Liberal Arts Colleges and Good Practices in Undergraduate Education: Additional Evidence

2010 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Tricia A. Seifert ◽  
Ernest T. Pascarella ◽  
Kathleen M. Goodman ◽  
Mark H. Salisbury ◽  
Charles F. Blaich
Keyword(s):  
Undergraduate Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Good Practices

Do Liberal Arts Colleges Really Foster Good Practices in Undergraduate Education?

2004 ◽  
Vol 45 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Ernest T Pascarella ◽  
Ty M Cruce ◽  
Gregory C Wolniak ◽  
Charles F Blaich
Keyword(s):  
Undergraduate Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Good Practices

scholarly journals A Holistic Approach to Estimating the Influence of Good Practices on Student Outcomes at Liberal Arts and non-Liberal Arts Institutions

10.28945/3446 ◽  
2016 ◽  
Vol 1 ◽  
pp. 153-175 ◽  
Author(s):  
Brian P. An ◽  
Eugene T. Parker ◽  
Teniell L. Trolian ◽  
Dustin D. Weeden
Keyword(s):  
Liberal Arts ◽  
Student Outcomes ◽  
Liberal Arts Colleges ◽  
Good Practice ◽  
Unintended Consequences ◽  
Equation Modeling ◽  
Good Practices ◽  
Seven Principles ◽  
Institutional Ethos ◽  
Principles Of Good Practice

Many higher education administrators and researchers have considered certain “good practices” of institutions as an instrumental way to improve student outcomes. Chickering and Gamson’s (1987) seven principles of good practice has been particularly salient in defining these practices. Often, prior studies only select some of the seven principles for their analysis. Even studies that consider several principles of good practice on student outcomes typically examine the net effect of each principle instead of assessing how these principles holistically influence student outcomes. Using structural equation modeling, we test a basic conceptual framework where we investigate the contribution of the seven principles on a global measure of good practices (GP), as well as the influence of GP on a multitude of student outcomes. We further test whether liberal arts colleges promote an institutional ethos of good practices as compared to non-liberal arts colleges. Overall, the majority (but not all) of the principles affect GP. Moreover, we find partial evidence that liberal arts colleges foster an institutional ethos of good practices. Although a commitment to foster good practices may create a supportive environment that influences student outcomes, this commitment may lead to unintended consequences for those with little exposure to these good practices.

Integrating Psychology into a Multidisciplinary—Multicultural Undergraduate Program at a Research I University

2000 ◽  
Vol 27 (3) ◽  
pp. 169-173 ◽  
Author(s):  
Jonathan M. Golding ◽  
Philipp J. Kraemer
Keyword(s):  
Undergraduate Education ◽  
Research Universities ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Carnegie Foundation ◽  
Research I University ◽  
Undergraduate Program

Attempts to integrate psychology within an interdisciplinary undergraduate program are relatively rare; most have been at liberal arts colleges. In this article, we describe a multidisciplinary-multicultural undergraduate program at a Research I university. The program, the Modern Studies Curriculum, integrates psychology with other disciplines in 8 courses during the 1st and 2nd years in ways that are consistent with the recent report by the Carnegie Foundation (1998) on undergraduate education at research universities. We describe the integration of psychology into various courses that comprise the program.

Rethinking Liberal Education

1996 ◽  
Keyword(s):  
Liberal Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Approaches To Learning ◽  
Academic Departments ◽  
Substantial Contribution ◽  
Howard Gardner ◽  
Ernest Boyer ◽  
Education Needs ◽  
Changing Times

Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.

“The Classics Tuning Project”: Competencies, Value and Visibility of the Classics at Small Liberal Arts Colleges

2019 ◽  
Vol 115 (3) ◽  
pp. 481-505
Author(s):  
Clara Hardy ◽  
Lisl Walsh ◽  
John Gruber-Miller ◽  
Sanjaya Thakur ◽  
Angela Ziskowski
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Small Liberal Arts Colleges
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