Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
11,112
result(s) for
"LIBERAL ARTS COLLEGES"
Sort by:
Creating citizens : liberal arts, civic engagement, and the land-grant tradition
\"In Creating Citizens, professors and administrators at Auburn University's College of Liberal Arts recount valuable, first-hand experiences teaching Community and Civic Engagement (CCE). They demonstrate that, contrary to many expectations, CCE instruction both complements the mission of liberal arts curricula and powerfully advances the fundamental mission of American land-grand institutions. The nine essays in Creating Citizens offer structures for incorporating CCE initiatives into university programs, instructional methods and techniques, and numerous case studies and examples undertaken at Auburn University but applicable at any university. Many contributors describe their own rewarding experiences with CCE and emphasize the ways outreach efforts reinvigorate their teaching or research. Creating Citizens recounts the foundation of land-grant institutions by the Morrill Act of 1862. Their mission is to instruct in agriculture, military science, and mechanics, but these goals augmented rather than replaced an education in the classics, or liberal arts. Land-grant institutions, therefore, have a special calling to provide a broad spectrum of society with an education that not only enriched the personal lives of their students, but the communities they are a part of. Creating Citizens demonstrates the important opportunities CCE instruction represents to any university but are especially close to the heart of the mission of land-grant colleges. In open societies, the role and mission of public institutions of higher learning that are supported by public subsidies are perennial subjects of interest and debate. Creating Citizens provides valuable insights of interest to educators, education administrators, students, and policy makers involved in the field of higher education. \"-- Provided by publisher.
Book
Academic Motherhood
Academic Motherhoodtells the story of over one hundred women who are both professors and mothers and examines how they navigated their professional lives at different career stages. Kelly Ward and Lisa Wolf-Wendel base their findings on a longitudinal study that asks how women faculty on the tenure track manage work and family in their early careers (pre-tenure) when their children are young (under the age of five), and then again in mid-career (post-tenure) when their children are older. The women studied work in a range of institutional settings-research universities, comprehensive universities, liberal arts colleges, and community colleges-and in a variety of disciplines, including the sciences, the humanities, and the social sciences.Much of the existing literature on balancing work and family presents a pessimistic view and offers cautionary tales of what to avoid and how to avoid it. In contrast, the goal ofAcademic Motherhoodis to help tenure track faculty and the institutions at which they are employed \"make it work.\" Writing for administrators, prospective and current faculty as well as scholars, Ward and Wolf-Wendel bring an element of hope and optimism to the topic of work and family in academe. They provide insight and policy recommendations that support faculty with children and offer mechanisms for problem-solving at personal, departmental, institutional, and national levels.
eBook
American Politics and the Liberal Arts College
This paper argues that mainstream approaches to teaching American politics not only fail to give students the intellectual tools they need to become effective citizens, they also help to legitimize the market values that threaten liberal arts curriculums today. The American Political Development (APD) approach to teaching American politics is best suited for teaching a critical civic education and nurturing democratic values, such as civic engagement, public service, and social solidarity, at liberal arts colleges. Moreover, liberal arts colleges provide a particularly effective educational setting for taking an APD approach to American Politics.
Journal Article
“Even Here”: A Mixed-Methods Investigation of Gender Bias Incidents at a Selective Liberal Arts College
We expanded upon previous research by providing a mixed-method investigation of students’ experiences of campus gender bias incidents. Undergraduates (
N
= 225) from a Northeastern U.S. selective liberal arts college (SLAC) responded to an open-ended prompt about their exposure to incidents of campus bias targeting those across the gender identity spectrum. Qualitative coding and thematic analysis revealed rich information about the existence/prevalence, perceived targets, and types/manifestations of gender bias. While the majority of comments (70.7%) included reports of a specific example of campus gender bias, nearly half (40.4%) of the comments included hedged or second-guessed reports, and nearly a quarter (23.1%) denied encountering gender bias. Comments identified “women” as the perceived targets of gender bias most commonly (36%), followed by cisgender, heterosexual men (12.4%) and “non-cisgender” people (12%). Students described 21 different types of campus gender bias, including misgendering, benevolent sexism, backlash for violating gender stereotypes and stigma for possessing marginalized gender identities, sexualization, verbal and physical aggression, and issues related to institutional handling of sexual assault cases (i.e., Title-IX) and other college policies. Their comments frequently included references to stereotypically-masculine contexts (e.g., STEM, athletics), and particularly highlighted the consequences of campus gender bias for academic/professional advancement as well as sense of belonging/inclusion. Given that evidence of substantial gender bias emerged “even” at a relatively progressive SLAC, we discuss implications for campus climate and gender justice issues more broadly.
Journal Article
Participation in High-Impact Practices: Considering the Role of Institutional Context and a Person-Centered Approach
Using data from the Wabash National Study of Liberal Arts Education (WNSLAE), this study considered institutions as “incubators,” where institutions develop students by providing them with essential resources and services to thrive. This approach also recognizes the importance of institutional norms and identities in shaping students’ social and cultural competencies. Moreover, we used a person-centered approach to identify students’ participation patterns in high-impact practices (HIPs). Instead of examining relations among variables—as with variable-centered approaches—person-centered approaches find similarities in a collection of variables to identify distinct student types. This approach allows us to understand the interconnections between students and their college environment through their participation patterns in HIPs. We identified five student types based on their participation patterns in HIPs: nonparticipant, career focused, experiential learner, academically oriented, and active engager. Almost 23% of the variance in students’ patterns in HIP participation lies across institutions. Controlling for a host of student-level characteristics and college experiences marginally accounted for this institution-level variance. Instead, institution type accounted for the largest share of the variance, which is consistent with an institutional identity and norms of liberal education.
Journal Article
How the instructional and learning environments of liberal arts colleges enhance cognitive development
This study analyzes longitudinal data from 17 four-year institutions in the United States to determine how the distinctive instructional and learning environment of American liberal arts colleges accounts for the positive impact of liberal arts college attendance on four-year growth in critical thinking skills and need for cognition. We find that, net of important confounding influences, attending an American liberal arts college (vs. a research university or a regional institution in the United States) increases one's overall exposure to clear and organized classroom instruction and enhances one's use of deep approaches to learning. In turn, clear and organized classroom instruction and deep approaches to learning tend to facilitate growth in both critical thinking and need for cognition-thus indirectly transmitting the impact of attending a liberal arts college. (HRK / Abstract übernommen).
Journal Article
Reframing the Arts within the Liberal Arts Community
The dominance of New Venture Creation and Skills for Transitioning models has produced scholarship focusing on the impact of entrepreneurial pedagogy on graduates who pursue careers within the arts. This paper shares a liberal arts approach, positioning arts as a central component in the creation of an entrepreneurial mindset with benefits for students throughout campus. Shifting our department to cultivate an entrepreneurial mindset through arts-based experiential education, we have created an alternate approach that can serve those who wish to become professional artists, but also provides value for the majority of our students who will not remain in the arts.
Journal Article
Reframing the Arts within the Liberal Arts Community
The dominance of New Venture Creation and Skills for Transitioning models has produced scholarship focusing on the impact of entrepreneurial pedagogy on graduates who pursue careers within the arts. This paper shares a liberal arts approach, positioning arts as a central component in the creation of an entrepreneurial mindset with benefits for students throughout campus. Shifting our department to cultivate an entrepreneurial mindset through arts-based experiential education, we have created an alternate approach that can serve those who wish to become professional artists, but also provides value for the majority of our students who will not remain in the arts.
Journal Article