution and to provide a voice for faculty, staff, and administrators regarding book in common proceedings moving forward. KEYWORDS academic readiness and success, reading, student support services and tutoring During the 20th century, the practice of choosing and implementing a common text gained footing as a popular convention at American colleges and universities; with the establishment of this new convention, inevitably, came challenge, assessment, analysis, and revision of the process. For example, The College at Cortland, a four-year liberal arts institution in the State University of New York system, reports anecdotal and qualitative analysis of its common text program in the 1970s; subsequent campus surveys in the 1980s, reproduced in academic publications, recount its challenges with implementation of the common text: the university needed to ensure that students would take the program seriously and follow through with reading the text. In order to accomplish that goal, a variety of

Drawing on case study evidence, this article explores the motivations a small liberal arts university internationalize and the challenges in facilitating internationalization. It employs qualitative methodology with qualitative data were collected from organizational documents, interviews, and field observations. The findings suggest that though a strong missionary is the most significant motivation for expansion, other internal and external factors impact the international decision-making process.

The influence of Varro’s Disciplinarum libri (= disc.) on Augustine’s early disciplinary project has fascinated and frustrated source criticism for generations. At issue are several interrelated problems. First, the outlines of Varro’s disc. are tantalizingly blurry, despite its importance in the history of the liberal arts. Second, the precise influence of the disc. on Augustine remains elusive, although it clearly inspired one of his first intellectual undertakings. Finally, the nature of Augustine’s project and his reasons for abandoning it are also disputed. This article has two sections. First, I analyze the most significant recent treatment of the issue by Shanzer, who argues that discomfort with the female personifications that supposedly characterized Varro’s disc. caused Augustine to abandon his project. I contend that this is highly unlikely and unsupported by the available evidence. Second, I briefly outline a more plausible view of the development of Augustine’s thought regarding the disciplines. He did not abandon them, much less become «hostile» to them, as Shanzer and others suppose. Instead, he reoriented them towards the study of scripture, while maintaining the importance of a truly liberal education undertaken in pursuit of the knowledge of God.

Recent studies find that business school students would benefit from a further integration of traditional disciplines with the liberal arts. This paper outlines a suggested approach for accomplishing this in a finance capstone course, and reports the results from student assessments. The findings suggest that coursework aimed at developing critical thinking and communications ability can be designed in ways that complement standard business programmes.

The author retains ownership of the copyright in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. L'auteur a accorde une licence non exclusive permettant a la Bibliotheque nationale du Canada de reproduire, preter, distribuer ou vendre des copies de cette these sous la forme de microfiche/film, de reproduction sur papier ou sur format electronique. L'auteur conserve la propriete du droit d'auteur qui protege cette these. Ni la these ni des extraits substantiels de celle-ci ne doivent etre imprimes ou aturement reproduits sans son autorisation. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1 Dyer-Witheford, p. 9. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. philosophical body o f literature that has provided a consistent, logical, critical, and thorough analysis of capitalism. Although this description and analysis of capitalism will be revealed in the following pages, in relation to the university, I will define capitalism here as a social system based on the imposition of universal commodification, including, centrally, the buying and selling of human life time. Its tendency is to subordinate all activity to the law of value-the socially imposed law of exchange. It relates a monological master-narrative in which only money talks. Such a system operates by process of massive reduction-Marx called it "abstraction"-that perceives and processes the world solely as an array of economic factors. Under this classificatory grid-this "classing" of the w o r ldhuman subjects figure only as so much labour power and consumption capacity, and their natural surroundings as so 'y much raw material. Since the university is an institution which is central to the reproduction of the capitalist system, it too must be subject to critique when the legitimacy of that system is in question. Moreover, because the pedagogical approach that I am proposing at the end of this paper is developed from the successful educational philosophy of Paulo Freire, a Marxist thinker, then it would seem only logical to use a Marxist approach to provide a background to Freire's pedagogy. Due to the fact that I will be describing a situation where the student is, according to Daniel Cohn-Bendit, allowed "a measure of liberty, but only so long as [she does not] challenge the basis o f university education: the preparation [to] return to the ranks of [capitalist society] from which [she has] taken temporary leave of absence,"3 I would be naive to assume that I am exempt from this pedagogical problem. Moreover, many of the theoretical sources that will be used in this project are also products of the institution that 2 Ibid., p. 9.

Abstract

In his book, The Republic, Plato, 2500 years ago, posited what seemed to him an ideal way to train political leaders, those that would become philosopher kings and rule the human polity with wisdom and dispassionate interests. Building on his postulation, this writing says that given the lack of conviction that Nigeria is worth serving, and the tendency for Nigerians to see their governments as places they go to steal from instead of working to improve their country, the paper recommends the type of rigorous training that Plato ventured for his city, Athens. Essentially, the idea is to have the politicians of Nigeria, while they are at universities trained in the military and upon discharge from the military be on military reserve duty throughout their political career and regularly go for military exercises and their training on patriotism reinformed. The paper points out that the minimum educational requirement for political leaders must be the equivalent of a master’s degree in business administration, plus courses on leadership, history, and political economy.

In overcoming the structural limitations of university education in the market economy system, this study was required to improve liberal arts education through the design and operation of an art-oriented liberal arts curriculum with a creative and convergent approach. To this end, first, the basis and examples of the need to improve university liberal arts education were examined through prior research on how the liberal arts curriculum system should be implemented to change the paradigm of university education in the digital era. As a methodical alternative to this, a case of curriculum operation was presented as an integrated or comprehensive learning practice to cultivate students' future design and necessary competencies through the design of an art-oriented liberal arts curriculum with a creative and convergent approach. The case of creative and convergent approach ‘Arts and Culture Planning’ liberal arts curriculum design and curriculum operation provides improvement meas...

Work on the development of history performance assessments is described. So far, six complete sets of assessments in United States history have been developed as part of this project. Students are first assessed on their historical knowledge of the period through a short-answer test. They are then asked to write an essay explaining the positions of authors of the primary source texts provided. A series of studies conducted to determine how scoring rubrics should be developed found the best strategy to involve looking at differences between expert and novice performance. The use of task specifications controlled some of the variation commonly associated with performance tasks. Results from the research to date include: (1) development of a valid scoring scheme; (2) development of rater training procedures; (3) a task st.lcture that reduces score variability; (4) distinguishing between assessment puLposes and the utility of overall score and subscores; (5) detecting gender differences in scores; (6) supporting the validity of the measures through grade point averages and a scale ensuring effort through studies with 66 llth graders; and (7) addressing validity criteria with the same data. There are 27 tables and 4 graphs of study data, and a 40-item list of references. Five appendices provide samples of the content assessments and information about validity and reliability results. (SLD)

Given the recent introduction in Europe, stemming from North American collegial tradition, of the Great Books seminars, we aim to examine the program that led to their inception: the General Honors at Columbia, a course designed to restore the comprehensive nature of undergraduate education by exposing students to the most significant works in the world of letters. After providing a brief historical context, we delve into its organization, method and implementation, drawing from the memoirs of its architect, John Erskine, and his closest collaborators. Afterwards, we explore the theoretical foundations upon which Erskine, under the influence of George E. Woodberry, built the conception of literature and teaching underlying these seminars. Lastly, in order to assess critically the General Honors, we trace its projection on subsequent programs, analyzing some of their variations ―such as adaptation to popular education or integration with instruction of the arts of language― as efforts to achieve two ideals essential to its educational philosophy: the democratization of culture and the growth of intellectual powers.

In this paper, the researcher examines lessons from massive open online courses (MOOCs) in the liberal art in a university. It intends to define a research agenda into the social epistemology impact of MOOCs, in order to reflect on changes in academic sub-culture and on learning measurement among students in university. For this reason the researcher suggests focusing attention on three features of MOOC phenomenology: MOOCs as a social epistemology-an active policy initiative to promote greater democratization of education; MOOCs as a medium and an academic sub-cultural artifact (mediated texts, videos, interface, platform functionalities) able to convey learning to distant learners; and, lastly, MOOCs as a measurement-in other words as instrumentation (i.e., learning statements, analytics, algorithms, visualizion tools, dashboards etc.) that allows students to monitor, analyze, and optimize the effectiveness of online teaching and learning. The paper also highlights their limits in these regards based on the perspectives of social epistemology.

In recognition of the increasing utilization of technology in our society, an Engineering course which fulfills the general science requirement as a physical science has been taught over the last six years at the University of San Diego. The course is taught by full-time engineering faculty to non-engineering majors. Engineering 2: Introduction to Electro-Technology, is an introduction for non-engineering majors to electrical and electronic technologies that are encountered daily. The class is structured as a three hour lecture course. Although some simple mathematical concepts requiring competence in high school algebra is required, the majority of the material strives for conceptual understanding of the underlying science of the specific technologies discussed. The course has three purposes: 1. Students learn of the underlying scientific concepts of the technical tools used today 2. Essays on the impact of specific technologies on society are assigned to students to encourage critical thinking 3. Through discussions and technical problem-solving assignments, sufficient scientific literacy will be achieved meriting fulfillment of a non-laboratory General Education Requirement in the Physical Sciences.

The purpose of this paper was to clarify the effects of periodic execution of physical activity for female students who attended a physical education class in aerobics once a week. We investigated following matters. 1) The level of intensity students experienced during exercise. 2) The effect of exercise on the physical and mental fitness of students. Exercise intensity was the number of steps students took during periods of activity. For purpose of fitness measurement, the Health-related physical fitness test (HRPF test) , which includes the factor of body composition, cardiovascular endurance, flexibility, muscle power, and muscular endurance, was used as a physical resource; and Health check was used as a mental resource. As a result, a significant change in measurement values of the HRPF test was not observed up to a period of 6 months. Therefore it can be considered that the execution of physical exercise in a once-a-week class did not demonstrate a direct effect though the level of physical intensity was sufficient. However, t he fact remains that exercise undertaken as participation in class is important for the student who otherwise engages in little physical activity. Furthermore, it is necessary to consider total fitness, including both physical and mental elements. Notes Genre Departmental Bulletin Paper URL 0057 慶應義塾大学学術情報リポジトリ(KOARA)に掲載されているコンテンツの著作権は、それぞれの著作者、学会または出版社/発行者に帰属し、その権利は著作権法によって 保護されています。引用にあたっては、著作権法を遵守してご利用ください。 The copyrights of content available on the KeiO Associated Repository of Academic resources (KOARA) belong to the respective authors, academic societies, or publishers/issuers, and these rights are protected by the Japanese Copyright Act. When quoting the content, please follow the Japanese copyright act.

Educational approaches that enable students to actively and directly participate in "real-world" projects are increasingly recognized as valuable pedagogical tools and, as such, being incorporated into university curriculums worldwide. Though not traditionally associated with political science courses, project-based international service learning presents a tremendous opportunity to bring classroom concepts and theories to life, provide an active approach to addressing international challenges, and assist students in the development of the hands-on, problem-solving, team-based, critical-thinking skills that are increasingly important to employers across all sectors. This article seeks to encourage political science faculty to incorporate international service learning-and/or project-based approaches-into their educational offerings. Through examination of the course Global Synthesis in Liberal Arts and Engineering Studies at California Polytechnic State University, we have identified multiple factors that can help promote successful execution of project-based international service learning as a pedagogical tool, and provide additional suggestions for faculty interested in adopting specific aspects of these educational approaches, and/or in doing so closer to home.

real-life problems. The interdisciplinary entanglement implied in these methods is challenging from the perspective of the educators, since most of the advanced biophysical tools use a higher understanding of the bottom principles that govern its functioning. In our university context, problems that arise from important economic sectors in agriculture (like control disease in the production of flowers for exportation) can take advantage from using biophysical tools for its study. However, this endeavor poses tasks in the formation of our students. The lack of formation in biophysical principles and methods is a drawback for the adoption of more advanced techniques and their benefits. In this sense, our research group has proposed an optional emphasis curse based on a problem-solving didactical approach for teaching biophysics. Among other study cases, here we present the analysis of the effects to the cellular level of UV-C radiation treatments for control the gray mold disease caused by the fungus Botrytis cinerea in exportation roses. For the above, the basic physical phenomena in biological systems are presented and the effect of the UV-C radiation on the cells of the flower, the pathogen, and its ability to induce resistance in the plant are analyzed using fluorescence microscopy and image analysis. This practical problem offers a great substrate to show the use of biophysical techniques, analyze their advantages and awake the curiosity of solving fundamental problems in students with a diverse academic background. In addition, this strategy promotes as well the study of biophysics in Colombia.

The article draws on concepts from speculative design to explore an alternative educational group existing outside the boundaries of an accredited university. Inspired by the imaginative approach of speculative design, I propose a small-scale reading and discussion group as a pathway to explore possible futures open to aspects of humanities education. The concept aims to reposition elements of the humanities from within the degreegranting Canadian university space to engage the wider public through a network meant to ideally foster an interconnected community of learners. This rhizomatic network would provide avenues for those without the means, access, or desire to pursue postsecondary education in the humanities to engage in questions that are relevant to their lived experience. I use an inquiry-based model of learning to explore probable, plausible, and preferable futures for liberal arts education as a way to challenge some current modes of thinking and provoke further discussion and research.

The article draws on concepts from speculative design to explore an alternative educational group existing outside the boundaries of an accredited university. Inspired by the imaginative approach of speculative design, I propose a small-scale reading and discussion group as a pathway to explore possible futures open to aspects of humanities education. The concept aims to reposition elements of the humanities from within the degree-granting Canadian university space to engage the wider public through a network meant to ideally foster an interconnected community of learners. This rhizomatic network would provide avenues for those without the means, access, or desire to pursue post-secondary education in the humanities to engage in questions that are relevant to their lived experience. I use an inquiry-based model of learning to explore probable, plausible, and preferable futures for liberal arts education as a way to challenge some current modes of thinking and provoke further discuss...

The prevalence of public health and global health (PH/GH) curricular offerings appear to be increasing in terms of undergraduate curricula and in the context of liberal arts education in the United States. Liberal arts colleges (LACs) represent stand-alone institutions, which exclusively focus on undergraduate education. The objective of this study was to assess the prevalence of PH/GH study pathways and PH/GH course offerings among LACs. All LACs identified through the US News and World Report (USNWR) college rankings were contacted with a survey about the

Widespread use of Artificial Intelligence in all areas of today's society creates a unique problem: algorithms used in decision-making are generally not understandable to those without a background in data science. Thus, those who use out-of-the-box Machine Learning (ML) approaches in their work and those affected by these approaches are often not in a position to analyse their outcomes and applicability. Our paper describes and evaluates our undergraduate course at the University of Minnesota Morris, which fosters understanding of the main ideas behind ML. With Communication, Media & Rhetoric and Computer Science faculty expertise, students from a variety of majors, most with no prior background in data science or computing, reviewed the scope of applicability of algorithms and became aware of possible biases, 'politics' and pitfalls. After discussing articles on societal attitudes towards technology, explaining key concepts behind ML algorithms (training and dependence on data), and constructing a decision tree as an example of an algorithm, we attempted to develop guidelines for 'best practices' for use of algorithms. Students presented a 'case analysis' capstone paper on an application of machine learning in society. Paper topics included: use of algorithms by child protection services, 'deepfake' videos, genetic testing. The level of papers was indicative of students' strong interest in the subject and their ability to understand key terms and ideas behind algorithms, societal perception and misconceptions of use of algorithms, and their ability to identify good and problematic practices in use of algorithms.

He teaches a broad range of classes at USD including first-year engineering, a core engineering statistics, and operations research and senior design to ISyE majors. His research interests lay in engineering student persistence, and applied operations research. He is active in outreach activities targeting underrepresented populations and has received NSF funding to support U.S. military veterans, community college transfer students, and innovative engineering math education. He has a B.S. in Mechanical Engineering, and M.S. in Industrial Engineering, and a Ph.D. in Mechanical Engineering with emphasis in Operations Research from the University of Illinois at Urbana-Champaign.

Cavell is perhaps Poirier's greatest ally in this enterprise to enhance Emerson's reputation. Scc, among others, his Conditions Handsome and Unhandsome-The Constitution of Eznersonimn Perfectionism (Chicago: The University of Chicago Press, 1990) and This New Yet Unapproachable America: Lec~zires after Emerson after Wittgenstezn (Alhuqucrque: Living Ratch Press, 1989). Condiiions Handsome and [Jnliandsorne will be cited as CHU for all subsequent references. Dewey is also a strong advocate of Emerson, going as far as to assert that he is "the one citizen of the New World fit to have his name uttered in the same breath with that of Plato." See Dewey's "Emersonthe Philosopher of Democracy," [ohn