Liberal Arts Institution Research Articles

Applying a theory of change framework to create transformative and equity‐based community engagement experiences at a small, liberal arts, Lasallian institution

AbstractSaint Mary's College of California is a small, Catholic Lasallian, liberal arts institution located in the San Francisco Bay area. Founded in 1863, the institution currently serves approximately 2,000 enrolled students. The Catholic Institute for Lasallian Social Action (CILSA) is the social justice and community engagement center that provides institutional support for curricular and co‐curricular community engagement (CE) experiences. In the academic year 2020–2021, CILSA staff collaborated with CE faculty, alumni, staff, and community partners to develop a Theory of Change to explore the challenges, values, and strategies of engagement work and make change in our community. In this article, we will highlight our engaged learning programs, describe our process to create CILSA's Theory of Change, share the ways CILSA staff support and collaborate with each other, and showcase the Head‐Heart‐Hands framework for student reflection.

Learning and Study Skills in Students at a Small Liberal Arts College

Despite a large body of literature on the various study skills that predict academic performance in college students, there is no consensus on which specific study skills contribute the most toward college success. Additionally, the emphasis in the literature is primarily on large public universities and specialized groups such as chiropractic, medical, pharmacy, and vocational students, with little to no research focused on small liberal arts institutions. Finally, studies in the field typically assess all students, and use a wide range of GPAs in examining differences between high- and low-performing students. It is important to see if differences in study strategies exist even when only a small subset of students are tested – many of whom are on probation for already low academic performances. The present study assessed ten different learning and study skills via the Learning and Study Skills Inventory (LASSI) in 41 students enrolled in a general studies class at a small liberal arts college. Academic achievement was assessed via cumulative GPA for each student. There were significant correlations between individual scores on the motivation subscale and GPA, and between utilizing academic resources and GPA. Both motivation and utilizing academic resources were found to also significantly predict GPA. Theoretical and practical implications of these findings are discussed, in the context of enhancing student success via early and proactive interventions.

Exploring Pharmacy Students’ Leadership Styles Using the 5 Voices Assessment

ObjectiveLeadership development assessments are a critical component of student pharmacists’ understanding and development of effective team strategies. MethodsThe 5 Voices tool, developed by GiANT Worldwide, was incorporated into the leadership curriculum across 2 colleges of pharmacies for second-year Doctor of Pharmacy (PharmD) students. One public land-grant institution administers the assessment in the fall semester during a 2-h class session as part of a leadership elective leadership course and a private liberal arts institution distributes the 5 Voices assessment to all students during a 1-h spring semester required course. ResultsResponses from 456 PharmD students were included in the analysis, with 159 (34.9%) and 297 (65.1%) coming from the University of Minnesota and Drake University, respectively. Overall, 49.1% of PharmD students had nurturer as their foundational (first) voice. No differences were found in the distribution of first voices between institutions. The PharmD data are higher than the nurturer population-level average (43%). ConclusionIntroducing students to the 5 Voices assessment provides an opportunity for them to gain a better understanding of what they can contribute to a team. In addition, because nurturer is a dominant voice, this understanding can help provide appreciation for other voices necessary for team development.

"Perhaps I'm Not a Global Citizen but a Global Listener Now": The Ethics of Study Abroad in Buddhist Spaces

The study of global Buddhism through a study abroad encounter presents invaluable opportunities for teachers and students at liberal arts institutions to contemplate the conundrum of global citizenship, a standard aim of liberal education in North America. When studying abroad, students become viscerally aware of their own positionality, which is reflected back to them constantly as they move through the social and cultural landscapes of Buddhist Asia. This reflection leaves them eager to raise, to the level of critical thinking, what is quite literally an embodied experience of difference and privilege. The essay connects the field of Buddhist studies to a larger conversation in the field of global education, arguing that Buddhist studies travel courses must interrogate concepts of global citizenship, address the legacies of colonialism, and teach the principles of ethical travel, in addition to introducing students to the living traditions of global Buddhism.

Empowering Students Through Entrepreneurship: Assessing Skill Acquisition in Targeted Project-Based Learning

The COVID-19 pandemic has significantly transformed the educational landscape, with students, educators, and institutions adapting to new challenges and opportunities. As students navigate the academic terrain reshaped by the pandemic, they are in pursuit of educational journeys that blend hands-on, practical skills alongside foundational aspects of traditional academia, highlighting a shift towards more meaningful and applicable learning experiences. Entrepreneurship has emerged as a key area of interest, yet a gap exists regarding whether smaller liberal arts institutions can compete in the higher education landscape and make an impact by infusing targeted entrepreneurial projects into the curriculum, focusing on the skills acquired. Through qualitative analysis of end-of-term reflections and depth interviews with an undergraduate population engaged in entrepreneurial educational experiences and projects, using a tripart Entrepreneurial Skills (ES) model as a reference framework, themes emerged that can help form a better understanding of how students gain proficiency and compete in a global and digital world through entrepreneurial initiatives in higher education, including the ability to be open to novelty, to create solutions to emerging problems, and to communicate effectively.

(Re)Placing Personalis: A Study of Placement Reform and Self-Construction in Mission-Driven Contexts

Recent movements in higher education have opened many opportunities for writing program administrators to reform first-year writing placement procedures, including continued development and adaptation of Directed Self Placement (DSP) models alongside ongoing research into their potential to foster student agency and advance linguistic, racial, and social justice in the academy. Our study traces and compares the efforts of two writing program administrators to reform flawed placement processes at their two mission-driven liberal arts institutions—one, a small Lasallian university and Hispanic-serving Institution in Northern California; the other, a private research Jesuit university located in New York City. Using inter-institutional, grounded theory research, this study examines students' reflections on their placement choices to understand “substantive validity,” inquiring intentionally into ways that students self-locate with regard to their self-placement assessments and connecting to the mission-based language of personalis, what belongs to the person. Findings indicate that students use four rhetorical moves to personalize their placement: proliferating, riffing, importing, and qualifying. Specifically, the study calls into question current understandings of under-placement in DSP models, complicating DSP’s fundamentals of choice, guidance, and justice.

Why honors?: a qualitative investigation and taxonomy of student motivations for enrolling in honors programs

ABSTRACT Involvement in honors programs provides students an opportunity to grow academically, connect with like-minded peers, and reap tangible and intangible benefits. Understanding the motivations driving this involvement is a crucial task for honors program administrators and faculty alike as different motivations may influence how students engage and succeed in their honors pursuits. This study analyzes student motivating factors, organizing them into a five-factor framework that highlights different motivational groupings, including a non-intentional factor. While past studies have relied on student characteristics and survey information to understand honors program involvement, this study takes a qualitative approach, drawing on focus groups with current and incoming honors students to delve into the various motivations that honors students indicated as compelling for their participation in an honors program at a private mid-size liberal arts institution. The findings provide insight into key motivations which may inform efforts to increase the diversity of and involvement in honors programs. These eleven motivations are grouped into instrumental factors, personal factors, nudges, relationships, and accidental, with the majority of students noting more than one motivation for their involvement in the honors program.

Undergraduate Research Learning in the Liberal Arts: A Case Study of Transformative Student-Faculty Collaborations

Undergraduate Research Learning in the Liberal Arts: A Case Study of Transformative Student-Faculty Collaborations

Empowering Small Liberal Arts Institutions: Designing an In-Depth Curriculum for Integrating Ai and Ml Education with Pedagogical Considerations

Empowering Small Liberal Arts Institutions: Designing an In-Depth Curriculum for Integrating Ai and Ml Education with Pedagogical Considerations

A Study on Critical Exploration of Nietzsche’s View of Liberal Arts Education

At the invitation of the Basel Education Committee, the young Nietzsche, who was a professor at the University of Basel, offered five lectures on education. The collection of these lectures is called “On the Future of Our Educational Institutions.” In this lecture, Nietzsche critiqued German schools at the time, particularly their liberal arts education, and proposed alternatives. The goal of this research is to uncover the significance of Nietzsche's view on liberal arts education as presented in his speech, as well as to investigate its applicability and limitations to liberal arts education in Korea today. Chapter II provides an overview of 19th-century Germany relevant to the lectures, Chapter III analyzes the main contents of Nietzsche's view on liberal arts education as demonstrated in the lecture, and Chapter IV investigates the potential of Nietzsche's views in the context of today's universities. Nietzsche identified the problems of mass education caused by education expansion policies, as well as the fragmentation and practicalization of knowledge caused by education diminution policies, and proposed an educational view based on the ‘metaphysics of genius’ as an alternative. Nietzsche saw the purpose and goal of liberal arts education as acquiring a sense of ancient Greece and the ability to think like a Greek in order to create a new German culture. While Nietzsche’s view on the elite education and the ancient Greek culture implicit in his discourses of liberal arts education is difficult to accept for twenty-first-century universities, Nietzsche's point regarding fragmentation and practicalization of knowledge that arise from viewing universities as academic institutions rather than liberal arts institutions allows us to critically reflect on the nature of liberal arts education in today's universities.

A New Perspective on Fostering Organic Diversity Within Organizations

In recent years, businesses have continually struggled to diversify their talent pools in an organic manner. This paper offers a new perspective on fostering organic diversity. Using data on club membership from one four-year liberal arts institution, different indices were created to rank each club in the sample according to the proximity of the demographic distribution of the club membership to that of the overall student population. This method identifies clubs whose activities have universal appeal and thus produce diversity organically. These findings have important implications for businesses seeking to improve workforce cohesion and meet their DEI recruitment objectives.

Washington and Lee University's English for Speakers of Other Languages Program: Ambassadors of Good Will and Agents of Change

Abstract: In 1996, Ernest L. Boyer's "The Scholarship of Engagement" ignited a national conversation with its call for greater dialectical exchange between "academic and civic cultures." In 2001, Washington and Lee University (W&L) Professor Ellen Mayock founded the student organization English for Speakers of Other Languages (ESOL), with the mission of fostering effective communications among people of all languages. Over the last 21 years, ESOL has evolved with the changing demographics of our local community and the small liberal arts institution. Currently, ESOL comprises a team of fourteen students (including native and heritage speakers of Spanish and Spanish language learners) and two faculty advisors focused on two areas of outreach: 1) teaching and tutoring services offered to predominantly Latine/x community members; and 2) translations and interpretations completed on behalf of our community partners. The current paper addresses how ESOL responds to Boyer's call to action, and it shares the impact that ESOL has in our local community and that our community has on us, as we and our students become ambassadors of good will and agents of change. We will focus on 1) Programa Sol, ESOL's brand-new K–8 summer enrichment program; 2) community projects completed by ESOL volunteers; and 3) university/community programming organized by ESOL. We will explain how ESOL engages students as pedagogical partners and values community identities and language as an asset.

Ready or Not: The Leadership Preparation of Preservice Teachers at Christian Liberal Arts Institutions

Ready or Not: The Leadership Preparation of Preservice Teachers at Christian Liberal Arts Institutions

An Interdisciplinary Approach to Mentoring, Reflection, and Student Engagement: Initial Findings from a Liberal Arts Pilot Study

A Research Working Group conducted as part of an American Council on Education (ACE) Learning Laboratory (2022) concluded that “mentoring relationships are fundamentally developmental and learner-centered.” These relationships are “distinct from other meaningful relationships in that they: (1) Promote academic, social, personal, cultural, and career-focused learning and development in intentional, sustained, and integrative ways, (2) Evolve over time, becoming more reciprocal and mutually beneficial, [and] (3) Are individualized, attending to mentees’ developing strengths and shifting needs, mentors’ expertise, and all members’ identities.” In addition, application of Gallup’s “Big Six” College Experiences Linked to Life Preparedness further supports these findings. This pilot project, a collaboration between the School of Business and School of Education at a selective Liberal Arts Institution, presents the initial findings from the Instructor of Record and Peer Mentors in BUS1110: Gateway to Business courses. These initial findings might be utilized by readers as a way of augmenting and/or enhancing classroom learning applicable in their own courses with the goal of preparing students for what Ted Mitchell, President, ACE in Weaver et al. (2023), refers to as “a world of uncertainty, imperfect information,” at times, “unrelenting pressure…” The application of “real world insights” enhances students’ intellectual development and classroom pedagogical approaches.

Student Evaluations of Teaching as a Predictor of Teaching Effectiveness in a Selective Liberal-Arts College

Previous research has shown mixed results regarding the relationship between Student Evaluations of Teaching (SETs) and teaching effectiveness. Although the literature on this topic is extensive, it appears that none of the scholarship was conducted at small, selective, undergraduate institutions in which teaching is prioritized. In the current research, we explored the association between student evaluations and teaching effectiveness at such an institution. Data were collected at a selective liberal-arts institution of approximately 2200 students in the Northeastern United States. Participants were 139 students who had enrolled in both Calculus I and Calculus II. Seven different professors taught Calculus I, while seven different professors taught Calculus II. Linear regression analyses indicated that, for one of the three subscales of the College’s SET, there was a positive association between SET scores of the faculty member in Calculus I and student grades in Calculus II. Machine-learning analyses confirmed this association and indicated that the relationship was strongest for students with overall grade-point averages near the cohort’s mean. Our research thus adds to the scholarship broadly but also suggests that assessment of SETs in smaller, selective teaching-oriented institutions is an important direction for future scholarship.

Empowering Small Liberal Arts Institutions: Designing an In-Depth Curriculum for Integrating AI and ML Education With Pedagogical Considerations

The integration of artificial intelligence (AI) and machine learning (ML) into academic curricula has become increasingly important in contemporary institutions. However, small liberal arts institutions face unique challenges in adapting their programs to meet the growing demand for AI and ML expertise. This article explores the significance of providing computer science graduates from these institutions with a comprehensive understanding of AI and ML systems. The proposed curriculum encompasses problemsolving techniques, algorithm design, data preprocessing, model training, and ethical considerations specific to AI and ML. Pedagogically, an emphasis is placed on practical assignments, projects, and collaborative learning to foster critical thinking and creative problem-solving skills among students. Furthermore, integrating AI and ML concepts across disciplines enables students to explore these technologies' broader implications and ethical dimensions. Small liberal arts institutions can capitalize on their distinctive educational environments to promote interdisciplinary collaborations and provide students with a holistic understanding of AI and ML applications. In conclusion, adapting small liberal arts institutions to incorporate AI and ML education is crucial for preparing computer science graduates to meet the evolving demands of the modern workforce. By embracing these advancements and tailoring their programs accordingly, these institutions can empower their students with the essential skills and knowledge to thrive in an AI-driven world. The article also discusses the advantages, limitations, and potential future steps in integrating AI and ML education into small liberal arts institutions.

Integrating AI and ML Education in Small Liberal Arts Institutions: Curriculum and Pedagogical Considerations

The proliferation of artificial intelligence (AI) and machine learning (ML) in modern institutions has necessitated integrating these technologies into academic curricula. This transition challenges small liberal arts institutions, which offer unique educational opportunities but face distinct hurdles in adapting their programs to meet the growing demand for AI and ML expertise. This article highlights the importance of providing computer science graduates from these institutions with a solid foundation in AI and ML systems. The recommended curriculum includes problem-solving techniques, algorithm design, data preprocessing, model training, and ethical considerations in AI and ML. The pedagogy emphasizes practical assignments, projects, and collaborative learning to foster critical thinking and creative problem-solving skills. Moreover, integrating AI and ML concepts across disciplines enables students to explore these technologies' broader implications and ethical dimensions.Small liberal arts institutions can leverage their unique educational environments to promote interdisciplinary collaborations and provide students with a well-rounded understanding of AI and ML applications. In conclusion, adapting small liberal arts institutions to incorporate AI and ML education is vital for preparing computer science graduates to meet the evolving demands of the modern workforce. By embracing these advancements and tailoring their programs accordingly, these institutions can equip their students with the necessary skills and knowledge to thrive in an AI-driven world.

Impact of the COVID-19 Pandemic on Liberal Arts Education: An Empirical Study in Hong Kong

The COVID-19 pandemic has instigated considerable unprecedented challenges to tertiary education in the aftermath of the mass shutdown of universities across Hong Kong since early 2020. Accordingly, shifting the traditional modalities to the online model has been opted for as the only reasonable alternative in the breakout period. It is, then, essential for educators to perceive the extent to which students’ learning attainments and experiences have been negatively impacted by these educational changes in the post-pandemic era. With the aim of examining the abrupt changes which the freshmen students’ e-learning experiences and their learning environment have undergone before and after the pandemic, the present quantitative study was conducted at a Liberal Arts Institution in Hong Kong, whose data was collected via the web-based questionnaire FYSLES, or “first-year student learning experience survey”. Quantitative analysis of responses indicated that students’ impressions and experience of liberal arts education, and students’ personalities and skills development, presented a U-shaped trend during the COVID-19 pandemic. The underlying rationale of this study is addressed to higher education policymakers to orient and add value to their safety measures, pertinent recommendations, as well as in context strategies that could be established in view of the pandemic’s detrimental effects.

Foundations in physiology: an introductory course using the core concepts.

As one element of an extensive revision to program curriculum, the Integrative Physiology and Health Science Department at a small, private, liberal arts institution developed a novel introductory course for the major, focusing specifically on the "core concepts" of physiology. Intended to provide the initial step in explicit scaffolding for student success and, ultimately, transfer of knowledge across the curriculum, development and assessment of the first offering of the course were completed. In the fall of 2021, IPH 131: Foundations in Physiology was launched. The specific core concepts covered were as follows: causality, scientific reasoning, physics/chemistry, structure-function, homeostasis, flow-down gradients, cell membrane, energy, cell-cell communication, and interdependence/integration. To assess student learning, the Phys-MAPS (Measuring Achievement and Progress in Science for Physiology) assessment tool was administered to students during the first week of class and again in the final week of the semester. Average scores revealed significant learning gains by the end of the semester (0.497 ± 0.058 vs. 0.538 ± 0.108 correct as a proportion of the total number of questions, P = 0.0096). While a modest gain in learning outcomes, these data provide early evidence that a course specifically addressing the core concepts of physiology can be an appropriate introduction to the physiology curriculum.NEW & NOTEWORTHY This article will detail the development and implementation of an introductory course using the "core concepts." Specifics of course design, assessment, and challenges encountered will be presented for those interested in this approach.

5 New College of Florida faculty denied tenure

The New College of Florida’s board of trustees has denied tenure to five faculty members in a 6–4 vote. Among them were organic chemistry professors Rebecca Black and Lin Jiang. All five faculty were recommended for tenure on Feb. 24, after completing their tenure packages a year ahead of schedule. Their last hurdle was approval by the board. But in a memo sent to trustees 12 days before the April 26 board of trustees meeting, New College interim president Richard Corcoran recommends that the board either defer or deny the professors’ tenure, citing “extraordinary circumstances,” a point he reiterated during the meeting . The circumstances include changes to the administration and “a renewed focus on ensuring the College is moving towards a more traditional liberal arts institution,” the memo said. He also noted the recent turnover of a large number of trustees. The six who voted to deny tenure to