Physical Science Courses for Liberal Arts Students

1944 ◽  
Vol 12 (4) ◽  
pp. 225-227 ◽  
Author(s):  
R. J. Stephenson
Keyword(s):  
Liberal Arts ◽  
Physical Science ◽  
Science Courses ◽  
Liberal Arts Students

BOOK AND FILM REVIEWS: Possibilities and Flaws: Physical Science for Liberal Arts Students

1973 ◽  
Vol 11 (6) ◽  
pp. 376-377
Author(s):  
Hugo N. Swenson ◽  
J. Edmund Woods ◽  
Robert Gardner
Keyword(s):  
Liberal Arts ◽  
Physical Science ◽  
Liberal Arts Students ◽  
Film Reviews

scholarly journals Physical Science for Liberal Arts Students

1958 ◽  
Vol 26 (1) ◽  
pp. 45-46
Author(s):  
Hugo N. Swenson ◽  
J. Edmund Woods ◽  
W. E. Haisley
Keyword(s):  
Liberal Arts ◽  
Physical Science ◽  
Liberal Arts Students

scholarly journals This is not a Pipe: Incorporating Art in the Science Curriculum

2018 ◽  
Vol 11 (2) ◽  
pp. 43-60
Author(s):  
Jailson Lima ◽  
Janis Timm-Bottos
Keyword(s):  
Visual Arts ◽  
Liberal Arts ◽  
Science Curriculum ◽  
Visual Representations ◽  
Spatial Skills ◽  
Science Courses ◽  
Visual Spatial ◽  
Liberal Arts Students ◽  
Drill And Practice

Science courses employ instructional strategies that are based on lecture, drill, and practice to help students memorize collections of facts and procedures of increasing complexity. These strategies emphasize the acquisition of knowledge through the development of logical-mathematical skills employed in problem solving and verbal-linguistic abilities to make sense of the concepts and jargon in the field. Due to its highly abstract character, these science courses deal with complex representations that require an understanding of the role of mental models. Learners need to develop their visual-spatial skills as a means of gradually acquiring visual literacy while grappling with the symbols and conventions displayed in the figures, diagrams, and charts in textbooks. The Art & Science Project started at Vanier College as part of the History of Science course in the liberal arts program and was later adapted for use in three core chemistry courses (General, Solution, and Organic Chemistry) in the science program. The project uses a cross-disciplinary integration between visual arts and the natural sciences to promote a deeper understanding of the role of models. The liberal arts students analyze the parallels between the evolution of modern scientific concepts and the art movements from the same historical periods. Science students create visual representations that portray core ideas and threshold concepts in the field. The goal is to portray these abstractions using visual arts as means of creating meaning through symbolic visual representations while developing new perceptions of visual forms.

Mathematics for Liberal Arts Students

1993 ◽  
Vol 100 (2) ◽  
pp. 162-166
Author(s):  
Albert W. Briggs
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

Scheme as an expository language for liberal arts students

1993 ◽  
Vol VI (3) ◽  
pp. 54-58
Author(s):  
Aaron Konstam ◽  
John E. Howland
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

scholarly journals Mechanics for Liberal Arts Students

2017 ◽  
Vol 20 ◽  
pp. 183-188
Author(s):  
Yutaka Shimomura
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

scholarly journals Evaluating engineering thinking in undergraduate engineering and liberal arts students

2018 ◽  
Vol 44 (3) ◽  
pp. 429-444
Author(s):  
Sarah Bell ◽  
Andrew Chilvers ◽  
Liz Jones ◽  
Nicole Badstuber
Keyword(s):  
Liberal Arts ◽  
Undergraduate Engineering ◽  
Liberal Arts Students

scholarly journals Thinking Through Improvisation: Do General Improvisation Studies Belong in a Liberal Arts Curriculum?

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Dominic Poccia
Keyword(s):  
Risk Taking ◽  
Liberal Arts ◽  
Creative Thinking ◽  
Reading Performance ◽  
First Year ◽  
Subjective Experiences ◽  
Arts Curriculum ◽  
Creative Problem ◽  
Liberal Arts Students ◽  
First Year Seminar

Thinking Through Improvisation implies two meanings: 1) carefully examining all that improvisation encompasses including how it is practiced, and 2) using improvisation to generate ideas or performances. Using a First Year Seminar course I taught for 20 years, I illustrate how a general course in improvisation can introduce students to improvisation as a way of thinking in diverse fields and can strengthen liberal arts skills in critical and creative thinking. Interdisciplinary and multicultural approaches are readily incorporated as are a range of activities including writing, critical reading, performance, and creative problem solving. Risk taking, trust, creativity, adaptability, teamwork, respect for knowledge, abstract and practical thinking and the joy of creative discovery are explored through discussion and practice of improvisation. Scientific explanations of improvisation are compared to subjective experiences of improvisational performance. These activities lay a groundwork for creative explorations of the discipline-oriented curriculum in the range of fields subsequently encountered by liberal arts students.  

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