Your search found 4560 results.

Descriptors:
Liberal Arts; Class Activities; Student Attitudes; Undergraduate Study; Service Learning; Undergraduate Students; Community Needs; Course Content; Criminals; Barriers; Time; Economic Factors; Family Relationship; Law Enforcement

Abstract:
In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will explore the attitudes and perceptions that Criminal Justice students have toward service learning. A sample of 54 undergraduate students from a liberal arts university in the Pacific Northwest were asked to reflect on their service learning classes, out of class activities, and discuss any barriers that made service learning classes more difficult. The results indicate that while students found service learning experiences beneficial to their undergraduate education, the barriers of time, money, and family obligations prevent many students from participating. Educators can utilize this insight when deciding if and when to utilize service learning in their courses. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Liberal Arts; Biblical Literature; Teaching Methods; Conferences (Gatherings); Clergy; Undergraduate Students; College Faculty; Theological Education; Discussion; Teacher Attitudes

Abstract:
This discussion of the goals and methods of teaching biblical literature is an edited transcription of a panel recorded at the 2010 Society for Biblical Literature conference. The panelists were asked to reflect on William Placher's recently published theological commentary on Mark as an example or test case of how one might use a biblical commentary as a classroom resource. Karl Barth wrote that insofar as their usefulness to pastors goes, most modern commentaries are "no commentary at all, but merely the first step toward a commentary." What value might commentaries have for our students, whether future pastors or undergraduates in the liberal arts? While the panel consisted of teachers of undergraduates as well as theological students, the emphasis of the presentations and subsequent discussion focused mostly on theological formation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Liberal Arts; Educational Trends; Educational Change; Poetry; Geometry; Mathematical Logic; Validity; Elementary Secondary Education; Special Education; Middle Class; Higher Education

Abstract:
America was made by and for big ideas. Insofar as big ideas have shaped it, it is ever on the verge of hyperbole and dream. Today's big ideas come with an air of celebrity and accessibility; they glitter with glamour but demand little of the Americans. While they have many manifestations, people see them epitomized in TEDTalks. TED (which stands for Technology, Entertainment, Design), a nonprofit that offers two annual conferences of short lectures on innovative ideas, mixes extreme elitism with extreme accessibility. Honoring the liberal arts may sound like a big idea in itself, but it requires modesty, as its meaning comes clear only in the details. Today's worship of sweeping innovations is preventing more modest, thoughtful ideas from being heard. As those who wish to build on the past are assumed to be protecting the status quo, people risk forsaking the works of lasting beauty and practical significance that are part of the liberal arts tradition. (Contains 18 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (310K) |  More Info:
Help Find in a Library

Descriptors:
Liberal Arts; Single Sex Colleges; Educational Change; Tuition; Loan Repayment; Budgets; Money Management; Males; College Admission; Student Attitudes; Alumni; Coeducation; Educational Trends; Retrenchment

Abstract:
Armed with data and projections about budgets and future enrollments, Wilson College, in Pennsylvania, considers a slew of changes, including men. Among other changes, the board approved cutting tuition by $5,000, starting a high-profile loan-buyback program, creating new offerings in the health sciences and other career-oriented disciplines, and consolidating some existing programs. The goal: 1,500 students and a deficit-free budget by 2020. Some alumnae and students, however, insist that the Wilson they love will die unless the trustees rescind a vote approving the most controversial of the commission's recommendations: that the 144-year-old college admit men as full-time undergraduates. Although Wilson has welcomed men to its adult-degree and graduate programs for years, the decision to make the undergraduate college coed has provoked howls of protest and vigils outside of board meetings. But the changes are also attempts to respond to trends buffeting liberal-arts colleges everywhere. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Liberal Arts; Grade Point Average; Enrollment; Predictor Variables; College Entrance Examinations; Undergraduate Students; Prediction; Academic Persistence; School Holding Power; College Preparation; School Size; Small Schools; Regression (Statistics); Engineering Education; Mathematics Education; STEM Education; Science Education; Technology Education; Business Administration Education; Correlation

Abstract:
This study examined the relationship between various admissions selection criteria utilized by a small, Liberal Arts College in Indiana. More specifically, the study examined if a higher college preparatory GPA and a higher aggregate score on the SAT helped predict the retention of science, technology, engineering, mathematics, and business students. Data was gathered using historical enrollment data of 803 students. A logistic regression analysis was utilized to examine the impact of the two variables on retention of science, technology, engineering, mathematics, and business students. College preparatory GPA and the aggregate SAT score were predictors of retention of science, technology, engineering, mathematics, and business students. For every point increase in GPA, the odds were more than twice as much that the student would be retained. For every point increase in SAT, there was 0.3% increase in retention. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Economic Factors; Labor Utilization; Labor Conditions; History; Technological Advancement; Influence of Technology; Job Skills; Skill Obsolescence; Structural Unemployment; Dislocated Workers; Role of Education; Liberal Arts; Critical Thinking; Thinking Skills; Vocational Adjustment

Abstract:
Technology shifts gears. The workers who control it need to learn how to shift gears, too. Workers brought up with universal schooling would respect authority, learn enough "geometry and mechanics" to use in their trades, keep invention alive, and finally see through "the interested complaints of faction and sedition." In other words, they would learn to think critically. The conservative emphasis on job training and respect for authority can be used to bash the liberal arts. The governors of North Carolina, Texas, and Florida routinely use Smith's logic to do just that. But the part about teaching people to think--which is what the liberal arts are supposed to do--is important. The author argues that many folks need to think critically, and it's not easy to teach them how. But, with a little help, people adapt. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Liberal Arts; Racial Identification; Race; Educational Benefits; White Students; Group Membership; Higher Education; College Students; Racial Relations; Multiracial Persons; Academic Achievement; Intergroup Relations; Outcomes of Education; Racial Differences; Student Diversity; Ethnicity; Social Justice; Social Change

Abstract:
What pedagogies and inter-/intragroup dynamics facilitate increased understanding of issues of race, white racial identity development, and racism in the U.S.? Can white students effectively learn about whiteness by themselves as well as in collaboration with students of diverse racial backgrounds? This project examines white student learning in the Intergroup People of Color-White People Dialogues and Intra-Group White Racial Identity Dialogues at a small liberal arts college in the Northeast. Through content analyses of student papers, this study advances our understanding of how white students make sense of their own racial group membership and how they navigate cross-racial interactions in college; it also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of Inter-/Intra-Group Dialogues and their impact on students. (Contains 1 table and 11 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Learner Engagement; Video Technology; Scientific Concepts; Experiential Learning; Social Networks; Internet; Academic Achievement; Laptop Computers; Science Teachers; Liberal Arts; Lecture Method; Science Curriculum; Higher Education; College Science; Scientific Methodology

Abstract:
Today's undergraduates are highly engaged in a variety of social media outlets. Given their comfort with technology, we wondered if we could use this phenomenon to teach science-related material. We asked students to use freeware to make a short video with text, images, and music as a way to explain scientific concepts that are traditionally difficult for them to apply. Students demonstrated proficiency with the new technology, despite limited prior experiences. The process of making a video seemed very personal and meaningful to them as many used life experiences to demonstrate the concepts. They engaged in science conversation with friends outside of the classroom and wanted their videos utilized in future classes as a teaching tool. Our data underscore the impact social media has on student engagement and learning of scientific concepts that goes beyond the traditional means of writing or reporting. This article describes our approach, its impact on student learning, and its applicability for teaching a variety of scientific concepts. (Contains 2 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
General Education; Liberal Arts; Global Education; Educational Change; Undergraduate Students; Academic Achievement; Critical Thinking; Higher Education; Outcomes of Education; Citizen Participation; Integrated Activities; Learning Activities; Cultural Awareness; Citizenship; Global Approach; Seminars

Abstract:
Global awareness has emerged as a valued learning outcome in higher education. Students need repeated and on-going learning opportunities to develop the global competencies and habits of mind that are necessary to navigate our increasingly interconnected and complex world. This paper argues that situating an introductory global studies course into the general education of all undergraduate students would be advantageous. When taken early as part of the general education curriculum, an introductory global studies course provides all students with the chance to begin making connections across disciplines and to imagine creative solutions to problems in the private and public sectors. An introductory global studies course can jumpstart a process of global learning, where students gain knowledge of world challenges, develop intercultural competencies and learn how to deeply engage complex global issues. Students thus obtain a solid curricular base for going forward in their thinking about global issues and for pulling together insights in a newly integrated way. The experiences of one liberal arts institution are used to illustrate how a required introductory global studies course can support the traditional general education learning outcomes of intentionality, civic engagement, intellectual judgment and integrated learning. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Liberal Arts; United States History; War; Church Related Colleges; Churches; Entrepreneurship; Christianity; Educational History; Recognition (Achievement)

Abstract:
Inspired by Manifest Destiny and lured by prospects of economic gain, Eastern entrepreneurs migrated to the Western frontier in the mid nineteenth century. As they pursued wealth through railroads, mining, land speculation, and other endeavors, many succeeded and had their names recorded in the pages of the history of the region; others passed from historical memory. Alongside economic titans were other pioneers. Just as zealous New England reformers sought to bring Yankee enlightenment to the benighted South after the Civil War, other New Englanders looked to the West. For several of these pioneers, establishing Christian churches and colleges to serve the new populations was their mission. One of these individuals was Congregationalist minister Edward P. Tenney, whose conceived life's goal was to found a Christian college that would serve as the centerpiece of education on the frontier. Tenney was not unique, but he was exceptional in the scope and passion of his vision. This article discusses how Edward P. Tenney shepherded the cornerstone of his mission, Colorado College, through its fledgling years. The college not only survived, but ultimately it would become one of the leading liberal arts colleges in the region and nation. (Contains 54 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website