Analyze Liberal Arts And General Education ✓ Solved

Analyze liberal arts education and general education and how the

1. Analyze liberal arts education and general education and how the emergence of academic majors and minors in the United States since the early 19th century has impacted these two forms of education. Include an analysis of how general education fits into a liberal arts education.

2. Appraise how the learning experiences of assignments, activities, and tasks are each used differently to demonstrate achievement of course-level student learning outcomes.

3. Justify the extent to which faculty should be involved in general education assessment and their own department/disciplinary assessment.

Paper For Above Instructions

The landscape of education has evolved significantly since the early 19th century, particularly in the United States, where both liberal arts education and general education have played crucial roles in shaping students and professionals. This analysis will delve into the definitions and purpose of liberal arts education compared to general education, explore the emergence and influence of academic majors and minors on these educational formats, and discuss the relationship between general education and liberal arts. Furthermore, it will appraise how different educational experiences reflect various achievements in student learning outcomes and examine the role of faculty in assessing both general education and department-specific disciplines.

Liberal Arts Education vs. General Education

Liberal arts education encompasses a diverse curriculum aimed at providing students with a comprehensive understanding of human culture, social systems, and the natural world. Traditional areas of focus include the humanities, social sciences, and natural sciences. The goal of this educational approach is to develop critical thinking, effective communication, and analytical skills that are necessary for a well-rounded education and responsible citizenship.

In contrast, general education serves as a foundational layer within degree programs, ensuring that students are exposed to a broad spectrum of knowledge and skills that extend beyond their specific major or minor. General education courses often include introductory classes across the liberal arts and sciences, promoting interdisciplinary knowledge and intellectual curiosity.

Impact of Academic Majors and Minors

The emergence of academic majors and minors during the 19th century brought with it a significant shift in the educational landscape. Originally, colleges focused primarily on liberal arts and offered a general education only. However, as societies and industries became more specialized, the demand for specific fields of study led to the development of structured programs aimed at mastering particular disciplines, impacting students' learning trajectories.

This specialization allows students to dive deep into subjects that interest them while providing a roadmap for their education and career. However, the proliferation of majors and minors has also raised questions about the importance of maintaining a liberal arts foundation. As academic disciplines became more defined, some educators argued that the overall intellectual development and critical thinking objectives intrinsic to a liberal arts education could become overshadowed by specialized training.

Integration of General Education in Liberal Arts Education

General education is integral to liberal arts education as it fosters an interdisciplinary approach and encourages students to connect knowledge across various fields. General education courses are strategically structured to enrich the liberal arts experience, serving as a bridge that prepares students for advanced studies within their chosen majors. Through general education, students learn to synthesize information, analyze different viewpoints, and tackle complex issues, all of which are foundational competencies for a liberal arts education.

Learning Experiences and Course-Level Outcomes

Assignments, activities, and tasks in an academic context serve different educational purposes. Assignments are generally designed to deepen a student's understanding of a particular subject, providing opportunities for application and analysis of concepts taught in class. Activities, on the other hand, can involve collaborative projects, hands-on experiences, or simulations that emphasize skill acquisition. Tasks might refer to specific outcomes a student has to meet, which can vary significantly from course to course.

Each of these learning experiences is assessed based on how effectively they contribute to the overall course-level student learning outcomes. For instance, while assignments may emphasize individual comprehension, activities can illustrate how well students work in teams, demonstrating interpersonal communication and leadership skills. Faculty must agree on the best practices to distinguish and evaluate these learning experiences, ensuring that all dimensions of student achievement are captured.

Faculty Involvement in Assessment

Faculty involvement in both general education assessment and departmental assessment is crucial for ensuring educational quality and relevance. By engaging in assessments, faculty members can determine whether students meet learning outcomes and identify areas for improvement within their curriculum. Faculty provide unique insights into the types of educational strategies that work best for students, guiding curricular adjustments to enhance the educational experience.

Furthermore, faculty participation in the assessment process fosters a culture of accountability and continuous improvement. When faculty actively contribute to the evaluation of general education and their specific programs, they support the development of academic standards that reflect both institutional goals and student needs. This involvement is also vital for establishing benchmarks that can enhance the overall effectiveness of educational outcomes.

Conclusion

The evolution of liberal arts and general education, particularly influenced by the establishment of academic majors and minors, reflects the dynamic nature of higher education. Both fields serve distinct purposes while complementing one another, ultimately equipping students with the necessary skills and knowledge for their future endeavors. Consequently, the right balance between specialization and general education is essential for developing well-rounded individuals capable of critical thinking and effective communication in an increasingly complex world. Furthermore, faculty involvement in assessment activities is fundamental to maintaining the quality and relevance of education, ensuring that both students and institutions thrive.

References

  • Future of the Liberal Arts: The Benefits of a Liberal Education. New York: The College Board.
  • BOURDIEU, P., & PASSERON, J. C. (1990). Reproduction in Education, Society and Culture. London: Sage Publications.
  • CHICKERING, A. W., & REISSER, L. (1993). Education and Identity. San Francisco: Jossey-Bass.
  • DAVIS, D. C. (2006). The Importance of General Education. The Journal of General Education, 55(2), 121-132.
  • GARDNER, H. (2009). Five Minds for the Future. Harvard Business Press.
  • HEESE, J. (2016). The Importance of a Liberal Arts Education in the 21st Century. Journal of Academic and Business Ethics, 8, 1-6.
  • KAHN, S. (2013). General Education: A Liberal Arts Perspective. Liberal Education, 99(1), 22-29.
  • MCCABE, J. (2015). Structuring the General Education Curriculum. The Journal of Higher Education, 86(5), 781-802.
  • SEARLE, C. (2011). Assessment of General Education Learning Outcomes. The Assessment Exchange, 14(2), 15-27.
  • WEINSTOCK, A. (2017). Redefining the Role of Faculty in Assessment. Journal of Higher Education Theory and Practice, 17(2), 12-23.

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