Liberal Arts Colleges Research Articles

Radicalizing the Liberal Arts: Race and Racism at Small Liberal Arts Colleges

Introduction to the "Radicalizing the Liberal Arts" minicluster.

Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University

English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism.

Self-Efficacy and Concerns of Graduate Nursing Students Regarding the COVID-19 Pandemic

Purpose: Many nurse practitioner students work as nurses while balancing family obligations and graduate school work. The purpose of this project is to learn more about the self-efficacy and concerns of rural graduate nursing students during the COVID-19 pandemic. Sample: Family nurse practitioner students at a rural, public, liberal arts university in the Southeastern United States participated in the study. Method: Demographic information and survey information was obtained from graduate nursing students to assess their self-efficacy and concerns about the COVID-19 pandemic, using the 10-item General Self-Efficacy (GSE) Scale. Findings: Respondents reported varied effects of the COVID-19 pandemic on work schedules. The mean GSE self-efficacy score was 3.32 across two-time points (n=67). Nine qualitative themes were revealed: concerns about contracting and transmitting COVID-19, importance of personal protective equipment and hygiene, impacts at home, stress, decreased clinical placements, coping strategies, public health preparedness, future effects of COVID-10, and a renewed commitment to nursing. Conclusion: This study provides insight into the experiences of rural graduate nursing students caring for patients during the COVID-19 pandemic. Keywords: graduate nursing education, self-efficacy, pandemic, COVID-19DOI: https://doi.org/10.14574/ojrnhc.v21i2.678

The Necessity and Direction of Music Education for Liberal Arts at Universities (Experience-oriented Music Education)

본 연구는 대학 교양교육에서 음악교육이 가지는 중요성과 기존과는 다른 체험중심의 교육이 어떻게 구성되는지에 대한 사례로서 2015-2018년까지 시행된 <레드바이올린>이란 강의가 주차별로 어떻게 진행 되었는지에 대해 살펴보았다. 이론과 실기를 적절하게 배합하여 바이올린을 배워가는 과정을 통해 학생들은 피상적인 지식이 아닌 음악이란 예술을 직접 느낄 수 있는 체험교육의 긍정적인 효과를 알아보았다. 바이올린을 배우고 연습하고 연주를 준비하는 과정을 통해 학생들은 집중력과 인내심, 앙상블을 통한 소통능력, 무대매너, 표현성 다양한 측면의 성장을 경험했다.This is a case study of the importance of music education in university liberal arts education and how an experience-oriented education that differs from the existing methods of education is composed. Through the course of learning the violin by appropriately combining theory and practice, the students found the positive effect of experiential education that allows them to directly feel the art of music rather than acquiring superficial knowledge. Through the process of learning, practicing, and preparing for the concert, students have developed concentration and patience, in addition to communication skills, stage manners and expressiveness through ensemble interaction.

Online Class Design and Operation Plan for ‘Chinese Characters’ and ‘Words’ in University Liberal Arts Classes - Focusing on Actual Class Cases -

Online Class Design and Operation Plan for ‘Chinese Characters’ and ‘Words’ in University Liberal Arts Classes - Focusing on Actual Class Cases -

Implementation of a Socially Distanced In-Person Laboratory Experience Across the Chemistry Curriculum during the COVID-19 Pandemic at a Small, Liberal Arts University

The COVID-19 pandemic resulted in the mass shutdown of universities across the United States in the spring of 2020. As the pandemic progressed, regional regulations resulted in a broad range of teaching modalities for the 2020-2021 academic year. While some regions remained tightly locked down (resulting in online-only instruction), others allowed limited or full campus operations within higher education. Located in Spokane, WA, Whitworth University is a small, liberal arts university which was allowed limited operations under a socially distanced model. While the pandemic resulted in some obvious campus changes (for example, masks were required on campus), more subtle changes were required at the curricular level. Adopting a flex model where students and faculty were allowed the option to participate online only while in-person classes were offered, Whitworth maintained in-person education through the 2020-2021 academic year. This FLEX model presented specific difficulties to laboratory courses due to social distancing restrictions. In this work, we describe five models developed in the Whitworth University Department of Chemistry toward teaching laboratories in a socially distanced manner with reduced room capacity. The primary modes of instruction were (1) a reduction of in-person laboratory time so that only half of the students were working in the laboratory at any given time, (2) an alternating weeks model where students came to the laboratory every other week and performed online laboratory experiences in the off weeks, (3) a split room model where one faculty member oversaw two laboratory spaces containing one-half of the normal number of students, (4) a higher number of smaller lab sections where social distancing could be maintained, and (5) a hybrid technique utilizing several of these concepts dependent upon the learning outcomes of the laboratory procedure each week. Benefits and challenges for each model are described by faculty herein. End-of-semester student course evaluation scores provide a comparison of student perceptions of learning outcomes and experiences in the laboratory in the various models. In addition, grade point averages were compared to prior years. Finally, departmental leadership provides insight on the administrative challenges of implementing these course models. Statistically, the models presented no significant change in student perceptions of learning or grade point averages for most courses regardless of the model when compared to prior offerings of these courses. Overall, the implementation of these protocols allowed students hands-on laboratory experiences with a minimal impact on the curriculum presented. ©

Comparing Student Performance and Satisfaction Between Face-to-Face and Online Education of a Science Course in a Liberal Arts University: A Quasi-Experiment With Course Delivery Mode Fully Manipulated

Comparing Student Performance and Satisfaction Between Face-to-Face and Online Education of a Science Course in a Liberal Arts University: A Quasi-Experiment With Course Delivery Mode Fully Manipulated

A Descriptive Analysis of the Experiences of Nursing Students Who Participated in an International Service-Learning Project in Haiti.

Studies have demonstrated multiple benefits of international service-learning experiences in nursing education. These benefits include personal and professional growth, increased cultural sensitivity, and increased self-efficacy. The purpose of this project was to describe the experiences of nursing students engaged in an international service-learning experience in Haiti. A descriptive qualitative outcomes evaluation project was utilized to understand student perceptions of this experience. Nine respondents were interviewed about their experiences that took place as part of a nursing capstone course offered at a private liberal arts university in the Midwest. Interview transcripts were analyzed by the authors for common themes. The six themes identified included: a desire for an international experience to better understand healthcare in a developing country; culture shock; context of poverty; excitement and a sense of "helping" amidst the chaos; feelings of increased confidence, independence, and competence; and personal and professional growth. Responses indicated students felt more confident in caring for individuals from other cultures as well as in basic nursing skills and interprofessional communication after this experience. Participants' narratives also indicated intent to serve vulnerable populations in the future. The nursing students perceived increased sociocultural understanding and self-efficacy following a 10-day international service-learning experience.

IPA 기법을 활용한 대학 교양체육 선택속성에 관한 연구

The purpose of this study was to examine the importance and satisfaction of selection property of university physical education classes using IPA method.<BR> According to methods and procedures, the conclusions were as follow.<BR> As a result of analyzing the average difference between importance and satisfaction, there were significant differences in ‘responsibility and sincerity’ for the ability of instructors, ‘various experiences’, ‘acquisition(improvement) of motor skills’, and ‘promotion of exchange between students’ for lecture effects. And there were significant differences ‘the number of students per class’ for the lecture environment, and ‘safety of facilities and equipment’ for lecture facilities, and ‘program considering interest’ for the program.<BR> In the ranking analysis of the selection attributes, the importance was shown in the order of ‘Coping with Corona 19’, ‘Various experiences’, ‘Corona 19 prevention’, ‘Acquisition of exercise technology’, and ‘Time of use of facilities’. Satisfaction was expressed in the order of ‘Coping with COVID-19’, ‘Corona 19 Prevention’, ‘Providing exercise opportunities’, ‘Conversation with students’, and ‘Various experiences’. <BR> Quadrant I is an attribute with both high importance and satisfaction, Quadrant Ⅱ is an attribute of high importance but low satisfaction, Quadrant Ⅲ is an attribute of both importance and satisfaction low, and Quadrant Ⅳ is an attribute of low importance but high satisfaction.<BR> In this study, selection attributes were classified into quadrants Ⅰ, Ⅱ, Ⅲ, and Ⅳ through the importance and satisfaction of selection attributes, and through this, it can be used as basic data for establishing and developing college liberal arts physical education.

Understanding Differences in Underrepresented Minorities and First-Generation Student Perceptions in the Introductory Biology Classroom.

ABSTRACTWe used quantitative methods to better understand the perceptions of students in an introductory biology course (Biology 101) at a small, liberal arts college (SLAC) that is also a primarily white institution (PWI). In pre/post surveys, we asked students questions related to their attitudes and beliefs about their professor, classmates, and Biology 101. We were especially interested in the responses and outcomes of underrepresented minorities (URM) and first-generation (FG) students. Our findings suggest URM and FG students have a decreased sense of belonging and increased perceptions of exclusion and differential treatment due to race. These findings can explain, in part, the disparity in Biology 101 grade and STEM (science, technology, engineering, and math) attrition.

Sexual victims - supporting women's sexual and reproductive choices and wellbeing

In Japan, support systems for female victims of sexual violence are lacking. Assistant Professor Risa Koyake, Faculty of Contemporary Social Studies, Department of Contemporary Children, Doshisha Women's College of Liberal Arts, Japan, is working to ensure these women have the support they need and deserve. Her work is particularly focused on women in Japan and the US who are pregnant as a result of sexual violence. Abortion tends to be the assumed preference but the choice of whether or not to have an abortion is tied to the sexual and reproductive freedom of the victim and some of these women wish to give birth. Unfortunately, support is particularly lacking for female survivors of sexual violence who wish to give birth. In her work, Koyake conducts consultations and conversations with survivors of rape. She has experience as a volunteer at a group for survivors of domestic violence so is used to having sensitive and challenging discussions with women seeking expert support and guidance. Koyake's current project is entitled 'The Choice of Adoption or Abortion Among Women Pregnant as a Result of Sexual Violence in Japan and America', and involves looking at existing support and options for women in Japan who are pregnant as a result of sexual violence, ultimately seeking to build on exisiting support to ensure that it is adequate, particularly for rape victims who choose to give birth.

Developing a framework for interprofessional collaborative practice, cultural fluency, and ecological approaches to health

ABSTRACT This paper describes the development of a framework for reducing health disparities inclusive of interprofessional collaborative practice, cultural humility, and ecological approaches to health; the identification of common core competencies for students from various disciplines; and relevant assessment instruments to measure attainment of those competencies. The framework, associated logic model and initiatives, and core competencies were created through an iterative process involving multiple stakeholders. Using the framework as the outcome, a logic model was created to identify short, medium, and long-term activities and outcomes. Faculty were involved in the identification of core competencies and relevant validated assessment instruments. Future work will include mapping competencies across the curricula in a school of health at a liberal arts university and longitudinal assessment of students to evaluate attainment of competencies.

Developing an interprofessional research infrastructure at a mid-sized liberal arts university

ABSTRACT This Interprofessional Education and Practice (IPEP) Guide describes the various mechanisms used to grow and support interprofessional research and scholarship at a mid-sized liberal arts university. The guide illustrates a creative, multi-stakeholder approach to integrating interprofessional education into university departments and programs and offers suggestions for establishing a research infrastructure that centers interprofessional scholarly engagement and is aligned with the institution’s missions and values. Faculty and higher education practitioners are provided with key takeaways for crafting an internal grants program to achieve these goals.

A holistic and inclusive model for international student services: Intercultural leadership development programs

International Student Services (ISS) offices have before them an opportunity to strategically cultivate the global leaders of the future. Yet, to cultivate global leaders, a change in structure, posture, and constituency is needed. Moving beyond providing compliance and transitional services, International Student Services offices can engage as co-educators through developing their constituency with the knowledge, attitudes, and skills needed of future global leaders. Moreover, with this change in posture, ISS offices can play a strategic role in bridging the divide between diverse others, assisting faculty, staff, and students in becoming more interculturally engaged. Towards that end, an ISS office at a faith-based, liberal arts university in Southern California instituted a holistic and inclusive developmental model based on the high-impact intercultural practices noted in the literature. This article outlines the changes the university instituted in structure, posture, and constituency, seeking to move from the marginalization to the development of international students through an Intercultural Leadership Development Program.

Motivations and Perceptions of Student Service Participation

Researchers studying higher education frequently associated community service with liberal arts education. Most research on service participation among college students predominantly studies mandatory service-learning programs. Several studies gathered survey data to analyze opinions and feelings towards volunteering from students at universities with a service-learning component and found that students who participate feel more connected to and engaged in their community. Georgia College &amp; State University (Georgia College or GC), a public liberal arts university, also claims community service is an integral part of their mission because it broadens students’ perspectives and forms engaged citizens. However, there is little data examining student motivations and perceptions of their voluntary service experiences as part of their education at liberal arts institutions. This research project addresses this gap using two methods: (a) participant observation during service events and (b) semi-structured interviewing with both students engaged in voluntary service activities as well as employees who observe student service involvement. Preliminary findings display a wide array of intrinsic and extrinsic motivations for student service participation, and interview data relates service to the liberal arts mission as a method of expanding perspectives of students. These results support literature that says students benefit from service participation by both honing their skills and spurring their passion about community involvement. The findings herein add to the literature by exploring motivators for voluntary service participation.

Teaching Problem-Solving in Algorithms and AI

This paper suggests some teaching strategies for Algorithms and AI courses. These courses can have a common goal of teaching complex problem-solving techniques. Based on my experience teaching undergraduates in a small liberal-arts college, the paper offers concrete ideas for working toward this goal. These ideas are supported by relevant studies in cognitive science and education. Together, they provide a plan for structuring lessons and assignments to help student become better problem-solvers.

Black Students’ Experiences of Academic Support Programs during First Year at University: Case of Extended Studies

In the last three decades, historically white, liberal arts universities began to admit small numbers of black students from rural communities because apartheid policies relaxed. However, those liberal arts universities had doubts about black students’ key skills and knowledge to cope with the demands of higher education. This situation gave birth to Extended Studies Program (ESP) whereby the traditional three-year degree program was extended by a year to close this gap. This study seeks to answer the question: What are black students’ experiences and views about academic support offered to them during their first year at university? In this study both qualitative and quantitative research methods were followed, and purposive sampling was deployed. Data were generated from different sources for triangulation, namely questionnaires and interviews. Participants (N=104) were made of 43 males and 61 females. The results of the study suggest that the need for academic support is not exclusive to first-year students. Improved systematic academic support gives rise to improved student academic performance. Throughout the study, necessity, and urgency of Academic Support Programs (ASPs) is recognized. Recommendations are made suggesting that ASPs be administered throughout the undergraduate programs and not just at the first-year level of study.

A Case Study on the Operation of University Liberal Arts Classes in the Context of COVID-19 : Based on the Experiences of the Professors in Charge

A Case Study on the Operation of University Liberal Arts Classes in the Context of COVID-19 : Based on the Experiences of the Professors in Charge

Capstone Experience Purposes

Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and catalog/calendar descriptions at five institutions of higher education: a large public research university in Canada, a large public teaching university in the United Kingdom (UK), a college of a large public research university in the United States (US), and two medium-sized private liberal arts universities in the US. Using the CE purposes found in a review of scholarly literature as a research guide, the authors analyzed 84 institutional documents. CE purposes that appeared in the sample at lower percentages when compared with published studies included oral communication, a coherent academic experience, preparation for graduate school, preparation for life after college, and civic engagement/service learning. Implications for practice include the need for instructors and administrators to consider revising CE documents to better reflect the content and goals of the courses and to address the requirements of other audiences (e.g., program reviewers, accreditation evaluators). Moreover, the results of this study may assist educators in considering reasons for omitting explicit purposes from CE documents and/or justifying the inclusion of previously omitted purposes.

Teaching African American Religion, Literature, and Visual Culture at Three Liberal Arts Colleges

Abstract: In this article, Leslie Wingard describes the process and larger significance of teaching an undergraduate course entitled “Religion in Black Film and Literature.” Wingard was the professor for this class at Haverford College, Williams College, and the College of Wooster. All three schools are predominantly white small liberal arts colleges and the participants in each class range from first years to seniors.