General Education Requirements Research Articles

Adapting ‘Ethics Bowl’ Strategies for Teaching Introductory Ethics Course – A Case Study of an American Community College

ABSTRACT Teaching introductory ethics course or courses with strong ethics content to first- and second-year undergraduate students presents numerous challenges. Most students register for these courses to meet a general education requirement or believe they do not need education in ethics because they have received cultural, social, and religious instructions. Furthermore, many college and university administrators, employers, and policymakers confuse ethics with compliance and misunderstand their connection. In this context, this paper argues that undergraduate students can learn ethics subject content (e.g., metaethics, normative ethics, and applied ethics, etc.), attain course objectives, and apply their learning in professional and personal situations. Strategies used to prepare students for the Intercollegiate Ethics Bowl (IEB) competition have proven effective means of introducing and reinforcing ethics course content outside of the classroom setting. The qualitative data obtained from the respondents suggests that the methodology and strategies adopted to prepare students for ethics bowl competitions reinforced the ethical theory participants learned in courses where ethics content was prominent and led them to make rational and ethical decisions. These findings also suggest that strategies to prepare ethics bowl teams for the IEB competition can similarly impact non-ethics bowl team members in a traditional classroom setting.

SOCRATIC METHODS IN EDUCATION BASED ON CONFLICT DIALOGUE

The structure and plot of the Socratic dialogue are analyzed. The main forms and principles of the method are revealed, and its results are correlated with the requirements of the Republican basic general education for the possible approbation of the method by teachers of humanities.

Training storytelling ability for students majoring in preschool education at Thai Nguyen College

The article is based on theories of storytelling and the storytelling ability requirements for students, conducting a survey on the current state of teaching and training storytelling skills for students majoring in Preschool Education at Thai Nguyen College. From the assessment of the current situation, we propose three solutions: Strengthening the design of literary appreciation and creative storytelling exercises; Teaching - learning theory combined with storytelling practice; Cultivating literary appreciation and expressive storytelling ability through practical classes. These solutions not only help students grasp and develop storytelling skills but also enhance their oral language expression and positive and effective thinking skills, meeting the requirements of the new general education.

The Lens of Civic Identity: A Developmental Model for Undergraduate Education

For democracy to thrive, citizens must be engaged participants. Higher education must foster the growth of citizens through experience. This will enable undergraduates to develop their individual Civic Identities, whereby they see themselves as “active participants in society with a strong commitment and responsibility to work with others towards public purposes,” as defined by the AAC&U.; In A Framework for Understanding Student Engagement and Outcomes, Schnaubelt et al. ask whether it’s important to have a definition of civic identity, and what that definition might be. These questions are similar to questions our campus has been discussing for many years. The answer we have found is that, paradoxically, while a clear definition is important, the specific term (i.e. “civic identity”) does not need to be explicitly in that definition. Herein, we describe the multi-year, democratic process of creating and supporting an across-campus movement to centralize civic identity development into a higher education curriculum. The work was framed through a new model that provided specific developmental stages for students. Through this model, students and campus educators better understood and embraced college-wide civic learning outcomes that embrace the Building Blocks One and Two described by Schnaubelt: Capacity to engage constructively across differences and Democratic knowledge and skills. This ongoing work has been successful precisely because we engaged constructively in a democratic process of generating buy-in across campus. For example, we found that the term “civic identity” did not resonate on our campus as an outcome per se. Instead, it became a lens to focus discussion: What does civic identity mean in the context of our ethos? At our institution, it means “fostering a just, equitable, and sustainable world.” Our work gave rise to an update to the college’s Mission Statement, revisions to General Education requirements, and a common writing prompt across First-Year Seminars. We have also begun using our model for assessment: How do we measure a student’s capacity to engage across differences, and their development of democratic knowledge, habit, and skills? With foundational pieces built into First-Year Seminars, all incoming students engaged with civic learning in their first semester, and the common writing prompt became a useful tool for assessment. Annual retreats dedicated to evaluation of the student responses to this prompt became an ongoing opportunity to discuss and maintain buy-in, as well as a place to understand how students are developing their civic identities; we present data collected over four years of this work. This article provides a map as well as lessons learned to support other colleges’ work to live into the call from A Crucible Moment (2012) to make civic learning an integral part of a college education.

A Community College Case Study on Curricular Maps and Student Retention

To understand retention, evaluation of guided pathways (GP) implementation is an important tool. In an effort to help students succeed, colleges often give students a specified set of core courses and a specific or even prescribed pathway to complete their general education requirements. Retention efforts are always a topic with administrators at community colleges across the United States. The Community College of Baltimore County (CCBC) incorporated GP into retention efforts in the fall of 2015. Over the past 4 years, CCBC has incorporated more activities focusing on increasing knowledge about GP. The pathways are Arts; Business, Law and Education; General Studies; Humanities and Social Sciences; Science and Health Careers; and Technology, Engineering and Mathematics. Vincent Tinto’s framework is often presumed to be inappropriate to the study of student persistence at community colleges because social integration is considered unlikely to occur for students at these institutions. Community college students are thought to not have the time to participate in activities like attending concerts, joining clubs, or exploring art galleries that would facilitate social integration. This study examines student and faculty perceptions of GP at CCBC and whether they help with retention of the students for sequential semesters. I interviewed students who were enrolled in English 101 for the first time starting in the fall of 2015 through 2018. I also interviewed full-time faculty who taught English 101 on the same campus.

Powerful and Life-Changing Learning Communities

For over 2 decades, the Learning Community Program has impacted students at the Community College of Baltimore County (CCBC), with its emphasis on critical thinking, community, belonging, and student success. Faculty teaching this high-impact practice (HIP) not only implement an integrated curriculum in 2 paired courses representing different disciplines, but also strive to build community among the students and teachers, setting up activities and an atmosphere so that students of diverse backgrounds can build relationships and understanding. At CCBC, we typically have general education learning communities for first year students in the general college population, as well as ESOL learning communities that link ESOL classes with a general education requirement and allow preacademic ESOL students to earn credit. In 2019, our Learning Community Program reached new heights, as a Mellon Foundation Humanities for All grant paved the way for summer travel themed learning communities to Atlanta, Montgomery, Birmingham, and later New Orleans, as well as taking a deeper look at our own Baltimore during the pandemic. In these settings and with the support of their learning community faculty, students explored culturally relevant themes, formed a community bond as they journeyed together throughout the country, and gained both academic success and a life-changing experience.

Cognitive development in undergraduate emerging adults: How course-taking breadth supports skill formation

Theories of cognitive development among emerging adults posit that environmental and age-related influences are responsible for individual differences in complex reasoning abilities. Exposure to and engagement with a diverse set of ideas and perspectives is stipulated to provide a context for which individuals are positioned to coordinate, integrate, and form new abstractions. This notion is implicit in the general education and elective requirements of university programs. In this study, we draw upon the cognitive psychology literature on emerging adult development to examine how intellectual breadth via course-taking patterns relates to gains in cognitive skills. Using recently collected longitudinal data of undergraduates enrolled at a large public university, we leverage a unique set of cognitive measures that tap a string of related constructs. We find moderate associations between intellectual breadth and reasoning skills, with notable differences across cognitive dimensions. Additionally, intellectual curiosity moderates the association between course breadth and cognition. Implications for theories of intellectual development are discussed in relation to undergraduate experiences.

Improving Success and Retention of Liberal Arts Students in a Large Math Class

The Mathematics for Liberal Arts course is designed for students outside of STEM fields who need to take a mathematics course for the general education requirement. Typically, students in this class are not math enthusiasts. In this study, I analyzed performance data of Liberal Arts students in the Fall 2017 and Spring 2018 at University of Central Florida. Based on data reports and analytics, the course content was revised, and activity learning strategies were implemented in the Fall 2018. Furthermore, early alerts and encouragements were sent during or just after topics identified as difficult were taught. Class activities were tailored to improve students’ understanding. Homework, quizzes, and test scores were analyzed and compared with the two previous semesters. The results showed that the pedagogical methods implemented contributed to increase the overall passing rate and retention of students.

Toward a Spacefaring Society: Enhancing Undergraduate General Education and Learning Outcomes with Space Policy Course Themes

Space education from a social science perspective, rather than exclusively Science, Technology, Engineering, and Math (STEM) perspectives, is essential to prepare societies and workforces for humanity's spacefaring future. Interdisciplinary general education courses on space policy have the potential to reach students from more majors than single-discipline courses (such as political science) by enrolling a variety of STEM and business students (among other majors) interested in careers with the space bureaucracy and industry. A case study of a course titled “Toward a Spacefaring Society,” taught from political science, sociological, and economic perspectives, demonstrates through analysis of student assessment and evaluation data that the topic is effective at achieving valuable learning outcomes related to research, communication, methods, and theory in the social sciences. Use of a space theme in a general education course is a promising approach to space education because it differs from the previous emphases in space policy education, which stressed building space knowledge and support by liberal arts majors versus critical, analytical skills that benefit all majors and prepare students for future careers in the space field. Higher education faculty with space-related interests should continue to seek opportunities to offer space-themed courses, including those that fulfill general education requirements and achieve broader learning outcomes.

METHODICAL PREREQUISITES FOR TRAINING MUSIC TEACHERS TO TEACH ART TO PUPILS

The purpose of the article is to analyze the requirements of general school education regarding the education of art students as determinants of the professional future music teacher methodical training. Scientific sources of Ukrainian and Chinese art pedagogy were involved in the theoretical analysis. The analysis was carried out in the context of identifying the potential of the achievements of Ukrainian artistic pedagogy and science for their possible introduction into the Chinese music and music-pedagogical education system, which is currently being integrated into the world's cultural process. The methods of theoretical analysis are used to determine the essence of the fundamental definition of the music teacher's readiness to teach art students, comparing the positions of scientists to reveal the essence of the requirements for the complex of methodical training of music teachers in Ukraine and China. The analysis of music teacher training requirements in the Ukrainian education system is based on the conceptual ideas of the New Ukrainian School. The differences in the ways of musical and pedagogical education formation in China in the context of historical and cultural processes and national specificities are shown. The joint determinant of the successful teacher-musician's professional activity in the direction of integrative art education of pupils is formulated. It is multi-artistic readiness centered on musical art and systematically encompasses other types of art in practical creativity. The qualities of a music teacher, which are aimed at successful professional activity, are described: as universal, musical and professional (professional musicianship and music-pedagogical), and personal. The content structure of teacher-musician training in teaching art to pupils has been specified, which includes artistic-reflective, artistic-empathic, motivational-value, artistic-active, and artistic-communicative components. Emphasis is placed on increasing the requirements for the spiritual and personal development of the music teacher in the regulatory documents and practice of Chinese music-pedagogical education.

General education requirements, the liberal arts and government intervention in higher education: a case from Jordan

PurposeHeavily regulated higher education institutions may not be able to possess the autonomy to produce students who are both college and career ready. This paper aims to explore the role of the Ministry of Higher Education in Jordan in determining the content and direction of general education requirements, the historical roots of this type of intervention and its possible implications for the future of liberal arts in general education requirements.Design/methodology/approachThe paper is a critical and historical reflection that combines practitioner research perspectives – the author is a university president – with reference to a single case study from a Jordanian university to demonstrate the real-life context of government intervention in general education requirements.FindingsUniversity education is inextricably linked with employability rather than inquiry-based disciplines that produce both intellectual development and technical skills. Jordanian universities, heavily regulated by the government, are required to allocate between 21 and 27 credit hours to general education requirements. Lost between universities that are mandated to have them and policymakers who impose them, general education requirements, as recently reformed, possess neither the ability to produce intellectual skills or career-readiness skills.Originality ValueThis paper highlights the importance of university autonomy in determining its approach to general education requirements to allow students to develop both career-readiness and college-readiness skills.

UKRAINIAN LABOR MARKET IN THE TRANSITION TO DIGITALIZATION

The purpose of the article is to study the transformations, consequences of automation, new vectors of development of state policy in the field of labor, etc. in the labor market of Ukraine. Methodology. The work uses such research methods as systematization and classification of theoretical approaches to the interpretation of the concept of "digital transformation", analysis and synthesis of the positive and negative impact of digital transformation on employment and the labor market, systematization of the main waves of the automation process and its impact on the labor market in the context of digitalization. The survey results showed that the formation of the digital economy is a leading trend in the modern world and a key factor in economic growth. Digitalization of society entails the following social consequences: 1) an increase in the number of people employed in the information sphere (producers, processors, distributors of information); 2) intellectualization of many types of work and, as a result, increased requirements for general education and vocational training; the emergence of completely new professions that require qualifications in the digital economy; 3) the extinction of existing professions (especially in connection with the robotization of many working professions and the introduction of artificial intelligence systems). Information technology and robotics have contributed to a radical change in the labor market. Young people are already facing the risk of losing their jobs due to automation. The redistribution of current tasks between people and machines is already happening in companies. Business and government should work together to help people learn how to use new technologies and reduce the negative impact of automation. Practical implications. The impact of digital technologies on various sectors of the economy will have a positive impact only if the state is actively involved in preventing the growth of problems in the labor market caused by digitalization. Thus, information systems will contribute to the transformation of educational and cultural institutions into serious information centers. Value/originality. The paper provides a justification for the strategic priorities of labor market regulation in terms of strengthening the country's competitive position in the transition to a digital economy.

Non-traditional assessments to match creative instruction in undergraduate mathematics courses

Assessment is an issue that is central to the lives of educators and students alike. At all levels, from programmatic to course-specific, instructors strive to assess in a way that accurately measures achievement or progress relative to one’s goals. This paper reports on students’ experiences with alternative assessments in our undergraduate mathematics course for non-STEM (Science, Technology, Engineering and Mathematics) majors. The course, Creative Thinking in Mathematics, designed to fulfil the university’s general education requirement for mathematics, was recently revised and renamed to highlight the role of creativity in mathematics. In the course, students engage in mathematics using creative approaches and consider how these approaches connect to other disciplines, their career aspirations, and important mathematical discoveries throughout history. This shift in course emphasis necessitated revisions to assessments in ways that mirrored the course’s instructional approach. This article describes the alternative assessments, outlines the research study, and reports on the results relative to students’ experiences with these assessments, both prior to and during the course, highlighting a need for instructors to reconsider traditional assessments.

Science Unseen: Inclusive Practices in Introductory Biological Anthropology Laboratory Courses for Blind and Low-Vision Students

Science education relies heavily on observable phenomena or imagery, making it by and large inaccessible to blind and low vision (BLV) students. As laboratory science courses are frequently necessary to complete general education requirements in higher education, teaching practices that are not inclusive to BLV students inhibit their retention and scientific literacy. While many disciplines and some anthropological subdisciplines has resources for BLV students, no resources exist for biological anthropology. As introductory courses to biological anthropology fulfill laboratory science requirements at many institutions, it is fundamental that educators consider accommodations for BLV students. This paper describes laboratory activities, adapted for BLV and their sighted peers, satisfying three commonly included conceptual modules (genetics, primatology, and skeletal anatomy) of an introductory biological anthropology course with a lab component. Best practices and student and instructor reflections are also presented to emphasize peer-learning focused on auditory and kinesthetic strategies for learning.

A World Bound by Language: General-Education Requirements and English Courses

A World Bound by Language: General-Education Requirements and English Courses

The Top-Down, Upside-Down World of Online Education

In this era of immediate access to an immense amount of data, asking students to follow a traditional method just will not work. Rather, students need heuristics to examine their sources and then the arguments to which those sources will be applied. We want students to learn to speak with agency about the data gathered and converted into information as well as the steps required to generate real knowledge. The process is profoundly social. Thus, teachers and students must work as co-agents, as genuine collaborators in the classroom to examine the validity and truth of information and to apply the results. In doing so, we as teachers can give students a space for them to challenge and examine data free from the solipsism and relativism that can creep in through algorithms and remote quantity of their general education program and requirements, and English Studies should always play a major role. In essence, what is good for English Studies is good for the whole online institution—and vice versa.

КУЛЬТУРНО-ОСВІТНЯ ДІЯЛЬНІСТЬ ГРОМАДСЬКО- ПРОСВІТНИЦЬКИХ ТОВАРИСТВ УКРАЇНИ ДРУГОЇ ПОЛОВИНИ ХІХ – ПОЧАТКУ ХХ СТОЛІТТЯ

The article describes the activities of public educational societies of Ukraine in the second half of the XIX – early XX century. It was found that the period of the second half of the XIX – early XX century was one of the most complex and dynamic in the history of national education. The rapid development of scientific and technological progress and market relations has significantly exacerbated the increase in requirements for general education and training. Public educational activities, which offered new, more democratic and progressive ways of educational evolution, also became significantly more active. Cultural and educational activities of the public in the second half of the XIX – early XX century became extremely relevant and intense. It is established that public educational societies played a significant role in public, social, cultural and educational life in Ukraine in the second half of the XIX – early XX century. They had a similar structure, purpose and were democratic in nature. The main activities of the societies were the support of existing and the opening of new public schools; creation of classes for classes with adults at public schools; publication of textbooks and books for public reading; awarding prizes for the best works for the education of the masses; providing public schools with textbooks at low prices and, if possible, free of charge; arrangement of bookstores at schools; It was found that the success of many societies, their evolution, was determined by the proper organization of society and the contribution of individuals to their activities. Activists of the societies tried to direct their activities in the direction of spreading knowledge among the people in various sciences, which contributed not only to increase the total literate population, but also to the diverse development of the individual. Contribution to the formation and development of public educational societies of Ukraine, public figures, teachers- educators needs further consideration.

Pre-Service Primary School Teachers’ English Language Professional Development: Teachers’ Learning Motivations and Developments

English language teaching is one of the requirements for many Bachelor of Education programmes in Taiwanese education colleges and universities. In Taiwan, English language is considered one of the general education requirements (usually eight credits) for all undergraduate students. Although additional English language courses are not required for graduation, many universities require final-year students to achieve satisfactory grades on the TOEIC (The Test of English for International Communication) exam for graduation. The purpose of this study is to understand the motivations and reasons for the decision of a group of Bachelor of Education (Primary) students to study additional English courses beyond their curriculum. An online-based semi-structured interview tool was employed to recruit and collect data from 20 participants in the School of Education at a Taiwanese university. In line with the Social Cognitive Career and Motivation Theory, two themes were captured: 1) preparation for the TOEIC exam and 2) career promotions and opportunities. This study provides ideas for programme managers, department heads, and government departments for English language training beyond university requirements. Also, the outcomes indicate that exams played important roles in learners’ motivations, particularly in English language learning.

The Case for Philosophy as a General-Education Requirement

I argue that colleges should include philosophy courses as general-education requirements. I begin by explaining the prima facie case against general-education requirements and the need for philosophers to defend their courses’ place in the general-education curriculum. Next, I present two arguments for philosophy as a general-education requirement. The first is the Argument from Content: that philosophy courses’ content tends to match the intended nature and purposes of general-education courses. The second is the Argument from Outcomes: that even if philosophy courses didn’t match the intended purposes of general-education courses, they would still be appropriate as general-education requirements, because there is empirical evidence that philosophy courses produce valuable skills and knowledge in students.

COACHING TECHNOLOGIES IN EDUCATION: THEORY AND PRACTICE

The article raises the topical problem of innovative activity of pedagogical higher education institutions. The authors take the position that in the context of changing the role of the teacher in the training of pedagogical specialists of the new generation is a popular and modern solution. One of the ways to solve the problem is to introduce into the cycle of general training of applicants for the first (bachelor’s) level of higher education disciplines that will contribute to the formation of students’ ability to solve complex professional problems, quality of teaching and learning, support, motivation, psychological and pedagogical support, their personal and professional development.The purpose of the article is to specify the content of the discipline “Coaching Technologies in Education” for H.S. Skovoroda Kharkiv National Pedagogical University.The authors of the article present the experience of implementation and content of the selective discipline “Coaching Technologies in Education” for applicants for the first (bachelor’s) level of higher education. The list of general and professional competencies that are formed in future teachers during the study of the discipline is given, the program results are specified. Target and content aspects of the elective course are presented through the prism of standardized requirements for general secondary education teachers.Methods of teaching are revealed, including partial search, performance of practical exercises, conversation, discussion, work with the basic and auxiliary literature, information sources, the story, the decision of cases, practical exercises, writing of the essay, business game, drawing up mental maps, storytelling, case study method, World Cafe method.Of particular value is the presented content of the elective course, which consists of two modules “Philosophy, principles and types of coaching”, “Coaching in education”. The thematic plan and forms of lectures and seminars are presented. The peculiarities of conducting classes in the form of coaching sessions are specified.Prospects for further scientific research are to develop practical and methodological complexes for the discipline.