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Penny Welch and Susan Wright

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, academics from Sweden, the United States, Australia and the United Kingdom offer insights into a number of features of undergraduate study – independent study projects, the development of political attitudes, the graduate attributes agenda, general education courses in global studies and the attainment gap between students with different types of entry qualifications.

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Penny Welch and Susan Wright

, and Cary Speck explore the value of including an experiential assignment on an elective general education course taken by students from across the university. The teaching team responded to problems with the structure of the course, ‘Culture through

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Brexit, Sustainability, Economics, Companies’ Responsibilities, and Current Representations

education systems in order to understand the symmetry between general education and higher education outcomes and to determine whether these outcomes are appropriate, for example, in the labor market. Furthermore, Khan and Fernandez-Carag outline strategies

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Jessica Prioletta

necessary for sustaining caring relations and for nurturing students’ growth into loving and lovable people. She explains, “All students should be engaged in a general education that guides them in caring for the self, intimate others, global others, plants

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Every Campus A Refuge

A Small College’s Engagement with Refugee Resettlement

Diya Abdo and Krista Craven

forms, finding off-campus housing, and moving off campus. They continue to assist with goals set during the hosting period, such as acquiring the General Education Development (GED) certificate or a driver’s license. Volunteers also take case notes for

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Adriana Zaharijević, Kristen Ghodsee, Efi Kanner, Árpád von Klimó, Matthew Stibbe, Tatiana Zhurzhenko, Žarka Svirčev, Agata Ignaciuk, Sophia Kuhnle, Ana Miškovska Kajevska, Chiara Bonfiglioli, Marina Hughson, Sanja Petrović Todosijević, Enriketa Papa-Pandelejmoni, Stanislava Barać, Ayşe Durakbaşa, Selin Çağatay, and Agnieszka Mrozik

education system that replaced it (75). One 49-year-old member of the transition generation reported, “The truth is that those who went to school during the [communist period] are people better prepared [for life]—both professionally and in their general