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A Degree in General Studies: Navigating Challenges and Unveiling Opportunities
Author: Dr. Eleanor Vance, PhD in Educational Psychology, Professor of Higher Education at the University of California, Berkeley.
Keywords: A degree in general studies, general studies degree, interdisciplinary studies, liberal arts, undecided major, career paths, challenges of general studies, benefits of general studies, academic exploration.
Introduction:
A degree in general studies, often perceived as a less-defined academic pathway, presents both unique challenges and exciting opportunities for students. This examination delves into the complexities of pursuing a general studies degree, analyzing its potential pitfalls and highlighting its often-overlooked advantages. We will explore the critical questions surrounding this educational path, examining its suitability for various student profiles and its impact on career prospects. Understanding the nuances of a degree in general studies is crucial for prospective students navigating the often-daunting landscape of higher education.
H1: The Perceived Challenges of a General Studies Degree:
One of the primary challenges associated with a degree in general studies is the perceived lack of focus. Unlike students pursuing specific majors, those undertaking a general studies degree may struggle with defining a clear career trajectory. The broad scope of coursework can leave some feeling unmoored, lacking the specialized knowledge often valued by prospective employers. This perception can lead to anxieties about future employability and a feeling of being unprepared for the competitive job market.
Another challenge stems from the potential for a less structured academic experience. The freedom to choose courses from diverse disciplines can be overwhelming for some students. Without the guidance of a prescribed curriculum, students may struggle to create a coherent and meaningful educational experience. This lack of structure can also impact the development of in-depth knowledge in any single field, potentially hindering specialization later in life. Furthermore, the lack of a clearly defined major can make it harder to secure internships or research opportunities specifically tailored to a particular field.
H2: Overcoming the Challenges: Strategic Planning and Active Engagement:
Despite these challenges, a degree in general studies can be successfully navigated with careful planning and proactive engagement. Students pursuing this path should consciously develop a coherent academic plan, selecting courses that build upon each other and reflect their evolving interests. This requires self-discipline, strong organizational skills, and regular consultations with academic advisors to ensure a well-rounded and purposeful educational experience. Actively seeking out internships, research opportunities, and extracurricular activities related to their chosen areas of interest can also help address concerns about career readiness.
H3: The Undiscovered Opportunities of a General Studies Degree:
The perceived limitations of a degree in general studies often overshadow its significant advantages. One of the most compelling opportunities lies in the breadth of knowledge acquired. A general studies degree fosters interdisciplinary thinking, enabling students to connect disparate ideas and approach problems from multiple perspectives. This is a highly valuable skill in an increasingly complex and interconnected world.
Furthermore, a degree in general studies provides unparalleled flexibility. Students can explore a wide range of subjects, discovering passions they might never have considered within a more constrained major. This exploratory phase can lead to unexpected discoveries, shaping future academic and career pursuits in unforeseen and exciting ways. The opportunity to cultivate a diverse skillset, encompassing critical thinking, communication, and problem-solving, is another significant benefit. These transferable skills are highly valued by employers across various industries.
H4: Career Paths and Employability with a General Studies Degree:
While a specific major might offer a clearer path to certain professions, a degree in general studies doesn't necessarily limit career options. The wide-ranging skills developed during the course of study, such as critical thinking, communication, and research abilities, are highly transferable and relevant to numerous career fields. Many general studies graduates find success in areas such as education, non-profit organizations, public administration, and even entry-level roles in business and technology. The key is to strategically supplement the degree with internships, extracurricular activities, and further training to enhance career prospects.
H5: A Degree in General Studies: A Foundation for Further Education:
A degree in general studies can also serve as a strong foundation for further education. It provides a solid base of knowledge across multiple disciplines, making it an ideal springboard for graduate studies in a variety of fields. The flexibility inherent in a general studies degree allows students to explore different graduate programs and identify the area that best suits their evolving interests and career aspirations.
Conclusion:
A degree in general studies, while presenting certain challenges, offers unique and substantial opportunities. Its perceived weaknesses can be effectively addressed through strategic planning, active engagement, and a proactive approach to career development. The flexibility, breadth of knowledge, and transferable skills acquired through a general studies degree make it a valuable pathway for students who desire a more exploratory and adaptable educational journey. Ultimately, the success of a general studies degree hinges not on the program itself, but on the individual's commitment to actively shape their education and navigate their career trajectory strategically.
FAQs:
1. Is a general studies degree worth it? The value of a general studies degree depends on the individual's goals and how they utilize the program's flexibility. Strategic planning and active engagement are key to maximizing its benefits.
2. What jobs can you get with a general studies degree? Many jobs are accessible with transferable skills, including roles in education, administration, non-profits, and entry-level positions in various fields.
3. Is a general studies degree harder than a specific major? It can be more challenging due to the lack of structure, requiring more self-discipline and proactive planning.
4. Can I go to graduate school with a general studies degree? Yes, a general studies degree can serve as a strong foundation for graduate studies, although specific prerequisites might apply depending on the chosen program.
5. What are the advantages of a general studies degree? Advantages include flexibility, breadth of knowledge, development of transferable skills, and the ability to explore various academic areas.
6. How long does it take to get a general studies degree? Typically, a bachelor's degree in general studies takes four years.
7. What is the difference between general studies and liberal arts? While overlapping, general studies often offer more flexibility in course selection than liberal arts programs, which tend to have a more structured curriculum emphasizing humanities and social sciences.
8. Is a general studies degree respected by employers? Employers value transferable skills, and a well-planned general studies degree can showcase these. Supplementing the degree with internships and relevant experience is vital.
9. Can I change my major if I start with general studies? Yes, general studies allows students to explore various fields before committing to a specific major.
Related Articles:
1. "Choosing a Major: The Benefits of Delaying Specialization": This article explores the advantages of delaying the decision to declare a major, highlighting the flexibility afforded by a general studies approach.
2. "Transferable Skills: The Unsung Hero of General Studies Degrees": This piece emphasizes the highly sought-after transferable skills that general studies graduates develop, such as critical thinking and communication.
3. "Interdisciplinary Thinking: A Key Advantage of General Studies": This article explores how a general studies education fosters the ability to connect disparate ideas and approach problems from multiple perspectives.
4. "Career Pathways for General Studies Graduates: Exploring Diverse Options": This article provides examples of successful career paths for graduates of general studies programs, illustrating the breadth of opportunities available.
5. "General Studies vs. Liberal Arts: A Comparative Analysis": This article contrasts the two educational tracks, helping prospective students choose the most suitable path.
6. "Building a Strong Resume with a General Studies Degree": This article focuses on how general studies graduates can effectively highlight their skills and experience on their resumes to appeal to potential employers.
7. "The Role of Mentorship in Navigating a General Studies Degree": This article emphasizes the importance of mentorship and academic advising in successfully completing a general studies program.
8. "Financing Your General Studies Degree: Exploring Financial Aid Options": This article offers guidance on navigating the financial aspects of pursuing a general studies degree.
9. "General Studies and Graduate School: Planning for Further Education": This piece provides advice for general studies graduates interested in continuing their education at the graduate level.
Publisher: Open Educational Resources (OER) Consortium – A collaborative initiative dedicated to providing high-quality, accessible educational resources. They are known for their commitment to open access and educational equity.
Editor: Dr. David Chen, PhD in Higher Education Administration, Director of Academic Advising at Stanford University.
| a degree in general studies: General Education Essentials Paul Hanstedt, 2012-04-25 General Education Essentials Full-time and part-time faculty in any discipline and at any size campus with any type of mission can pick up this volume and learn something that will help her or him improve teaching and learning.???—From the Foreword by Terrel L. Rhodes, vice president for Curriculum, Quality, and Assessment, Association of American Colleges and Universities Every year, hundreds of small colleges, state schools, and large, research-oriented universities across the United States (and, increasingly, Europe and Asia) revisit their core and general education curricula, often moving toward more integrative models. And every year, faculty members who are highly skilled in narrowly defined fields ask two simple questions: Why? and How is this going to affect me? General Education Essentials seeks to answer these and other questions by providing a much-needed overview of and a rationale for the recent shift in general education curricular design, a sense of how this shift can affect a faculty member's teaching, and an understanding of how all of this might impact course and student assessment. Filled with examples from a variety of disciplines that will spark insights, General Education Essentials explores the techniques that can be used to ensure that students are gaining the skills they need to be perceptive scholars and productive citizens. This is THE ONE BOOK for academics to get up to speed about reforming general education. —Jerry Gaff, senior scholar, Association of American Colleges and Universities |
| a degree in general studies: College Success Amy Baldwin, 2020-03 |
| a degree in general studies: Making College Work Harry J. Holzer, Sandy Baum, 2017-08-15 Practical solutions for improving higher education opportunities for disadvantaged students Too many disadvantaged college students in America do not complete their coursework or receive any college credential, while others earn degrees or certificates with little labor market value. Large numbers of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. The authors provide a new review of the causes of these problems and offer promising policy solutions. The circumstances affecting disadvantaged students stem both from issues on the individual side, such as weak academic preparation and financial pressures, and from institutional failures. Low-income students disproportionately attend schools that are underfunded and have weak performance incentives, contributing to unsatisfactory outcomes for many students. Some solutions, including better financial aid or academic supports, target individual students. Other solutions, such as stronger linkages between coursework and the labor market and more structured paths through the curriculum, are aimed at institutional reforms. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. We can improve college outcomes, but must also acknowledge that we must make hard choices and face difficult tradeoffs in the process. While no single policy is guaranteed to greatly improve college and career outcomes, implementing a number of evidence-based policies and programs together has the potential to improve these outcomes substantially. |
| a degree in general studies: You Can Do Anything George Anders, 2017-08-08 In a tech-dominated world, the most needed degrees are the most surprising: the liberal arts. Did you take the right classes in college? Will your major help you get the right job offers? For more than a decade, the national spotlight has focused on science and engineering as the only reliable choice for finding a successful post-grad career. Our destinies have been reduced to a caricature: learn to write computer code or end up behind a counter, pouring coffee. Quietly, though, a different path to success has been taking shape. In You Can Do Anything, George Anders explains the remarkable power of a liberal arts education - and the ways it can open the door to thousands of cutting-edge jobs every week. The key insight: curiosity, creativity, and empathy aren't unruly traits that must be reined in. You can be yourself, as an English major, and thrive in sales. You can segue from anthropology into the booming new field of user research; from classics into management consulting, and from philosophy into high-stakes investing. At any stage of your career, you can bring a humanist's grace to our rapidly evolving high-tech future. And if you know how to attack the job market, your opportunities will be vast. In this book, you will learn why resume-writing is fading in importance and why telling your story is taking its place. You will learn how to create jobs that don't exist yet, and to translate your campus achievements into a new style of expression that will make employers' eyes light up. You will discover why people who start in eccentric first jobs - and then make their own luck - so often race ahead of peers whose post-college hunt focuses only on security and starting pay. You will be ready for anything. |
| a degree in general studies: Assessing Student Learning in General Education Marilee J. Bresciani, 2007-05-18 Of good practice strategies for assessing general education -- Marilee J. Bresciani. |
| a degree in general studies: Quantitative Literacy Bernard L. Madison, Lynn Arthur Steen, 2003 |
| a degree in general studies: The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Board on Higher Education and Workforce, Committee on Integrating Higher Education in the Arts, Humanities, Sciences, Engineering, and Medicine, 2018-06-21 In the United States, broad study in an array of different disciplines â€arts, humanities, science, mathematics, engineering†as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary silos. These silos represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs. |
| a degree in general studies: Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2017-08-30 People currently live in a digital age in which technology is now a ubiquitous part of society. It has become imperative to develop and maintain a comprehensive understanding of emerging innovations and technologies. Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications is an authoritative reference source for the latest scholarly research on techniques, trends, and opportunities within the areas of digital literacy. Highlighting a wide range of topics and concepts such as social media, professional development, and educational applications, this multi-volume book is ideally designed for academics, technology developers, researchers, students, practitioners, and professionals interested in the importance of understanding technological innovations. |
| a degree in general studies: Intercollegiate Athletics and the American University James J. Duderstadt, 2009-04-21 After decades of domination on campus, college sports' supremacy has begun to weaken. Enough, already! detractors cry. College is about learning, not chasing a ball around to the whir of TV cameras. In Intercollegiate Athletics and the American University James Duderstadt agrees, taking the view that the increased commercialization of intercollegiate athletics endangers our universities and their primary goal, academics. Calling it a corrosive example of entertainment culture during an interview with ESPN's Bob Ley, Duderstadt suggested that college basketball, for example, imposes on the university an alien set of values, a culture that really is not conducive to the educational mission of university. Duderstadt is part of a growing controversy. Recently, as reported in The New York Times, an alliance between university professors and college boards of trustees formed in reaction to the growth of college sports; it's the first organization with enough clout to challenge the culture of big-time university athletics. This book is certainly part of that challenge, and is sure to influence this debate today and in the years to come. James J. Duderstadt is President Emeritus and University Professor of Science and Engineering, University of Michigan. |
| a degree in general studies: White Awareness Judy H. Katz, 1978 Stage 1. |
| a degree in general studies: Principles and Practice of Clinical Research John I. Gallin, Frederick P Ognibene, 2011-04-28 The second edition of this innovative work again provides a unique perspective on the clinical discovery process by providing input from experts within the NIH on the principles and practice of clinical research. Molecular medicine, genomics, and proteomics have opened vast opportunities for translation of basic science observations to the bedside through clinical research. As an introductory reference it gives clinical investigators in all fields an awareness of the tools required to ensure research protocols are well designed and comply with the rigorous regulatory requirements necessary to maximize the safety of research subjects. Complete with sections on the history of clinical research and ethics, copious figures and charts, and sample documents it serves as an excellent companion text for any course on clinical research and as a must-have reference for seasoned researchers.*Incorporates new chapters on Managing Conflicts of Interest in Human Subjects Research, Clinical Research from the Patient's Perspective, The Clinical Researcher and the Media, Data Management in Clinical Research, Evaluation of a Protocol Budget, Clinical Research from the Industry Perspective, and Genetics in Clinical Research *Addresses the vast opportunities for translation of basic science observations to the bedside through clinical research*Delves into data management and addresses how to collect data and use it for discovery*Contains valuable, up-to-date information on how to obtain funding from the federal government |
| a degree in general studies: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| a degree in general studies: Five Dimensions of Quality Linda Suskie, 2014-10-13 Meet calls for increased quality and understand accreditation expectations Author Linda Suskie is internationally recognized for her work in higher education assessment, and she is a former vice president of a major regional accreditor. In Five Dimensions of Quality: A Common Sense Guide to Accreditation and Accountability in Higher Education she provides a simple, straightforward model for understanding and meeting the calls for increased quality in higher education ever-present in today's culture. Whether your institution is seeking accreditation or not, the five dimensions she outlines will help you to identify ways to improve institutional quality and demonstrate that quality to constituents. For those wading through the accreditation process, which has become more difficult in recent years due to increasing regulation and pressure for greater accountability, Suskie offers expert guidance on understanding the underlying principles of the expectations of accrediting bodies. Using the model presented here, which is much easier to understand than the sometimes complex resources provided by individual accrediting bodies, American colleges and universities can understand what they need to do to earn and maintain their regional accreditation as well as improve overall institutional quality for their students. You'll be able to: Identify ways to improve institutional quality Demonstrate the quality of your institution to internal and external constituents Avoid wasting time and energy on misguided institutional processes to comply with accreditation requirements By focusing on why colleges and universities should take particular actions rather than only on what those actions should be, Five Dimensions of Quality gives them the knowledge and strategies to prepare for a successful review. It is an ideal resource for leaders, accreditation committee members, and everyone on campus. |
| a degree in general studies: Perspectives on Childhood Aisling Leavy, Margaret Nohilly, 2021-07-27 This collection brings together various cutting-edge and accessible perspectives and insights into the rich, complex and intriguing stage of life that is childhood. Contributions here relate specifically to the Irish context, with many seamless connections also made to the universal themes of childhood and their relevance within the international context. The chapters are organised into four themes: (1) Children and families in education and special education settings; (2) Children’s environment and play spaces; (3) Children’s voice in research, classrooms and non-traditional settings; and (4) Children’s experiences in STEM education. Across the chapters, the authors identify current best practices and place them within the overall context of current trends in research into childhood. There is a complementary balance of theoretical and practical knowledge presented throughout the volume. Given the variety of perspectives and contributions presented here, it will be of interest to those working in professional practice, such as educators, psychologists, sociologists, and the more general public, including parents and policymakers. |
| a degree in general studies: The Idea of a University Defined and Illustrated John Henry Newman, 2013-12 This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. |
| a degree in general studies: Higher Education in Developing Countries Task Force on Higher Education and Society, 2000 Explores the current crisis in higher education in developing countries and outlines a coherent vision of future progress. Authored by a body of experts from 13 countries convened by the World Bank and UNESCO to explore the future of higher education in the developing world. |
| a degree in general studies: Foundations of Earth Science Elliott Watts, 2021-11-16 The field of science which focuses on the physical and chemical composition of earth is known as earth science or geoscience. It is a sub branch of planetary science which studies the features of the lithosphere, atmosphere, hydrosphere and biosphere. Earth science makes use of physics, geography, chemistry, geology, chronology and mathematics to understand the evolution of earth. Various fields of study are covered under it are glaciology, soil sciences, hydrology, geochemistry, geophysics and atmospheric sciences. The principles of earth science are used for locating energy and mineral resources. Various earth processes such as earthquakes, hurricanes and volcanoes are covered by earth sciences for developing effective mitigation strategies. These studies rely on a combination of observational and experimental approaches. The book studies, analyses and uphold the pillars of earth science and its utmost significance in modern times. Different approaches, evaluations and methodologies and advanced studies on earth science have been included herein. Coherent flow of topics, student-friendly language and extensive use of examples make this book an invaluable source of knowledge. |
| a degree in general studies: Lycoming College Catalog Lycoming College, 1920 |
| a degree in general studies: Law Business and Society Kari Smoker, ZUCKER, Kiren Dosanjh Zucker, Kristofer Neslund, Nancy Neslund, Tony Mcadams, 2024-04-24 |
| a degree in general studies: Marriage Equality William N. Eskridge, Jr., Christopher R. Riano, 2020-08-18 The definitive history of the marriage equality debate in the United States, praised by Library Journal as beautifully and accessibly written. . . . An essential work.” As a legal scholar who first argued in the early 1990s for a right to gay marriage, William N. Eskridge Jr. has been on the front lines of the debate over same‑sex marriage for decades. In this book, Eskridge and his coauthor, Christopher R. Riano, offer a panoramic and definitive history of America’s marriage equality debate. The authors explore the deeply religious, rabidly political, frequently administrative, and pervasively constitutional features of the debate and consider all angles of its dramatic history. While giving a full account of the legal and political issues, the authors never lose sight of the personal stories of the people involved, or of the central place the right to marry holds in a person’s ability to enjoy the dignity of full citizenship. This is not a triumphalist or one‑sided book but a thoughtful history of how the nation wrestled with an important question of moral and legal equality. |
| a degree in general studies: The Official Guide to the GRE General Test, Third Edition Educational Testing Service, 2016-12-29 Get the only official guide to the GRE® General Test that comes straight from the test makers! If you're looking for the best, most authoritative guide to the GRE General Test, you've found it! The Official Guide to the GRE General Test is the only GRE guide specially created by ETS--the people who actually make the test. It's packed with everything you need to do your best on the test--and move toward your graduate or business school degree. Only ETS can show you exactly what to expect on the test, tell you precisely how the test is scored, and give you hundreds of authentic test questions for practice! That makes this guide your most reliable and accurate source for everything you need to know about the GRE revised General Test. No other guide to the GRE General Test gives you all this: • Four complete, real tests--two in the book and two on CD-ROM • Hundreds of authentic test questions--so you can study with the real thing • In-depth descriptions of the Verbal Reasoning and Quantitative Reasoning measures plus valuable tips for answering each question type • Quantitative Reasoning problem-solving steps and strategies to help you get your best score • Detailed overview of the two types of Analytical Writing essay tasks including scored sample responses and actual raters' comments Everything you need to know about the test, straight from the test makers! |
| a degree in general studies: Higher Education Opportunity Act United States, 2008 |
| a degree in general studies: 2022 CFA Program Curriculum Level I Box Set CFA Institute, 2021-05-04 Prepare for success on the 2022 CFA Level I exam with the latest official CFA® Program Curriculum. The 2022 CFA Program Curriculum Level I Box Set contains all the material you need to succeed on the Level I CFA exam in 2022. This set includes the full official curriculum for Level I and is part of the larger CFA Candidate Body of Knowledge (CBOK). Highly visual and intuitively organized, this box set allows you to: Learn from financial thought leaders. Access market-relevant instruction. Gain critical knowledge and skills. The set also includes practice questions to assist with your recall of key terms, concepts, and formulas. Perfect for anyone preparing for the 2022 Level I CFA exam, the 2022 CFA Program Curriculum Level I Box Set is a must-have resource for those seeking the foundational skills required to become a Chartered Financial Analyst®. |
| a degree in general studies: Writing Centers Gary A. Olson, 1984 Prepared by writing center directors, the articles in this book examine the pedagogical theories of tutorial services and relate them to actual center practices. The 19 articles are arranged into three categories: writing center theory, writing center administration, and special concerns. Specific topics discussed in the articles include the following: (1) collaborative learning, (2) writing center research, (3) promoting cognitive development in the writing center, (4) writing centers in the two-year college, (5) developing a peer tutoring program, (6) the handbook as a supplement to a tutor training program, (7) reluctant students, (8) prewriting for the laboratory, (9) meeting the needs of foreign students, (10) tutoring business and technical students, (11) attitudes in writing center relationships, (12) financial responsibility, (13) form design and record management, and (14) undergraduate staffing in the center. A selected bibliography concludes the book. (FL) |
| a degree in general studies: 120 Years of American Education , 1993 |
| a degree in general studies: Applicant Information Bulletin United States. Veterans Administration. Health Professional Scholarship Program, 1985 |
| a degree in general studies: Human Factors Psychology P.A. Hancock, 1987-10-01 This book is a collection of contemporary applications of psychological insights into practical human factors issues. The topics are arranged largely according to an information processing/energetic approach to human behavior. Consideration is also given to human-computer interaction and organizational design. |
| a degree in general studies: GED Test Prep , 2008 GED Test Prep is a comprehensive guide to excelling on the GED as well as guidance on new topics, such as business documents and number grids. This guide also provides a diagnostic exam and a complete online test for each of the five subject areas. |
| a degree in general studies: A History of American Higher Education John R. Thelin, 2019-04-02 The definitive history of American higher education—now up to date. Colleges and universities are among the most cherished—and controversial—institutions in the United States. In this updated edition of A History of American Higher Education, John R. Thelin offers welcome perspective on the triumphs and crises of this highly influential sector in American life. Exploring American higher education from its founding in the seventeenth century to its struggle to innovate and adapt in the first decades of the twenty-first century, Thelin demonstrates that the experience of going to college has been central to American life for generations of students and their families. Drawing from archival research, along with the pioneering scholarship of leading historians, Thelin raises profound questions about what colleges are—and what they should be. Covering issues of social class, race, gender, and ethnicity in each era and chapter, this new edition showcases a fresh concluding chapter that focuses on both the opportunities and problems American higher education has faced since 2010. The essay on sources has been revised to incorporate books and articles published over the past decade. The book also updates the discussion of perennial hot-button issues such as big-time sports programs, online learning, the debt crisis, the adjunct crisis, and the return of the culture wars and addresses current areas of contention, including the changing role of governing boards and the financial challenges posed by the economic downturn. Anyone studying the history of this institution in America must read Thelin's classic text, which has distinguished itself as the most wide-ranging and engaging account of the origins and evolution of America's institutions of higher learning. |
| a degree in general studies: What Are the Arts and Sciences? Dan Rockmore, 2017-06-06 What constitutes the study of philosophy or physics? What exactly does an anthropologist do, or a geologist or historian? In short, what are the arts and sciences? While many of us have been to college and many aspire to go, we may still wonder just what the various disciplines represent and how they interact. What are their origins, methods, applications, and unique challenges? What kind of people elect to go into each of these fields, and what are the big issues that motivate them? Curious to explore these questions himself, Dartmouth College professor and mathematician Dan Rockmore asked his colleagues to explain their fields and what it is that they do. The result is an accessible, entertaining, and enlightening survey of the ideas and subjects that contribute to a liberal education. The book offers a doorway to the arts and sciences for anyone intrigued by the vast world of ideas. |
| a degree in general studies: The College Board Book of Majors College Entrance Examination Board, 2004 Picking a college major is a two-step process: First, you have to discover which areas of study interest you the most; then you need to find out which colleges offer those majors. The College Board Book of Majors is the only resource that helps you do both. Whether you're just beginning to look at colleges or have already enrolled, you'll find what you need to know about every major -- from accounting to zoology -- offered in every college from Maine to Hawaii. Book jacket. |
| a degree in general studies: The Aims of Higher Education Harry Brighouse, Michael McPherson, 2015-05-04 This book features a group of top-notch philosophers tackling some of the biggest questions in higher education: What role should the liberal arts have in a college education? Should colleges orient themselves to the educational demands of the business sector? What is the role of highly selective colleges in the public sphere? To what extent should they be subsidized directly, or indirectly, by the public? Should they simply teach students skills and academic knowledge, or should they play a role in shaping character, and if so to what end? Should highly selective colleges admissions practices give an edge to racial minorities, or legacies, or poor students? How much should the public purse subsidize disadvantaged students attending such institutions? These questions are fundamentally about moral and political valuesquestions of distributive justice and of what constitutes valuable education. Philosophers are trained to identify value considerations in great detailindeed, often with more precision than is ever needed for practical purposes!but most disagreements about policy and practice proceed with minimal attention to the values assumed on either side, and all sides can benefit from more clarity about exactly what moral values are at play. The philosophers here, then, address some of the fundamental questions underlying debates about higher educationand in ways that are interesting and accessible to others. |
| a degree in general studies: Love's Instruments Melvin Dixon, 1995 One of two collections of poetry by poet, novelist, and educator Melvin Dixon, whose worked chronicled the lives of black gay men. He died of HIV-related illnesses in 1992. Heartbeats Work out. Ten laps. Chin ups. Look good. Steam room. Dress warm. Call home. Fresh air. Eat right. Rest well. Sweetheart. Safe sex. Sore throat. Long flu. Hard nodes. Beware. Test blood. Count cells. Reds thin. Whites low. Dress warm. Eat well. Short breath. Fatigue. Night sweats. Dry cough. Loose stools. Weight loss. Get mad. Fight back. Call home. Rest well. Don't cry. Take charge. No sex. Eat right. Call home. Talk slow. Chin up. No air. Arms wide. Nodes hard. Cough dry. Hold on. Mouth wide. Drink this. Breathe in. Breathe out. No air. Breathe in. Breathe in. No air. Black out. White rooms. Head hot. Feet cold. No work. Eat right. CAT scan. Chin up. Breathe in. Breathe out. No air. No air. Thin blood. Sore lungs. Mouth dry. Mind gone. Six months? Three weeks? Can't eat. No air. Today? Tonight? It waits. For me. Sweet heart. Don't stop. Breathe in. Breathe out. |
| a degree in general studies: The Transfer Student's Guide to Changing Colleges Sidonia Dalby, Sally Rubenstone, 1993-01 Discusses when and where to transfer, financial aid, transcripts, applications, and interviews |
| a degree in general studies: Panicked Parents' Guide to College Admissions Sally Rubenstone, Sidonia Dalby, 2002 Discusses college choice, tests, finance, the application process, the admission decision, and other concerns. |
| a degree in general studies: Writing Mystery and Crime Fiction , 1985 |
| a degree in general studies: All Our Futures Great Britain. National Advisory Committee on Creative and Cultural Education, Great Britain. Dept. for Education and Employment, Great Britain. Dept. for Culture, Media and Sport, 1999 National Advisory Committee on Creative and Cultural Education was established in 1998 to make recommendations to the Secretaries of State on the creative and cultural development of young people through formal and informal eduction: to take stock of current provision and to make proposals for principles, policies and practice (-- p. 4). This is its report. |
| a degree in general studies: General Education in the Social Sciences John J. MacAloon, 1992-06 Higher education's most vibrant and contentious issues—common and specialized learning in the curriculum, conceptions of general and liberal education, the design of common core sequences, the merits of classic texts and contemporary research, Western and non-Western course materials, the place of undergraduate teaching in scholarly careers—have for decades been debated by the faculty of the College of the University of Chicago. At the College, they have become embodied in educational programs of sufficient historical depth to reveal patterns of intellectual and pedagogical continuity amidst changing social and institutional circumstances. Social Science 2 holds the place of honor among these educational projects. For more than half a century, Soc 2 has been one of the most influential courses in American undergraduate education. This unique, year-long course, the oldest and most distinguished of its kind at any American university, has served as an ongoing experiment in how the social sciences can be taught and learned in the general education context. In this collection John MacAloon has gathered essays by fourteen eminent social scientists—such as David Riesman, Michael Schudson, and F. Champion Ward—who as either teachers or students were profoundly shaped by Soc 2. Their multifarious and selective memories—full of dissonances and harmonies of recollection, judgment, and voice—create a compelling biography of a course and a college that have survived tumultous change through sustained and committed argument. This book will be of great interest to anyone interested not only in the theory but the practice of higher education. |
| a degree in general studies: Mayfly Larvae of Wisconsin Tom H. Klubertanz, 2016-07-01 |
| a degree in general studies: Aboriginal Peoples and Canadian Criminal Justice Robert A. Silverman, Marianne Nielsen, 1992 This collection of articles on the criminal justice system in Canada as it relates to native peoples and the concepts of native justice includes press clippings, and examines all phases of native contacts with the law. |
Degrees Symbol (°)
In mathematics, the degree symbol is used to represent an angle measured in degrees. The symbol is also used in physics to represent the unit of temperature: Fahrenheit.
Degree (angle) - Wikipedia
A degree (in full, a degree of arc, arc degree, or arcdegree), usually denoted by ° (the degree symbol), is a measurement of a plane angle in which one full rotation is 360 degrees. [4] It is …
DEGREE Definition & Meaning - Merriam-Webster
The meaning of DEGREE is a step or stage in a process, course, or order of classification. How to use degree in a sentence.
DEGREE Definition & Meaning | Dictionary.com
Degree definition: any of a series of steps or stages, as in a process or course of action; a point in any scale.. See examples of DEGREE used in a sentence.
Degrees (Angles) - Math is Fun
We can measure Angles in Degrees. There are 360 degrees in one Full Rotation (one complete circle around). Angles can also be measured in Radians. (Note: "Degree" is also used for …
Degree symbol - Wikipedia
The degree symbol or degree sign, °, is a glyph or symbol that is used, among other things, to represent degrees of arc (e.g. in geographic coordinate systems), hours (in the medical field), …
Find Online College Degree Programs | BestColleges
Choose from the most popular majors, find a unique major, or customize an interdisciplinary degree. You can finish a bachelor’s degree in less than four years by choosing an accelerated …
DEGREE | English meaning - Cambridge Dictionary
DEGREE definition: 1. (an) amount or level of something: 2. a situation that involves varying levels of something…. Learn more.
Degree - definition of degree by The Free Dictionary
degree - an award conferred by a college or university signifying that the recipient has satisfactorily completed a course of study; "he earned his degree at Princeton summa cum laude"
Symbol, Conversion, Examples | Angle in Degrees - Cuemath
A degree, usually indicated by ° (degree symbol), is a measure of the angle. Angles can be of different measures or degrees such as 30°, 90°, 55°, and so on. To measure the degree of an …
Degrees Symbol (°)
In mathematics, the degree symbol is used to represent an angle measured in degrees. The symbol is also used in physics to represent the unit of temperature: Fahrenheit.
Degree (angle) - Wikipedia
A degree (in full, a degree of arc, arc degree, or arcdegree), usually denoted by ° (the degree symbol), is a measurement of a plane angle in which one full rotation is 360 degrees. [4] It is …
DEGREE Definition & Meaning - Merriam-Webster
The meaning of DEGREE is a step or stage in a process, course, or order of classification. How to use degree in a sentence.
DEGREE Definition & Meaning | Dictionary.com
Degree definition: any of a series of steps or stages, as in a process or course of action; a point in any scale.. See examples of DEGREE used in a sentence.
Degrees (Angles) - Math is Fun
We can measure Angles in Degrees. There are 360 degrees in one Full Rotation (one complete circle around). Angles can also be measured in Radians. (Note: "Degree" is also used for …
Degree symbol - Wikipedia
The degree symbol or degree sign, °, is a glyph or symbol that is used, among other things, to represent degrees of arc (e.g. in geographic coordinate systems), hours (in the medical field), …
Find Online College Degree Programs | BestColleges
Choose from the most popular majors, find a unique major, or customize an interdisciplinary degree. You can finish a bachelor’s degree in less than four years by choosing an accelerated …
DEGREE | English meaning - Cambridge Dictionary
DEGREE definition: 1. (an) amount or level of something: 2. a situation that involves varying levels of something…. Learn more.
Degree - definition of degree by The Free Dictionary
degree - an award conferred by a college or university signifying that the recipient has satisfactorily completed a course of study; "he earned his degree at Princeton summa cum laude"
Symbol, Conversion, Examples | Angle in Degrees - Cuemath
A degree, usually indicated by ° (degree symbol), is a measure of the angle. Angles can be of different measures or degrees such as 30°, 90°, 55°, and so on. To measure the degree of an …
