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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.
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The link between high-impact practices and student learning
The current paper used data from the Wabash National Study of Liberal Arts Education-a longitudinal, pretest/posttest design-to estimate the effects of participation in the ten \"high-impact\" educational practices put forth and endorsed by the Association of American Colleges and Universities (AAC&U) on a variety of liberal arts educational outcomes. The high-impact practices included in the study were: first-year seminars, academic learning communities, writing-intensive courses, active and collaborative learning, undergraduate research, study abroad, service learning, internships, and capstone courses/experiences. Findings from ordinary least squares regression analyses suggested that active and collaborative learning as well as undergraduate research had broad-reaching positive effects across multiple liberal arts learning outcomes, such as critical thinking, need for cognition, and intercultural effectiveness. Several other high-impact practices-including study abroad, internship, service learning, and capstone course/experience-had more narrowly focused positive effects on student learning. Overall, this study's findings support AAC&U's advocacy of high-impact practices as pathways to student success.(HRK / Abstract übernommen).
Journal Article
Liberal Arts Graduates in the Labour Market: A Comparative Study of Dutch University Colleges and Conventional Bachelor’s Programmes
This paper compares the employment outcomes of liberal arts graduates from Dutch university colleges with those of their peers who pursued conventional, subject-specific bachelor’s degrees. Using data from the Dutch National Alumni Survey, the analysis includes 14,933 respondents who completed a master’s programme at a research university, with 210 of them holding a university college degree. Logistic, multinomial, and OLS regression analyses were performed on six labour market outcomes: employment status, time to first paid job, vertical match, horizontal match, vertical and horizontal match combination, and hourly wage from regular work. Propensity score matching was used as a robustness check. The results show that holding a university college degree is not associated with any distinct advantages or disadvantages in the job market. While a liberal arts bachelor’s degree has a negative effect on obtaining employment in STEM professions, no statistically significant differences, neither negative nor positive, were found in other outcomes. This suggests that university colleges do not lack the capacity to prepare students for the labour market.
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
“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
Setting off the dominoes: a theory of change for scaled interdisciplinarity at a Sino-American joint-venture liberal arts and sciences University in China
Despite a key feature of the Fourth Industrial Revolution and a core strength of liberal arts and sciences education, interdisciplinarity is also a noisy buzzword which does not always make sense from an institutional point of view. Traditional interdisciplinary fields take it for granted like fish in the water while, somewhere else, people keep a distance with questions. Doing interdisciplinarity faces additional boundary challenges due to strong gravitational forces that are national, historical, and increasingly from between college and workplace. For a higher education institution whose vision for robust interdisciplinarity is rooted across these boundaries, it is not enough to set up a curriculum, hoping that once and for all the train of interdisciplinarity will roar on. In reality, it may take a higher magnitude of interdisciplinarity and constant enabling mechanisms to balance out certain gravitational forces, such as the pro-STEM and pro-exam tendencies in Chinese higher education. This study surveyed the inaugural undergraduate class of Duke Kunshan University (DKU) as well as its undergraduate faculty to propose a theory of change for scaled interdisciplinarity. The resulting theory of change elaborates on an actionable definition of interdisciplinarity using a vocabulary common to college and workplace, a mobility lens for measuring and leveraging different and especially higher magnitudes of interdisciplinarity, and a linchpin mechanism for energizing this mobility so that interdisciplinarity is more entwined with other institutional facets of teaching, learning, and research.Kindly check and confirm the edit made in the Article title. Checked and confirmed.
Journal Article
What Is Liberal in the Liberal Arts?
What was a liberal arts education designed to offer? More than recent discourse might lead you to believe. On “The Ezra Klein Show,” the historian Helena Rosenblatt explains why the liberal arts have strayed so far from their roots as a training ground for civic virtues and citizenry.
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Getting on the Front Page: Organizational Reputation, Status Signals, and the Impact of \U.S. News and World Report\ on Student Decisions
Recent studies have suggested that a causal link exists between college rankings and subsequent admissions indicators. However, it is unclear how these effects vary across institutional type (i.e., national universities vs. liberal arts colleges) or whether these effects persist when controlling for other factors that affect admissions outcomes. Using admissions data for top-tier institutions from fall 1998 to fall 2005, we found that moving onto the front page of the U.S. News rankings provides a substantial boost in the following year's admissions indicators for all institutions. In addition, the effect of moving up or down within the top tier has a strong impact on institutions ranked in the top 25, especially among national universities. In contrast, the admissions outcomes of liberal arts colleges—particularly those in the lower half of the top tier—were more strongly influenced by institutional prices.
Journal Article
Integrating Biotechnological Tools in Journalism and Communication Education: A New Liberal Arts Approach
This study explores a transformative approach to journalism and communication education within the framework of new liberal arts, with a particular focus on integrating biotechnological tools and methodologies. We assess how Massive Open Online Courses (MOOCs) can be utilized not just as a digital education format but as a platform for integrating biotechnological content and tools that enhance learning outcomes in journalism. This involves reconfiguring the traditional curriculum and pedagogical approaches to include biotechnological insights that aid in the development of professional skills and humanistic foundations. By employing the MOOC model, we enable students to select educational content that includes biotechnological applications relevant to journalism, such as genetic data interpretation or bioethics in media. This approach facilitates constructing a comprehensive teaching system that integrates classroom learning with experimental practice, utilizing biotechnological tools for data analysis and reporting in journalism. The system also extends to developing experimental centers and practical training sites that reflect the convergence of biotechnology and media studies. Our findings indicate that this integrated approach significantly enhances teacher and student satisfaction, with teachers reporting a 77.78% satisfaction rate with the teaching outcomes and students experiencing an 89.5% satisfaction rate. The customization options available through MOOCs allow for a more personalized and flexible learning experience, accommodating individual learning styles and needs. This model makes education more adaptive and stable and equips journalism students with advanced skills relevant to the evolving demands of the biotechnology industry.
Journal Article
Going Glocal: a qualitative and quantitative analysis of global citizenship education at a Dutch liberal arts and sciences college
Over the past decades, more and more institutions of higher learning have developed programs destined to educate students for global citizenship. Such efforts pose considerable challenges: conceptually, pedagogically and from the perspective of impact assessment. Conceptually, it is of utmost importance to pay attention to both structural inequalities and intercultural competencies, to emphasize both differences and similarities. In addition, there is the need to increase awareness of the dialectics between the global and the local. Pedagogically, this calls for transformative learning, with an emphasis on attitudes and skills, in addition to knowledge alone. Once objectives have been defined and translated pedagogically, such programs call for an assessment of the degree to which they have been met. In this light, this article describes the conceptualization and pedagogics of an innovative project, Going Glocal, designed at a Dutch liberal arts and sciences college on the basis of these premises and its impact on the university students concerned. (HRK / Abstract übernommen).
Journal Article