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| are general education courses necessary: 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. |
| are general education courses necessary: 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. |
| are general education courses necessary: The Reforming of General Education , 2011 Originally published: New York: Columbia University Press,1966. |
| are general education courses necessary: College Success Amy Baldwin, 2020-03 |
| are general education courses necessary: In Defense of a Liberal Education Fareed Zakaria, 2015-03-30 CNN host and best-selling author Fareed Zakaria argues for a renewed commitment to the world’s most valuable educational tradition. The liberal arts are under attack. The governors of Florida, Texas, and North Carolina have all pledged that they will not spend taxpayer money subsidizing the liberal arts, and they seem to have an unlikely ally in President Obama. While at a General Electric plant in early 2014, Obama remarked, I promise you, folks can make a lot more, potentially, with skilled manufacturing or the trades than they might with an art history degree. These messages are hitting home: majors like English and history, once very popular and highly respected, are in steep decline. I get it, writes Fareed Zakaria, recalling the atmosphere in India where he grew up, which was even more obsessed with getting a skills-based education. However, the CNN host and best-selling author explains why this widely held view is mistaken and shortsighted. Zakaria eloquently expounds on the virtues of a liberal arts education—how to write clearly, how to express yourself convincingly, and how to think analytically. He turns our leaders' vocational argument on its head. American routine manufacturing jobs continue to get automated or outsourced, and specific vocational knowledge is often outdated within a few years. Engineering is a great profession, but key value-added skills you will also need are creativity, lateral thinking, design, communication, storytelling, and, more than anything, the ability to continually learn and enjoy learning—precisely the gifts of a liberal education. Zakaria argues that technology is transforming education, opening up access to the best courses and classes in a vast variety of subjects for millions around the world. We are at the dawn of the greatest expansion of the idea of a liberal education in human history. |
| are general education courses necessary: 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. |
| are general education courses necessary: Integrated General Education Catherine M. Wehlburg, 2010-04-19 General education has been an essential part of American higher education for a long time. Unfortunately, it is often seen as something to get out of the way so that the student can go on to take the more important courses within a chosen major. This volume changes that perception. Topics discussed include: Integrated General Education: A Brief Look Back Why are Outcomes So Difficult to Achieve? Making General Education Matter: Structures and Strategies Unifying the Undergraduate Curriculum Through Inquiry-Guided Learning University of the Pacific's Bookend Seminars on a Good Society Core Curriculum Revision at TCU: How Faculty Created and Are Maintaining the TCU Core Curriculum Creating an Integrative General Education: The Bates Experience Building an Integrated Student Learning Outcomes Assessment for General Education: Three Case Studies Meaningful General Education Assessment That is Integrated and Transformative Institutions of higher education have a responsibility to develop a meaningful general education curriculum that cultivates qualities of thinking, communication, and problem solving (to name a few of the general education goals that many institutions share). What is missing from many institutions, though, is the concept of integrating general education with the overall educational curriculum. If this is done, general education courses are no longer something to take quickly so they can be checked off; instead; they become part of the educational development of the student. This integration benefits the student, certainly, but also the larger society--baccalaureate graduates steeped in the liberal arts will become future leaders. Having been prepared with a broad knowledge base, our current students will be able to think more critically and make good use of information to solve problems that have not yet even been identified. This is the 121st volume of the Jossey-Bass higher education quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. |
| are general education courses necessary: 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. |
| are general education courses necessary: College Learning for the New Global Century Association of American Colleges and Universities, National Leadership Council (U.S.), 2007 College Learning for the New Global Century, published through the LEAP (Liberal Education and America's Promise) initiative, spells out the essential aims, learning outcomes, and guiding principles for a 21st century college education. It reports on the promises American society needs to make - and keep - to all who seek a college education and to the society that will depend on graduates' future leadership and capabilities. -- Foreword (p. vii). |
| are general education courses necessary: Academically Adrift Richard Arum, Josipa Roksa, 2011-01-15 In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all. |
| are general education courses necessary: General Education in a Free Society James Bryant Conant, 2018-11-10 This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. |
| are general education courses necessary: The Public Ivys Richard Moll, 1986 Information on high quality education at state colleges and universities. |
| are general education courses necessary: Teacher Leadership That Strengthens Professional Practice Charlotte Danielson, 2006-02-15 Every school relies on teachers who informally and voluntarily lead various efforts in the school. These teachers may not be appointed leaders or paid leaders, but they are committed leaders: they see a need and they respond to it. What do these teacher leaders do that is different from the work of excellent teachers who are not teacher leaders? If we can articulate those skills, says Charlotte Danielson, then we can take steps to enable more teachers to develop those skills and be better equipped to tackle special projects. Teacher Leadership That Strengthens Professional Practice is designed to be a resource not only for prospective teacher leaders but also for administrators who want to better support the development of outstanding teacher leaders. Teachers seeking to expand their leadership capacity will learn how to * recognize an opportunity and take initiative, * mobilize colleagues around a common purpose, * marshal resources and take action, * monitor and adjust the initiative, * sustain the commitments of others, and * contribute to the learning organization. Administrators will find advice on how to cultivate, promote, honor, and empower teacher leaders--and how to work with them to successfully present innovations to the school community. In short, this book gives individuals and schools a practical framework for tapping teachers' leadership potential and marshaling their efforts to better educate students and create a stronger learning community. As Danielson convincingly shows, genuine teacher leadership is a powerful force for constructive change. |
| are general education courses necessary: Wrightslaw Special Education Legal Developments and Cases 2019 Peter Wright, Pamela Wright, 2020-07-10 Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and least restrictive environment* Tutorial about how to find relevant state and federal cases using your unique search terms |
| are general education courses necessary: Rescuing Socrates Roosevelt Montas, 2023-03-21 A Dominican-born academic tells the story of how the Great Books transformed his life—and why they have the power to speak to people of all backgrounds What is the value of a liberal education? Traditionally characterized by a rigorous engagement with the classics of Western thought and literature, this approach to education is all but extinct in American universities, replaced by flexible distribution requirements and ever-narrower academic specialization. Many academics attack the very idea of a Western canon as chauvinistic, while the general public increasingly doubts the value of the humanities. In Rescuing Socrates, Dominican-born American academic Roosevelt Montás tells the story of how a liberal education transformed his life, and offers an intimate account of the relevance of the Great Books today, especially to members of historically marginalized communities. Montás emigrated from the Dominican Republic to Queens, New York, when he was twelve and encountered the Western classics as an undergraduate in Columbia University’s renowned Core Curriculum, one of America’s last remaining Great Books programs. The experience changed his life and determined his career—he went on to earn a PhD in English and comparative literature, serve as director of Columbia’s Center for the Core Curriculum, and start a Great Books program for low-income high school students who aspire to be the first in their families to attend college. Weaving together memoir and literary reflection, Rescuing Socrates describes how four authors—Plato, Augustine, Freud, and Gandhi—had a profound impact on Montás’s life. In doing so, the book drives home what it’s like to experience a liberal education—and why it can still remake lives. |
| are general education courses necessary: White Awareness Judy H. Katz, 1978 Stage 1. |
| are general education courses necessary: 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. |
| are general education courses necessary: 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 |
| are general education courses necessary: Becoming a Learner Matthew L. Sanders, 2022 The author explains why becoming a learner, rather than acquiring specific job skills, is the primary purpose of higher education. |
| are general education courses necessary: The Marketplace of Ideas: Reform and Resistance in the American University (Issues of Our Time) Louis Menand, 2010-01-18 Sparking a long-overdue debate about the future of American education, The Marketplace of Ideas examines traditional university institutions, assessing what is worth saving and what is not |
| are general education courses necessary: 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. |
| are general education courses necessary: Schools and Societies Steven G. Brint, 2006 Abstract:. - http://www3.openu.ac.il/ouweb/owal/new_books1.book_desc?in_mis_cat=111625. |
| are general education courses necessary: Voluntary National Content Standards in Economics National Council on Economic Education, Foundation for Teaching Economics, 1997 This essential guide for curriculum developers, administrators, teachers, and education and economics professors, the standards were developed to provide a framework and benchmarks for the teaching of economics to our nation's children. |
| are general education courses necessary: The Idea of the University Jerzy Brzeziński, Leszek Nowak, 1997 |
| are general education courses necessary: W. E. B. Du Bois's Data Portraits The W.E.B. Du Bois Center at the University of Massachusetts Amherst, 2018-11-06 The colorful charts, graphs, and maps presented at the 1900 Paris Exposition by famed sociologist and black rights activist W. E. B. Du Bois offered a view into the lives of black Americans, conveying a literal and figurative representation of the color line. From advances in education to the lingering effects of slavery, these prophetic infographics —beautiful in design and powerful in content—make visible a wide spectrum of black experience. W. E. B. Du Bois's Data Portraits collects the complete set of graphics in full color for the first time, making their insights and innovations available to a contemporary imagination. As Maria Popova wrote, these data portraits shaped how Du Bois himself thought about sociology, informing the ideas with which he set the world ablaze three years later in The Souls of Black Folk. |
| are general education courses necessary: The End of College Kevin Carey, 2016-03 The rise of the internet, new technologies, and free and open higher education are radically altering college forever, and this book explores the paradigm changes that will affect students, parents, educators and employers as it explains how we can take advantage of the new opportunities ahead-- |
| are general education courses necessary: The Case against Education Bryan Caplan, 2019-08-20 Why we need to stop wasting public funds on education Despite being immensely popular—and immensely lucrative—education is grossly overrated. Now with a new afterword by Bryan Caplan, this explosive book argues that the primary function of education is not to enhance students' skills but to signal the qualities of a good employee. Learn why students hunt for easy As only to forget most of what they learn after the final exam, why decades of growing access to education have not resulted in better jobs for average workers, how employers reward workers for costly schooling they rarely ever use, and why cutting education spending is the best remedy. Romantic notions about education being good for the soul must yield to careful research and common sense—The Case against Education points the way. |
| are general education courses necessary: Aspiring Adults Adrift Richard Arum, Josipa Roksa, 2014-09-02 Few books have ever made their presence felt on college campuses—and newspaper opinion pages—as quickly and thoroughly as Richard Arum and Josipa Roksa’s 2011 landmark study of undergraduates’ learning, socialization, and study habits, Academically Adrift: Limited Learning on College Campuses. From the moment it was published, one thing was clear: no university could afford to ignore its well-documented and disturbing findings about the failings of undergraduate education. Now Arum and Roksa are back, and their new book follows the same cohort of undergraduates through the rest of their college careers and out into the working world. Built on interviews and detailed surveys of almost a thousand recent college graduates from a diverse range of colleges and universities, Aspiring Adults Adrift reveals a generation facing a difficult transition to adulthood. Recent graduates report trouble finding decent jobs and developing stable romantic relationships, as well as assuming civic and financial responsibility—yet at the same time, they remain surprisingly hopeful and upbeat about their prospects. Analyzing these findings in light of students’ performance on standardized tests of general collegiate skills, selectivity of institutions attended, and choice of major, Arum and Roksa not only map out the current state of a generation too often adrift, but enable us to examine the relationship between college experiences and tentative transitions to adulthood. Sure to be widely discussed, Aspiring Adults Adrift will compel us once again to re-examine the aims, approaches, and achievements of higher education. |
| are general education courses necessary: A Modern School Abraham Flexner, 1916 A part of the Duke Medical Center Library History of Medicine Ephemera Collection. |
| are general education courses necessary: The Official ACT Prep Guide 2021-2022, (Book + 6 Practice Tests + Bonus Online Content) ACT, 2021-04-20 THE OFFICIAL ACT® PREP GUIDE 2021-2022 The comprehensive guide to the 2021-2022 ACT® test, with 6 genuine, full-length practice tests in print and online. This 2021-2022 guide includes six actual ACT® tests – all of which contain the optional writing test – that you can use to practice at your own pace. To help you review test subjects and improve your understanding, this guide provides clear explanations for every answer. You’ll also get practical tips for boosting your score on the English, math, reading, and science tests, as well as the optional writing test. Additionally, you can access the six tests online through the access code provided in the guide. The code also provides access to 400 online flashcards to help you prepare for all sections in the ACT® examination. The test’s creators filled this guide with expert advice on how to both mentally and physically prepare for the exam. It will also help you: Review the entire ACT® test content so you’ll know what to expect on test day Understand the procedures you’ll follow when you’re taking the ACT® Prepare for the types of questions you can expect to find on the test Adopt test-taking strategies that are right for you The Official ACT® Prep Guide 2021-2022 is the best resource to prepare you for test day. By using this guide you can feel comfortable that you’re prepared to do your best! |
| are general education courses necessary: Writing Mystery and Crime Fiction , 1985 |
| are general education courses necessary: 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. |
| are general education courses necessary: Five High-impact Practices Jayne Elise Brownell, Lynn Ellen Swaner, 2010 Examines research on five educational practices: first-year seminars, learning communities, service learning, undergraduate research, and capstone experiences. The authors explore questions such as: What is the impact on students who participate in these practices? Is the impact the same for both traditional students and those who come from historically underserved student populations? The monograph includes a foreword by George D. Kuh, High-impact practices: retrospective and prospective; and recommendations for how to improve the quality of high-impact practices. |
| are general education courses necessary: General Education Jerry G. Gaff, 1999 The intent of this discussion paper is to provide a survey of emerging trends in general education reform at institutions of higher education. Ten themes are identified: (1) rethinking the major; (2) concern with student learning beyond course content; (3) an increased emphasis on diversity; (4) the importance of technology; (5) efficiency and effectiveness; (6) the need for more emphasis on implementation strategies in improving general education; (7) new administrative models; (8) the necessity of program assessment; (9) combining of change initiatives; and (10) convergence of two movements one to improve general education and the other concerned with accountability, fiscal responsibility, and prudent management. (Contains 48 references.) (DB) |
| are general education courses necessary: Teaching Special Students in General Education Classrooms Rena B. Lewis, Donald H. Doorlag, 1999 This book is designed to prepare teachers to effectively teach the range of students found in typical elementary and secondary classrooms. It covers four groups of students with special needs: students with disabilities, gifted and talented learners, culturally and linguistically diverse students, and students at risk of failure. |
| are general education courses necessary: 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. |
| are general education courses necessary: Community Joseph R. Gusfield, 1978 |
| are general education courses necessary: College Ernest L. Boyer, Carnegie Foundation for the Advancement of Teaching, 1987 A study by the Carnegie Foundation for the Advancement of Teaching discusses the achievements and problems of American colleges and universities. |
| are general education courses necessary: The American Community College Arthur M. Cohen, Florence B. Brawer, 1989-09-25 This monograph provides a comprehensive overview of community college education in the United States, emphasizing trends affecting two-year colleges within the past decade. Chapter 1 identifies the social forces that contributed to the development and expansion of community colleges and the continuing changes in institutional purposes. Chapter 2 examines the shifting patterns of student characteristics and goals, the reasons for the predominance of part-time attendance, participation and achievement among minority students, attrition issues, and recent moves toward student assessment. Chapter 3 draws on national data to illustrate the differences between full- and part-time faculty and discusses issues related to tenure, salary, workload, faculty evaluation, moonlighting, burnout, and job satisfaction. Chapter 4 reviews the changes that have taken place in college management as a result of changes in institutional size, the advent of collective bargaining, reductions in available funds, and changes in governance and control. Chapter 5 describes various funding patterns and their relationship to organizational shifts. Chapter 6 discusses the rise of learning resource centers and the maintenance of stability in instructional forms in spite of the introduction of a host of reproducible instructional media. Chapter 7 considers student personnel functions, including counseling, guidance, recruitment, retention, orientation, and extracurricular activities. Chapter 8 traces the rise of occupational education, as it has moved from a peripheral to a central position in the curriculum. Chapter 9 focuses on remedial and developmental programs and addresses the controversies surrounding student assessment and placement. Chapter 10 deals with adult and continuing education, lifelong learning, and community services. Chapters 11 and 12 examine curricular trends in the liberal arts and general education, highlighting problems and proposing solutions. Chapter 13 addresses the philosophical and practical questions that have been raised about the transfer function and the community college's role in enhancing student progress toward higher degrees. Finally, chapter 14 offers projections based on current trends in student and faculty demographics, college organization, curriculum, instruction, and student services. (JMC) |
| are general education courses necessary: General Education Transformed Paul L. Gaston, 2015-04-21 This publication calls for a re-envisioning of general education with clear, purposeful pathways for all students, allowing them to actively demonstrate their learning through high-impact practices and teaching strategies that are transferable across disciplines, departments, institutions, and state systems. It addresses student success in terms of both college completion and achievement of essential twenty-first-century learning outcomes, including those articulated in LEAP and in Lumina Foundation's Degree Qualifications Profile. |
“What Every Student Should Know”: General Education …
The present paper defines general curriculum requirements in higher education. It focuses on the history of the arguments that make up general curriculum requirements starting from the Yale …
The Importance and Challenges of General Education: A …
Because general education programs play a significant role in students’ education in American colleges and universities today, I contend that the importance and challenges of general …
Student PercePtionS of General education requirementS at a …
two qualitative questions: (1) “If you plan to take General Education courses at a college or university other than OU, what is your reason for doing so?” and (2) “How would you describe …
GENERAL EDUCATION AND THE COLLEGE EXPERIENCE
You are receiving this handout because you are teaching one or more courses that fulfill a general education requirement at UNO. Students do not always engage fully in this part of the …
The General Education Curriculum We Need - Purdue …
Students take two courses on transformative texts, followed by three courses that address cultural impact and representation in one of five areas: science and technology, environment and …
General Education Requirements - University of …
General education is the foundation of a college education, providing students with the core literacies, critical thinking, and competencies that will enable their success in subsequent …
Standard 12 General Education - linux.bucknell.edu
General education skills may be taught or developed as part of courses in the major, in separate courses, or through a decentralized distribution. However, the skills and knowledge derived …
Making General Education Meaningful
A general education—as opposed to a specific disciplinary major or area of concentration—consists of a set of requirements from a wide range of the major areas of …
The Case for Philosophy as a General-Education Requirement
• Philosophy courses match the aims and purpose of general-education courses better than all other disciplines’ courses do. • There is good empirical evidence that philosophy instruction …
General Education: A Literature Review - Western Carolina …
The authors concluded that ―compared with non-GECS [general education courses], GECS are structured to a greater extent to promote intellectual skills (writing and speaking clearly and …
What General Education Courses Contribute to Essential …
the curriculum frequently viewed as responsible for liberal learning: general education courses (gecs). The Role of General Education Courses gecs are widely presumed to provide a …
Are General Education Courses Necessary (PDF)
Transformative Institutions of higher education have a responsibility to develop a meaningful general education curriculum that cultivates qualities of thinking communication and problem …
74 General Education Program Requirements - National …
National University will accept the following General Education certifications: California State University (CSU) General Education Breadth Certification and the Inter-Segmental General …
GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATE …
The pattern below meets the associate general education degree requirements for graduation From Chaffey College. A total of 6 0 degree applicable units, including major requirements and …
WhatWhat will they will they learn? - ed
colleges don’t get general education right, students will get a spotty education that will not prepare them for a life well lived. Traditionally, the general education curriculum was subject to two …
GENERAL EDUCATION REQUIREMENTS - UMD
The General Education program has the following goals for all students: • Develop the skills necessary to succeed in academic careers and in professional lives by establishing habits and …
General Education Program Guide - Florida SouthWestern …
General Education is a program of study that establishes a foundation for lifelong learning and prepares students to be thoughtful, informed, global citizens. This program fosters academic …
I General Education Requirements - JSTOR
General education will refer to courses within a dis tribution schema that all students must pass as a requirement for graduation. Additionally, Leskes and Miller (2005) define three "anchoring …
Examining College Students’ Gains in General Education
Many institutions of higher education require all students, regardless of major, to take a pre-specified set of courses during their first several years in college. These courses are typically …
STRONG FOUNDATIONS: TWELVE PRINCIPLES FOR EFFECTIVE …
A broad general education for undergraduate students is an ideal that has guided American colleges and universities since their inception. The earliest colleges offered a uniform classical
GENERAL EDUCATION - University of Maryland Catalog
It provides necessary skills and basic knowledge, •complements and expands the university's course offerings, and connects you more fully to the intellectual community of ... Important …
R470, General Education1 - PowerDMS
R470-7 General Education Sequencing and Completion: Institutions shall implement strategies to facilitate student completion of general education requirements. 7.1 Lower Division Sequential …
Registered Nursing Prerequisite and GE Certification Checklist
General Education Certification 39 See Counselor See Counselor • Prerequisites and GPA MUST be verified with a Counselor • GPA REQUIREMENTS: 2.5 GPA or higher in Prerequisite …
General Education Assessment Handbook - Oakland University
Feb 1, 2017 · ‘Getting Started’ introduction with basic information necessary to initiate your General Education assessment. Subsequent sections provide an overview of the General …
General Education Charter Group General Education Course …
studies may require general education courses specific to that academic discipline. General Education Course Review Process A general education course, first proposed by a faculty …
General Education Program - University of the Pacific
General education courses allow undergraduate students to collaborate across diverse intellectual and disciplinary boundaries and to develop the knowledge, skills, and attitudes necessary to …
Y ts with EGE. - Illinois State University
when necessary. • Contact your academic advisor if you have any questions! Meet other first-year students! • Register for IDS 128—Thriving in College, Career & Beyond ... General Education …
Themes of the General Education Curriculum - Bethel …
Themes of the General Education Curriculum 3 and New Testament. A holistic approach is used to introduce students to both historical and thematic content as well as broad, but basic, …
Experiences With General Education: How Sense of …
1986)—as well as its extensive general education require-ments, BYU provides an ideal setting for exploring the rela-tionship between general education and SOC. Literature Review Goals …
Core courses (16 units) Requirements or the Intersegmental …
Foothill General Education, CSU General Education Breadth Requirements or the Intersegmental General Education Transfer Curriculum (IGETC) • Core courses (16 units) • Support courses …
GENERAL EDUCATION COURSES AND REQUIREMENTS
considered values system; it fosters an appreciation of the arts; and general education provides the breadth necessary to have a familiarity with the vari ous branches of human …
IGETC STEM DOCS. - ASCCC
One remaining lower-division general education course in Area 3 and one remaining lower-division general education course in Area 4 will be completed after transfer. This general …
STUDENT PERSPECTIVES ON GENERAL EDUCATION IN A …
critical of general education courses (116). This study is particu larly important because, as Gaff and Davis themselves note, "These are hardly radical notions. Indeed, they are similar to the …
THE DEMAND SIDE OF GENERAL EDUCATION - A Review of …
THE "DEMAND SIDE" OF GENERAL EDUCATION - A Review of the Literature: Technical Report Number 11 by ... described in the college catalog is not often the same as the general …
Relevance of General Education: An Assessment of …
Whether general education courses are taken in high school or in college, the issue is that many business students are not exploring or integrating the general education courses into their …
General Education Requirements - Rowan University
General Education courses must be selected so that the following requirements are satisfied: 1. All students must take College Composition I (3 semester hours) or Integrated College …
Career and Technical Education Guidelines
provide the necessary workforce skills, knowledge, and abilities necessary to attain entry-level ... • The curriculum shall include a minimum of 15 semester credit hours of general education …
Associate in Arts Degree Graduation Requirements
electives, if necessary, to total a minimum of 60 degree applicable units. PLAN B. requires a minimum of 39 units of identified CSU general education courses and requirements plus …
GE(N) List - Formatted pg. - Ohio State University
Bookend courses The GE Bookends comprise two, 1-credit courses. The opening seminar provides a strong introduction for the broad goals of the General Education program, …
General Education - California State University, Northridge
necessary for other GE and University courses and in their pursuits after graduation. These fundamental courses in Oral Communication, Written Communication, ... meet the student …
Contra Costa College: Associate in Science or Associate in Arts …
A minimum of 60 degree applicable units and overall GPA of 2.0, including all required major courses with a ‘C’ grade or higher and all general education requirements listed on this …
General Education Program Description - California State …
The General Education Program is an integrated curriculum of courses organized into three phases: Foundation (Area A and Subarea B4), is the basic foundation of a student’s university …
GENERAL EDUCATION ACT By Stanley Kurtz, Jenna A.
This unfortunate history makes it necessary to specify the content of required general education courses in a way that clearly states and enforces legislative intent. The model GEA does ... all …
General Education - Eastern Illinois University
humanities courses is to provide students with the foundations and methods necessary for a critical understanding of languages, cultures, and traditions, including those that are different …
General Education Requirements - High Point University
These courses may double count with any other course in the General Education Curriculum orwith students' major or minor requirements, but not with both. Some courses may meet …
General Education Assessment Handbook - Oakland University
‘Getting Started’ introduction with basic information necessary to initiate your General Education assessment. Subsequent sections provide an overview of the General Education program at …
Contra Costa College: Associate in Science or Associate in Arts …
A minimum of 60 degree applicable units and overall GPA of 2.0, including all required major courses with a ‘C’ grade or higher and all general education requirements listed on this …
General Education Public Statement05 - University of …
General Education courses are designed to introduce students to the ... necessary to develop problem solving abilities, including analytical and logical reasoning skills. Mathematics GEP …
General Education - UNSW Sites
General Education Courses 50 Introduction Why General Education? Since its foundation, the University of New South Wales has been committed to the provision of a General Education …
22-23 Cypress College CSU GE Pattern - California State …
unit general education requirement (a minimum of 9 units of General Education coursework must be completed at the upper division level after transfer). To meet general education …
Graduation Requirements and Transfer Information
C. Complete the general education courses with a minimum of a “C” grade. General Education The Purpose of General Education Sound education has its foundation in “General Education.” …
OCCUPATIONAL ASSOCIATE DEGREES (OAD)
The curriculum for the OAD program must include the vocational and the general education courses necessary to meet the specific degree requirements. The vocational component of the …
GENERAL EDUCATION - Lander University
general education courses that may be required in a particular category for each academic program. ... With these courses, students can explore their personal interests or gain …
FALL 2021 CATALOG GE and Graduation Requirements …
not take more units than absolutely necessary, there are ways to use single courses to meet more than one requirement (overlap). There is no way to list all possible overlaps, so please …
74 General Education Program Requirements - National …
necessary to pursue any Associate level degree program. Students who fulfill the curriculum gain an interdisciplinary liberal arts framework geared toward prob-lem solving. This emphasis …
General Education Courses - Georgian College
General Education Course Descriptions . General Education courses are designed to complement the vocational studies of students by addressing important issues to our lives as individuals …
Conversations with Program Reviewers (CPR) General …
There should be no conditions that require a student to repeat successfully completed general education courses or credits that result in extended timeto- -degree, unnecessary cost, and/or …
GENERAL EDUCATION CERTIFICATION FOR CALIFORNIA …
GENERAL EDUCATION CERTIFICATION FOR CALIFORNIA STATE UNIVERSITIES 2021-2022 This plan will satisfy lower-division G.E. for the CSU system. You must petition Admissions …
Welcome to ECE@COS! - College of the Siskiyous
• The Early Childhood Education major requirements below. • The College of the Siskiyous General Education Pattern (COSGE) requirements. • Any needed electives to reach a total of …
Student Opinions on General Education Sequence
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LONG BEACH CITY COLLEGE B
Courses on this pattern are lower-divi-sion general education breadth requirements specific to the California State University System and used to obtain full or partial certification. Students …
STATEWIDE ARTICULATION AGREEMENT: MAJOR TRANSFER …
general education foundation defined by the generic Core Transfer Map (CTM), although MTMs may specify particular relevant/required General Education courses as part of the 30-credit …
University of Maine General Education Requirements
necessary for modern life rather than on training future science professionals. A science course, laboratory or applied, will have the following student ... embedded within the courses awarding …
Commonwealth University General Education
Feb 7, 2025 · provides a framework for lifelong knowledge assimilation and skill development, which are necessary for career readiness and informed citizenship in a democratic society. …
LONG BEACH CITY COLLEGE C
2023-2024 GENERAL EDUCATION REQUIREMENTS INTERSEGMENTAL GENERAL EDUCATION TRANSFER CURRICULUM (IGETC) All information contained herein is subject …
GENERAL EDUCATION AND THE COLLEGE EXPERIENCE
THE VALUE OF GENERAL EDUCATION Students sometimes wonder why they are required to complete a broad curriculum of general education courses outside of their academic major. …
6A-14.0303 General Education Core Course Options.
It is necessary that every undergraduate student of a Florida public postsecondary educational institution graduates as an informed citizen through participation in rigorous general education …
Updated Document, June, - Bergen Community College
General education courses in this area are designed to provide students with a conceptual understanding of the nature and applications of mathematics and computer ... appropriate to …
PROGRAM COURSE PREREQUISITES - Fresno City College
Program, together with all necessary official transcripts, by the deadline. For application dates and program updates please check with the Allied Health, Physical Education & Athletics Office …
STATEWIDE ARTICULATION AGREEMENT: MAJOR TRANSFER …
When students complete an MTM, the general education courses in the “ ore Transfer Map” portion of the MTM, for which minimum required grades have been earned, are guaranteed to …
