At the beginning of the semester, 42.6 per cent of undergraduates enrolled in a lower division, general education global studies course at a comprehensive state university in the Midwestern United States reported that they ‘didn’t know’ what the North American Free Trade Agreement (NAFTA) was, and 85 per cent believed that, in general, trade with other countries created jobs. Analyses of data show that those who did not rely on TV or radio for their news sources were less likely to know what NAFTA was, but their knowledge transformed by the end of the semester. Results demonstrated the necessity for general education courses focused on global issues in an era when students do not rely on traditional sources for news information.
The continued importance of a global issues general education course
Carol D. Miller
Integrating classical theory and medieval pedagogy in modern liberal arts classes
This article explores the historical importance of argument and self-learning within the structure of liberal arts education and how these can be applied to the design of university and community college general education classes to help students develop skills in effective communication, critical thinking and self-learning. Research in classical and medieval theories of education, the liberal arts and pedagogy are used to clarify the purpose of higher education (teaching students how to learn without the aid of a teacher) and explore historical and modern pedagogies designed to achieve that purpose. A case study from an introductory history course designed based on medieval pedagogies provides examples of implementing these pedagogies, as well as assessment from three years of teaching it in both community college and university classrooms.
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.
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
1970s. This analysis focuses on General Basic Education (in Spanish, EGB) textbooks (developed in line with the 1970 General Education Act of 1970), which were intended for pupils aged six to thirteen, and published by the Gordailu, Saioka, and
Paula Booke and Todd J. Wiebe
discussed. The final analysis is comprised of only those frames which appeared in both researchers’ analysis. Information literacy and analysing election information literacy in the pre- and post-test surveys The goal of general education political
Gender at Play
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
A class experiment in interdisciplinary education
Anna M. Frank, Rebecca Froese, Barbara C. Hof, Maike I. E. Scheffold, Felix Schreyer, Mathias Zeller, and Simone Rödder
, 31 – 40 . Newell , W.H. and Klein , J.T. ( 1996 ) ‘ Interdisciplinary studies into the 21st century ’, The Journal of General Education 45 , no. 2 : 152 – 169 . Pfirman , S. and Martin , P. ( 2010 ) ‘ Facilitating interdisciplinary
Katie Kirakosian, Virginia McLaurin, and Cary Speck
First offered by the Anthropology Department at the University of Massachusetts Amherst (UMA) in 1990, ‘Culture through Film’ (CTF) is taken by between 150 and 300 undergraduates each semester. As an elective general education course taken by
Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction
Gerrit F. Gorter, Hilda T. A. Amsing, and Jeroen J. H. Dekker
curriculum can determine general education. In fact, this is the ideology espoused by the humanistic movement, which can be distinguished within existing academic disciplines. An important goal of this ideology may be termed “formal education,” the pursuit of