The Liberal Arts and the University: Tracing the Origins and Structure Of
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Life and Career Preparation Through a Liberal Arts Education Darcie
Life and Career Preparation through a Liberal Arts Education Darcie Scales Word Count: 1169 History & Geography, Bachelor of Arts The liberal arts experience was the college environment I craved. The small classrooms, distinct learning environments, and focus on collaboration drew me like no other universities. Most importantly, public liberal arts schools, like Georgia College, make it affordable and accessible to achieve such an education. Otherwise, the private universities that dominate the liberal arts can limit the types of people who attend and require students to take on even greater debt. Of course, the most important aspect of any university is the experience within the classroom. Course layouts varied from professor to professor, making each class a new experience. Often, courses were a mixture of lecture, discussion, collaboration, and student-led topics. This lent a more well-rounded experience that is more representative of real collaborations and workplaces. Without my class experiences, I would not feel as prepared to enter graduate school or the workforce. Interdisciplinary classes allowed me to listen to well- crafted, and engaging lectures from my talented professors, and they permitted the opportunity for discussion. Several of my history professors were completely engaging, and they made history and its importance come alive for me. Additionally, many of my professors regularly guided students into discussion during lectures, but they also set aside days just for seminars that allotted time for lively discussions pertaining to the materials. In several of my history classes, we debated how primary sources affected our understanding of events and people, in addition to monographs that enlightened the subjects with others’ research. -
Do Students Understand Liberal Arts Disciplines?
DONALD E. ELMORE, JULIA C. PRENTICE, AND CAROL TROSSET Do Students Understand Liberal Arts Disciplines? WHAT IS THE EDUCATIONAL PURPOSE of the curricular breadth encouraged at liberal arts in- PERSPECTIVES stitutions? Presumably we want students to ac- quire a variety of skills and knowledge, but we often claim that most skills are taught “across the curriculum,” and liberal arts colleges tend to One important downplay disciplinary information when listing educational their educational goals. In this article, we argue that one important educational outcome should outcome should be be for students to develop accurate perceptions for students to of the disciplines they study. develop accurate The research described here originated perceptions of when Elmore and Prentice were seniors at Grinnell College. Both were pursuing double the disciplines majors across academic divisions they study (chemistry/English and biology/sociology). Both regularly noticed—and were disturbed by—negative and inaccurate impressions of their major fields held by students studying other disciplines. They became interested in C. P. Snow’s concept of “two cultures” (1988, 3), which suggests that “the intellectual life of the whole of western society is increasingly being split” into sciences and humanities. Therefore, we designed a study that would measure students’ perceptions of the various DONALD E. ELMORE is assistant professor of chemistry at Wellesley College, JULIA C. PRENTICE is a health services research fellow at the Center for Health Quality, Outcomes, and Economic Research at Boston University, and CAROL TROSSET is director of Institutional Research at Hampshire College. 48 L IBERAL E DUCATION W INTER 2006 Wellesley College liberal arts disciplines and see whether they If one of the goals of a broad liberal arts cur- changed during the four years of college. -
Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R. -
Catalog 2008-09
DePauw University Catalog 2008-09 Preamble ...............................................................................................2 Section I: The University .....................................................................3 Section II: Graduation Requirements ...................................................8 Section III: Majors, Minors, Courses .................................................14 School of Music......................................................................18 College of Liberal Arts ...........................................................30 Graduate Programs in Education..........................................136 Section IV: Academic Policies .........................................................138 Section V: The DePauw Experience.................................................159 Section VI Campus Living ...............................................................176 Section VII: Admission, Expenses, Financial Aid ...........................184 Section VIII: University Personnel ..................................................196 This is a PDF copy of the official DePauw University Catalog, 2008-09, which is available at http://www.depauw.edu/catalog. This reproduction was created on September 15, 2008. Contact: Dr. Ken Kirkpatrick Registrar DePauw University 313 S. Locust St. Greencastle, IN 46135 [email protected] 765-658-4141 Preamble to the Catalog Accuracy of Catalog Information Every effort has been made to ensure that information in this catalog is accurate at the time of publication. -
********W********************************* Reproductions Supplied by EDRS Are the Bestthat Can Be Made from the Original Document
DOCUMENT RESUME ED 343 881 SP 033 682 AUTHOR Warren, Thomas, Ed. TITLE A View from the Top: Liberal Arts Presidentson Teacher Education. INSTITUTION Association of Independent Liberal ArtsColleges for Teacher Education. REPORT NO ISBN-0-8191-7981-7 PUB DATE 90 NOTE 177p. AVAILABLE FROM University Press of America, Inc., 4720 Boston Way, Lanham, MD 20706. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS College Faculty; *College Presidents;*College Role; Elementary Secondary Education; Excellence in Education; Futures (of Society); Higher Education; *Institutional Mission; *Liberal Arts; Private Colleges; *Teacher Education Programs; *Teaching (Occupation) IDENTIFIERS Professionalism; Reform Efforts ABSTRACT This monograph presents articles written bycollege presidents about teacher education in liberalarts settings. The publication is organized into 16 chapters (alphabeticalby institution) as follows: "LiberalArts College: The Right Crucibles for Teacher Education" (John T. Dahlquist,Arkansas College); "Teacher Education: Liberal Arts Colleges'Unique Contribution" (Thomas Tredway, Augustana College);"Presidential Involvement in Teacher Education" (Harry E. Smith, Austin College);"Dollars and Sense in Educating Teachers" (Roger H. Hul).,Beloit College/Union College); "Restoring the Balance" (Paulj. Dovre, Concordia College); "Small Is Beautiful: Teacher Education inthe Liberal Arts Setting" Oactor E. Stoltzfus, Goshen College);"Participatory Management: A Success Story" (Bill Williams, Grand Canyon -
Undergraduate Research and Higher Education of the Future
uarterlyCOUNCIL ON UNDERGRADUATE RESEARCH Summer 2017 Issue | Volume 37, Number 4 UNDERGRADUATE RESEARCH AND HIGHER EDUCATION OF THE FUTURE Also in this issue: Some Pathologies of Undergraduate Research — and How to Cure Them www.cur.org The Council on Undergraduate Research Quarterly is published uarterly in the Fall, Winter, Spring, and COUNCIL ON UNDERGRADUATE RESEARCH Summer by the Council on Summer 2017 Volume 37, Number 4 Undergraduate Research. Editor-in-Chief Engineering The mission of the Council on James T. LaPlant, College of Arts and Sciences Binod Tiwari, Civil and Environmental Undergraduate Research is to support Valdosta State University Engineering Department and promote high-quality undergraduate [email protected] California State University, Fullerton student-faculty collaborative research and [email protected] Issue Editors scholarship. Janice DeCosmo, Associate Dean Geosciences The Council on Undergraduate Research Undergraduate Academic Affairs Laura A. Guertin, Department of Earth Science Quarterly publishes scholarly work that exam- University of Washington Penn State-Brandywine ines effective practices and novel approaches, [email protected] [email protected] explores pedagogical models, and highlights Laurie Gould, Department of Criminal Justice and Health Sciences the results of assessment of undergraduate Criminology Niharika Nath, Life Sciences Department research. As a peer-reviewed publication of Georgia Southern University New York Institute of Technology- the Council on Undergraduate Research, the [email protected] -
Why a Women's College?
Why a Women’s College? By Collegewise counselors (and proud women’s college graduates): Sara Kratzok and Casey Near Copyright © 2016 by Collegewise This edition is designed to be viewed on screen to save trees and to be emailed to fellow students, parents, and counselors. You are given the unlimited right to distribute this guide electronically (via email, your website, or any other means). You can print out pages and put them in your office for your students. You can include the link in a newsletter, send it to parents in your school community, hand it out at an event for students or parents, and generally share it with anyone who is interested. But you may not alter this guide in any way, or charge for it, without written permission from Collegewise. Fifth Edition February 2016 www.collegewise.com A note from the authors In the time since we wrote this guide, women's colleges have been in the news a lot. So, we thought we’d review the latest updates in the world of women’s colleges with some tips on how to consider this news in your college search. The content of the guide hasn’t changed, but we hope this update will help you see women’s colleges in a new light. In March 2013, news broke that Sweet Briar College would be abruptly closing its doors at the end of the academic year. This wasn't the first, nor the only, women's college to close since we wrote this guide, but it captured the media's (and higher education's) attention. -
1 2. Classical Reception Pedagogy in Liberal Arts Education
CUCD Bulletin 46 2017 ***Teaching the Classical Reception Revolution*** 2. Classical Reception Pedagogy in Liberal Arts Education Emma Cole University of Bristol iberal Arts degrees, sometimes called Bachelor of Arts and Sciences degrees, represent one of the fastest growing programmes in British universities. 1 The courses aim to L combine a breadth and depth of study, allowing students to gain a broad, interdisciplinary education within the arts and humanities, and sometimes also the social sciences, with a depth of expertise focused around a specific major, or pathway. In addition, they encourage students to build links between their degree and wider culture and society, incorporating internships, language modules, and study abroad trips as the norm rather than the exception and often as credit-bearing, compulsory elements. Interestingly, classicists have played a remarkably prominent role in the development of these courses.2 I myself have taught on two such programmes, and in both instances have used the Liberal Arts remit as a framework for classical reception topics. Here I discuss the pedagogical strategies I have employed in Liberal Arts modules, providing a template for other academics wishing to find homes for classical reception topics within non-classics degree structures. In addition, I demonstrate the potential that the interdisciplinary Liberal Arts curricula hold for early-career scholars wanting to engage in research-led teaching. Such teaching provides crucial formative training for junior scholars seeking to progress their academic careers, and I argue that the experience has a flow-on effect in preparing scholars for teaching in a more traditional, single-honours environment. The rhetoric surrounding British Liberal Arts degrees revolves around the importation of a US- style Liberal Arts college model. -
Article: “Everything You Always Wanted to Know About Getting and Keeping a Job at a Private Liberal Arts College, but Your Graduate Advisor Didn't Tell You”
Article: “Everything You Always Wanted to Know about Getting and Keeping a Job at a Private Liberal Arts College, but Your Graduate Advisor Didn't Tell You” Author: Michelle Donaldson Deardorff; Marianne Githens ; Glen Halva-Neubauer; William Hudson; Grant Reeher; Ronald Seyb Issue: Dec 2001 Journal: PS: Political Science & Politics This journal is published by the American Political Science Association. All rights reserved. APSA is posting this article for public view on its website. APSA journals are fully accessible to APSA members and institutional subscribers. To view the table of contents or abstracts from this or any of APSA’s journals, please go to the website of our publisher Cambridge University Press (http://journals.cambridge.org). This article may only be used for your personal, non-commercial use. For permissions for all other uses of this article should be directed to Cambridge University Press at [email protected] . he irony was so without publishing and T striking that it could Everything You being professionally not be lost on anyone. active. Liberal arts Sitting before us was a colleges are no longer soon-to-be-minted Ph.D. Always Wanted to looking for Mr. Chips. candidate whom we all Although they may give liked tremendously, and Know a bout Getting credit for a broader range who had an incredibly of professional activity strong academic record, than a singular focus on both in research and and Keeping a Job at publishing peer reviewed teaching. Yet, as our articles, including giving panel read his letter of a Private Liberal Arts papers, chairing panels, application and CV, and serving as discussant, which were displayed on a research agenda is a an overhead projector, College, but Your central part of an aca- and as we discussed them demic career for liberal in progressively greater Graduate Advisor arts faculty. -
Research-Practice Partnerships to Strengthen Early Education
Research-Practice Partnerships to Strengthen Early Education VOLUME 31 NUMBER 1 SPRING 2021 3 Introducing the Issue 21 Seeking Questions from the Field: Connecticut Partnership for Early Education Research 39 Developing Decision-Making Tools through Partnerships 57 Scaling Early Childhood Evidence-Based Interventions through RPPs 75 Fast-Response Research to Answer Practice and Policy Questions 97 Embedding Causal Research Designs in Pre-K Systems at Scale 119 Building Capacity for Research and Practice: A Partnership Approach 137 Philanthropic Support for a Research-Practice Partnership 149 COMMENTARIES 165151 ChildA Dean’s Care Perspective and Early Education for Infants and Toddlers 165157 ChildA Unique Care Opportunity and Early Education for Education for Infants Policy Makersand Toddlers 165161 ChildBuilding Care toward and EarlyEffectiveness Education for Infants and Toddlers A COLLABORATION OF THE PRINCETON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AND THE BROOKINGS INSTITUTION The Future of Children promotes effective policies and programs for children by providing timely, objective information based on the best available research. Senior Editorial Staff Journal Staff Editor-in-Chief Associate Editor Sara McLanahan Kris McDonald Princeton University Princeton University Founding Director, Center for Research on Child Wellbeing, and William S. Tod Managing Editor Professor of Sociology and Public Affairs Jon Wallace Princeton University Senior Editors Janet M. Currie Outreach Coordinator Princeton University Morgan Welch Co-Director, -
Students | All Main Fields of Study 2016 | Czech Republic | Students | All Main Fields of Study Who We Are
Universum Talent Research 2016 Partner Report | Silesian University in Opava Czech Edition | Students | All main fields of study 2016 | Czech Republic | Students | All main fields of study Who We Are Present in 60 countries with Helping the world’s leading Surveying more than Thought leaders in Employer regional offices in New York organizations strengthen 1.3 million career-seekers, Branding, publishing content City, Paris, Shanghai, their Employer Brands for partnering with thousands of on C-suite level subjects. Singapore and Stockholm. over 25 years. universities and organizations. Serving more than 1 700 Full service Employer Our Employer Branding clients globally, including Branding partner, taking content is published yearly in Fortune 100 companies. clients from identifying renowned media, e.g. WSJ, challenges, engaging talent CNN, Le Monde, to measuring success. BusinessWeek. 2016 | Czech Republic | Students | All main fields of study Sample client list Some of the world´s most attractive employers 3 2016 | Czech Republic | Students | All main fields of study Universum in the Media Universum Rankings and Thought leadership Publishers 4 2016 | Czech Republic | Students | All main fields of study We help higher educational institutions Universum is the global leader in the field of employer branding and talent research. Through our market research, consulting and media solutions we aim to close the gap between the expectations of employers and talent, as well as support Higher Education Institutions in their roles. Through our unique -
Education, Innovation and Growth
1. Stevens Institute of Technology, located in Hoboken, New Jersey, is one of the nation’s premier technology universities – a leading educator of undergraduate and graduate engineers, a leading center for research on issues of critical importance to New Jersey communities and a long-time source of technological innovation. At the same time, Stevens has long been a major contributor to the economic vitality of the City of Hoboken, Hudson County and the State of New Jersey, and since 2011 its impact has by several measures grown significantly. However, to maintain its role as a major contributor to the life of the city, the region and the state, Stevens will need to grow – to continue expanding its educational programs, its research enterprise, its role in the development of new businesses and its partnerships with local communities. To support this growth, the university will be investing more than $420 million over the next five years in the construction of new and renovation of existing facilities. This report assesses Stevens’ current economic impact, both locally and at the state level, the impact of its projected growth, and how that growth will benefit both the local community and the state. Stevens is a significant enterprise in its own right – one of Hoboken’s largest employers, a buyer of goods and services and a sponsor of campus construction projects. The university also attracts thousands of students who through their day-to-day spending off-campus, also contribute to the strength of the local economy. Moreover, the projected growth associated with the Stevens 10-year Strategic Plan (2012-2022) will ensure that the benefits Hoboken derives from university and student spending will continue to grow as well.