Generally Speaking
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This culminating text provides the field of higher education with an extensive overview of how changes made to general education in the 21st century have impacted student learning across institutional types. We first survey the history of general education in the United States as well as how it has evolved since its inception. We then offer a discussion on how the recommendations of stakeholder groups such as the University of California system’s Commission on General Education in the 21st Century have shaped general education in recent decades. Subsequent chapters detail best practices and…mehr

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Produktbeschreibung
This culminating text provides the field of higher education with an extensive overview of how changes made to general education in the 21st century have impacted student learning across institutional types. We first survey the history of general education in the United States as well as how it has evolved since its inception. We then offer a discussion on how the recommendations of stakeholder groups such as the University of California system’s Commission on General Education in the 21st Century have shaped general education in recent decades. Subsequent chapters detail best practices and findings in the assessment of student learning as it relates to the general education curriculum across institutional types. The discussion then turns to the larger impact of general education on culture and society as students navigate life beyond the undergraduate experience. We will also offer recommendations to faculty, administrators, and other institutional stakeholders regarding the development of a general education curriculum that maximizes student learning. The final chapters will provide insight into how various institutions are innovating through the general education curriculum, as well as a discussion on the keys to maintaining the relevancy of this curriculum throughout the 21st century and beyond.
Autorenporträt
Madeline J. Smith holds a position in the academic affairs division of the Johns Hopkins University School of Advanced International Studies, where she is responsible for the oversight of assessment and research. She has been published in the Journal of College Student Development and was a contributing author to The Dynamic Student Development Meta-Theory: A New Model for Student Success. Kristen L. Tarantino is an independent writer and researcher in the field of higher education. She has taught at the College of William and Mary and Old Dominion University, specializing in assessment for college student learning.